Apcbse 20240404030459

DEPARTMENT OF SCHOOL EDUCATION
STRUCTURED LESSON PLANS

For CBSE-affiliated Schools
ENGLISH
GRADE-10
A Teacher Resource Book for

Competency Based Teaching-Learning
STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING (SCERT)

Committee for Development of Structured
Lesson Plans
Honorary Advisors
Shri Praveen Prakash IAS Shri S. Suresh Kumar IAS

Principal Secretary to Government Commissioner of School Education , AP
Department of School Education, AP
Shri B. Srinivasa Rao IAS

State Project Director, Samagra Shiksha, AP
Shri. M.Venkata Krishna Reddy MA., B.Ed Dr. B. Pratap Reddy MA., B.Ed., Ph.D.
Secretary, Model Schools, AP Director, SCERT, AP
Shri K. Ravindranath Reddy MA., B.Ed.

Director, Government Textbook Press, AP
Advisors
CRISP Azim Premji University LFE
Shri. R. Subrahmanyam Faculty from APU Krishnadarshan
I.A.S.(Retd), Secratary of CRISP Madhumati
Ms. K. Sandhya Rani
IPoS.(Retd), Founding member of CRISP
Mrs. P. Usha Kumari

I.A.S.(Retd), State Lead of AP Team CRISP
Programme Co-ordinators
Smt. Chirakala. Sreelatha Smt. Sripathi. Bhanumathi
State Co-ordinator, CBSE, AP Faculty, SCERT, AP
Shri. K. Dharma Kumar Dr. G. Kesava Reddy,
Co-ordinator,CBSE, AP Faculty, SCERT, AP
Subject Co-ordinators
Smt. T.L. Sailaja
Faculty, SCERT, AP
Subject Experts
Sri. G. Daniel Sri. J. Mamatha Prasad

Principal, APMS, Tameda APSWR JR College-Kuntamukkala
Sri. K. David Brainard Sri. P.S.S. Siva Kumar

ZPHS Pinnadri ZPP Girls High School, Tuni
Smt. N. Naga Apparna Smt. Dr. J. Anuradha
MJPAPBCWREIS, Gollgamudi APMS, L. Kota,
Smt. Fathima Pathan Smt. Padmavathi. Susarla
APMS, Seetharampuram, Nellore
ZPHS, Vepagunta
Smt. N. Sree Devi Sri. Anil Kumar
ZPHS, Ramavaram APMS, Krosuru.
MESSAGE BY PRINCIPAL SECRETARY
It brings me a great joy to invite all the teachers of CBSE-affiliated government schools to
this valuable resource book of structured lesson plans. Inspired by the vision of our honorable
Chief Minister, we are committed to supporting the teachers in shaping a bright future for all the
children in Andhra Pradesh. We envision our children transforming into global citizens, excelling in
academics and being ready for the world of work. In order to aid the teachers in this pivotal task of
preparing the students to emerge as global citizens, the School Education Department is
committed to making available the best resources and training. This lesson plans resource book is a
transformational step in that direction. Utilized appropriately, this resource books will transform the
teaching-learning process and experience in the classroom and lead to deeply engaging the students.
I hope you make the best use of this resource, which has been put together by our own teachers trained
by experts from Azim Premji University and facilitated by the Center for Research in Schemes and
Policies (CRISP). They have taken into consideration the teaching-learning needs of all types of
learners and created lesson plans that are rich in activities, examples, and assessments. They have
followed the CBSE Learning Framework and NCERT Learning Outcomes for Secondary Stage, along
with principles from the National Curriculum Framework: School Education 2023.
At the crucial juncture of secondary school, our children need spirited teachers like you to
prepare them for the changing and dynamic world. You bear the power and responsibility to shape their
minds and hearts and guide them to step out into the world and contribute to our state's growth and
country's economy.
Your dedication and efforts in implementing these structured pedagogical approaches will not
only enhance the learning experience of our students but also equip them with the necessary skills and
knowledge to thrive in an ever-evolving global landscape. Together, let us embark on this journey of
educational excellence and empower our students to become the leaders of tomorrow.
With great hope and appreciation,
Shri Praveen Prakash, IAS

Principal Secretary, Department of School Education
Government of Andhra Pradesh
MESSAGE BY COMMISSIONER
The United Nations Sustainable Development Goal 4 (SDG 4) underscores the pivotal role of
education in unleashing human potential and fostering self-respect. As the Commissioner of School
Education, I am privileged to champion a vision that empowers the children of Andhra Pradesh with
boundless possibilities and opportunities. Through pioneering reforms in education, encompassing
cutting-edge infrastructure, ongoing professional development for educators and administrators,
innovative digital initiatives, and an unwavering commitment to providing top-tier educational
resources, our state stands as a beacon of educational transformation.
Government of Andhra Pradesh is committed to implement best initiatives to enhance rthe

quality of education in the State. Obtaining CBSE affiliation to 1000 schools is one of such key
initiatives. This lesson plan resource book developed for the use of teachers working in CBSE schools
represents yet another milestone in our journey. Recognizing teachers as the cornerstone of our
education system, we have entrusted them to craft these lesson plans for your benefit. After undergoing
rigorous training in pedagogy, subject matter, learning outcomes and competencies, our educators
have infused these lesson plans with their profound knowledge of the subject, and understanding of our
students and their diverse contexts. It is a labor of love and thought, an amalgamation of explorations
and experiments, presented for you to embrace and utilize effectively.
These lesson plans are created with the aim of providing a rich repository of ideas to enhance
classroom engagement and productivity, and provide yet another innovative resource that teachers can
employ. Feel free to adapt and supplement these plans as you see fit. The teacher reflections section
serves as a tool for self-assessment and improvement, allowing you to augment your lessons and
address any gaps you may identify.
I am optimistic about our state's trajectory towards competency-based teaching, with a focus
on measurable learning outcomes that can be continually evaluated and enhanced. The decision to
affiliate 1000 schools with CBSE and implement a curriculum aligned with national standards is indeed
a significant stride in the right direction. Together, let us embrace this transformative journey towards
educational excellence and empower our students to thrive in an ever-evolving world.
I congratulate everyone who worked towards bringing this excellent resource book for the
teachers. I thank Center for Research in Schemes and Policies (CRISP) for the innovative ideas they
presented to the Government, including development of structured lesson plans. The support of SPD
Samagra Shiksha, continuous facilitation by CRISP, expert technical advice of Azim Premji
University faculty, hard work of our teachers, CBSE team in Commissionerate office and SCERT
made it possible to bring out this resource book in time for the 2024-25 academic year.
With sincere optimism and appreciation,

Shri S Suresh Kumar, IAS
Commissioner,
Department of School Education,
MESSAGE BY THE STATE PROJECT
DIRECTOR
The National Education Policy 2020 highlights that the purpose of education is to develop good human
beings capable of rational thought and action, possessing compassion and empathy, courage and
resilience, scientific temper and creative imagination, with sound ethical moorings and values. It aims
at producing engaged, productive, and contributing citizens for building an equitable, inclusive, and
plural society as envisaged by our Constitution. To realize the NEP's vision, it is essential for
educators to align with this goal and transition from curriculum-centric to competency-driven teaching
methods.
The State's commitment to this shared vision is visible in the Strengthening Andhra's Learning
Transformation (SALT) Project, where one of the pivotal focus areas is the professional development
of teachers. This entails utilizing insights from self-assessments, academic performance data from
school-based evaluations, and classroom observations to enhance pedagogical skills. With continuous
support from the education department, teachers will refine their pedagogical approaches, ensuring
effective delivery of lessons.
In the same vein, I am delighted to introduce this Lesson Plan resource book for our CBSE-affiliated
schools, crafted by experts from both within our state and across the nation. These lesson plans signify
a shift away from rote memorization and content accumulation towards a structured approach aimed at
fostering values, dispositions, and competencies in students. Rooted in the vision of the NEP and
operationalized by the National Curriculum Framework: School Education 2023, each plan
corresponds to a 40-minute class targeting specific learning outcomes from NCERT's Secondary
Stage. These outcomes collectively contribute to observable learning achievements and the
development of competencies over time. Moreover, this resource book empowers teachers to tailor
their content and assessments dynamically by monitoring and addressing students' learning needs
continuously.
I hope the teachers will find these resources valuable and helpful in transforming classroom
transactions. Together I hope we will reshape the educational landscape of Andhra Pradesh in the years
ahead. Best wishes for your endeavors!
Shri B Srinivasa Rao, IAS

State Project Director, Samagra Shiksha
MESSAGE BY JOINT DIRECTOR, CBSE
In a landmark decision, the Government of Andhra Pradesh affiliated 1000 Government schools with
the Central Board of Secondary Education (CBSE). This transition marks a significant milestone in our
efforts to provide standardized and high-quality education to our students. The CBSE curriculum is
widely recognized for its comprehensive and contemporary approach to learning, offering students a
competitive edge on a national scale. The Board emphasizes holistic development of learners by
providing a stress-free learning environment that will develop competent, confident and enterprising
citizens who will promote harmony and peace. It is committed to providing quality education to
promote intellectual, social and cultural vivacity among its learners.
By aligning our schools with CBSE, we aim to ensure our students are well-prepared to compete on a
national level and excel in today's dynamic world. In order to achieve this, our utmost efforts have
gone into developing these structured lesson plans incorporating NCERT's Secondary Stage Learning
Outcomes, the National Curricular Framework: School Education 2023, and CBSE Learning
Framework document developed by Azim Premji University. 'Structured Pedagogy' is a scientific,
evidence-based, learner-centric approach for teaching that equips every teacher with clearly defined
objectives, proven methods, well-structured tools, and practical training. After many rounds of
rigorous training, expert teachers from our CBSE schools integrated the conceptual and practical
aspects of their subjects and condensed them into these easy-to-use lesson plans.
We thank the Center for Research in Schemes and Policies (CRISP) and Azim Premji University for
their innovative ideas and tireless support.
I encourage each of you to fully utilize these plans and personalize them to fit your teaching style. May
this invaluable resource serve as a valuable tool as you guide Grade 10 students through this critical
stage of their education. Your dedication as teachers brings us immense joy and pride, as we entrust the
future of our state's children to your capable hands. Wishing you all the best!
Mr Krishna Reddy
Joint Director, CBSE
Department of School Education
MESSAGE BY CENTRE FOR RESEARCH IN
SCHEMES AND POLICIES (CRISP)
In October 2023, the Centre for Research in Schemes and Policies (CRISP) forged a significant
partnership with the Government of Andhra Pradesh, to help bring about a transformation for the
state's School Education system. Our inaugural initiative was designed to cultivate excellence within
the 1000 CBSE-affiliated schools. CRISP's primary focus was to support both teachers and students
during the transition from the State Board to the CBSE Board.
Research reveals that an average teacher grapples with approximately 1,500 decisions daily. While it
may be impractical to intervene in every decision-making process, our aim was to alleviate the
cognitive load associated with tasks such as lesson planning, question formulation, activity design, and
assessment creation. Recognizing the novelty of transitioning from the State Syllabus to CBSE, our
initiative encompassed the provision of essential resources alongside comprehensive training for all
educators involved.
To enhance our efforts, we collaborated with Central Square Foundation, a renowned organization in
the field of Education, to train our teachers in their Structured Pedagogy approach. This evidence-
based, learner-centric methodology equips educators with clearly defined objectives, proven methods,
well-structured tools, and practical training.
We are thankful to professors from Azim Premji University who provided invaluable support by
mentoring the core group of teachers over a six-month period, guiding them through NCERT's
Learning Outcomes for the Secondary Stage and the National Curriculum Framework: School
Education 2023. The culmination of these efforts is the creation of this resource book, comprising
structured lesson plans for the benefit of teachers, and vetted meticulously by the SCERT. We hope
that the tremendous effort of our teachers serves as an inspiration to continue shaping the minds of our
youth.
We extend our sincere gratitude to Dr. Emmanuel Joseph, Joint Commissioner (Academics) at CBSE,
New Delhi, professors from Azim Premji University, experts from Central Square Foundation, the
State CBSE team, SCERT, and the entire Department of School Education for their invaluable
guidance and support throughout this endeavor. Their deep commitment to enhance the quality of
education and to transform the teaching-learning process in the classrooms made it possible to bring
this initiative to life within a remarkably short span of time.
We thank the Government of Andhra Pradesh for giving us this opportunity, for the trust they reposed
in accepting the innovative idea and facilitating it to germinate and fructify.
Centre for Research in Schemes and Policies

February, 2024
FOREWORD BY DIRECTOR, SCERT
At the heart of quality education lie two indispensable pillars: the teacher and the student. While
textbooks, digital resources, infrastructure, and curriculum play crucial roles in the educational
landscape, it is the teacher who bears the primary responsibility of delivering lessons, facilitating
comprehension of complex concepts, nurturing independent thinking, and molding individuals into
responsible members of society. The Department of School Education, Government of Andhra
Pradesh aspires to create citizens equipped with the skills and competencies to succeed and solve
problems at a global scale, while remaining locally rooted and aware.
To achieve this goal, we have developed a comprehensive resource book to support teachers across the
state, enhancing their planning and teaching processes with ease and creativity.
These meticulously crafted lesson plans have been curated by trained educators and thoroughly
reviewed by SCERT experts. Each lesson plan is structured into distinct period plans, addressing
specific topics within the lesson. Clear learning outcomes are outlined at the beginning of each lesson
and progressively addressed throughout the class session. Furthermore, each period plan is divided
into sections including Learning Outcomes, Teaching-Learning Process, Pointers for Assessment, and
Material Required, offering teachers a flexible framework to tailor to their preferences. The provided
questions to assess prior knowledge, suggested activities, and prompts for understanding checks serve
as guides, encouraging teachers to adapt the plans to suit the unique needs of their classroom and
students.
The SCERT extends its sincere appreciation to the dedicated members of its textbook committee,
source material reviewers, lesson plan creators, and technical partners for their invaluable
contributions in realizing this vision. We also express our gratitude to the Principal Secretary and
Commissioner, Department of School Education, and State Project Director, Samagra Siksha,
Department of School Education for their steadfast commitment to promoting quality education,
consistently driving us toward excellence in all facets. We appreciate the steadfast support of Center
for Research in Schemes and Policies (CRISP) and professors from Azim Premji University in
developing the lesson plans.
Dr B Pratap Reddy
Director,
State Council of Educational, Research, and
Training Government of Andhra Pradesh
INTRODUCTION AND BACKGROUND TO THE STRUCTURED
LESSON PLANS RESOURCE BOOK
The National Education Policy, 2020 (NEP) focuses strongly on a need for a well-defined Curriculum
and a Structured Pedagogy in schools, to ensure holistic, integrated, enjoyable and engaging learning
of the students.1 In pursuance of the Memorandum of Understanding (MoU) signed between
Government of Andhra Pradesh (GoAP) and Centre for Research in Schemes and Policies (CRISP),
and the recommendation made by CRISP in the Action Plan for CBSE, GoAP agreed that
“Structured pedagogy should be adopted for Classes 8 and above in the newly converted CBSE
schools. For this purpose, while using material already available, standard lesson plans should
be prepared.” In furtherance of adapting structured pedagogy approach in Government CBSE
Schools to improve the quality of teaching-learning, the GoAP organized the following:
1. Organised a Structured Pedagogy workshop was organized in collaboration with CRISP

in Vijayawada from 11th to 13th July 2023. Experts from Central Square Foundation
and Azim Premji University (APU) anchored the workshop, with additional sessions
by Room to Read, Leadership for Equity, Ambitus World School, and SCERT
Telangana. Sessions focused on the need for a structured way of teaching and learning,
shifting from rote method to competency based curriculum, and delved into the NCERT
Learning Outcome Framework for the Secondary Stage. A total of 60 subject teachers
along with A.P SCERT subject experts participated in the workshop representing
English, Mathematics, Social Science, Biology, Chemistry, and Physics. Each subject
group consisted of 10 teachers, 1 SCERT expert, and 1 CBSE School Principal acting
as a Coordinator. With guidance from CSF and APU, the subject groups prepared one
sample lesson plan per subject by the end of the 3-day workshop.
2. Post the workshop, facilitated the expert subject teachers to work on lesson plan
development, with virtual support from APU faculty virtually.
3. Organised a Capacity Building workshop from 11th to 14th October 2023 in

Vijayawada with expert support of experts from APU. Sessions were held on mapping
content to specific learning competencies, designing and using creative Teaching-
Learning Materials, adding Check for Understanding questions, using interdisciplinary
approach in the lessons, addressing student misconceptions, and creating a diverse
range of assessments. The workshop enhanced the ability of the teachers to
1
Chapter 4 & 5, National Education Policy, 2020 (NEP, 2020)
a. understand the principles and practices underpinning competency-based
curriculum as outlined in NEP 2020 and NCF-SE 2023;
b. equip the teachers to analyse the need to effectively align curriculum content,
competencies, pedagogical practices, and assessment methods in the classroom;
c. helped them to learn to develop competency-based lesson plans that integrate

NCF-SE 2023 guidelines, ensuring that learning outcomes are aligned to the
desired competencies with the help of model lesson plans
d. trained them to gain practical insights into designing and implementing both
formative and summative assessments that accurately measure students'
progress toward achieving the competencies set forth in NCF-SE 2023
4. Held a physical camp for the core team of teachers to develop and quality check the
lesson plans for all the subjects in Vijayawada for 12-days, from 20th November to 1st
December 2023. APU teachers and Leadership for Equity team provided technical
support.
5. In early February 2024 the lesson plans developed for Grade 9 and 10 were vetted and
finalised by AP SCERT and sent to the Textbook Press for printing and distribution.
ELEMENTS OF THE STRUCTURED LESSON PLANS
All lesson plans are meticulously organized into detailed period plans, each focusing on a
specific topic and its corresponding Learning Outcomes. These period plans are then
subdivided into four essential sections:
1. Topic and Learning Outcomes, along with associated Indicators

2. Teaching-Learning Process, highlighting Pedagogical Strategies
3. Assessment Strategies to gauge student understanding and progress
4. Materials required, ensuring all necessary resources are readily available for
effective instruction.
Within these sections, the following elements have been covered:
● Higher order thinking questions have been added to encourage critical thinking,
problem-solving, creativity, and analysis. These questions usually move beyond
‘What’, and ‘When’, and focus on ‘Why’, or ‘How’. Some examples of these are:
“Explain the twinkling of stars.” [Physics]
“How does trade help connect the countries in the world?” [History]
“Why can amphibians and reptiles tolerate mixing of blood to some extent?”
[Biology]
“Do you think it was right for the farmer to be angry with the postmaster? Why or
why not? [English]
“What should India do or achieve to become a developed country?” [Economics]
“Why does a snail change its sex?” [Biology]
“How did Gendhadhur, a backward village in Mysore, Karnataka, become rich in rain
water?” [Geography]
“Why can’t astronauts see the rainbow from the surface of the moon?” [Physics]
● Keywords and key concepts are stated in the beginning of every chapter so that the
teacher can be sure to cover them during the course of the lesson
● Prior knowledge and skills are tested at the beginning of every period to assess
whether students have retained concepts covered in previous lessons, and to gauge
the overall level of knowledge on the topic to be covered
● Prompts and questions to address common misconceptions about the topic have
been given in the plans to clarify any incorrect ideas students may have. For example:
“A woman in your neighborhood is blamed for giving birth to a baby girl. Is the sex
of the baby determined by her? Remove the misconception through your argument.”
[Biology]
● Discussion prompts for class or group discussions have been given, especially for the
humanities subjects. For example:
“Why do you think men receive higher wages than women for the same job?
Discuss.” [Economics]
“Human societies have steadily become more interlinked. Comment.” [History]
“Discuss the benefits and drawbacks of using chemical fertilizers.” [Geography]
● Assessment and remedial periods have been allocated after every lesson plan to
gauge student learning, and revise concepts that students need more clarity or practice
in, before moving to the next lesson
● Inter-disciplinary nature of subjects and topics has been encouraged in the plans so
that students recognize the value of all subjects equally. It also promotes a holistic
understanding of the topic and opens them up to thinking about an issue from various
lenses
● Formative and summative assessments, check for understanding questions, and
worksheets are given for every lesson to assess student learning at every stage of the
lesson
● Space for teachers to reflect on every period has been provided at the end of the
plan. The prompts are designed to assist teachers in assessing the alignment of their
plan with overarching curricular goals and competencies, evaluating student
engagement levels, ensuring effectiveness of assessment strategies in measuring
student understanding, and gauging the efficacy of teaching materials, activities, and
case studies utilized
HOW TO USE THESE LESSON PLANS

Teachers should have a comprehensive understanding of the curricular goals, competencies,
and the nature of the subject they teach. It is essential to thoroughly review the section on
"Pedagogical Practices" to gain deeper insight into teaching methodologies. With this
groundwork, teachers can then delve into the lesson plans for their subject. It is highly
recommended to study the entire lesson plan before initiating the lesson in class. Throughout
the lesson, teachers can refer to each period plan and manage class time effectively to cover
the elements outlined in the plan. Additionally, teachers are encouraged to modify the plan as
needed, incorporating or removing content, questions, or activities to address the specific needs
of their students and contextual requirements.
PEDAGOGICAL PRACTICES
Broad Aims of School Education

The Learning Standards are guided by certain widely agreed upon broad Aims of School
Education that are articulated in this NCF. These aims have been arrived at from the vision
and purpose of education as envisaged by NEP 2020:
Broad Aims of Education:

1. Rational Thought and Autonomy: An individual should have the capacity of rational
reasoning and sufficient knowledge to understand the world around them. An individual
should be able to make an informed decision. This fundamentally requires knowledge
in breadth and depth.
2. Health and wellbeing: School education should be a wholesome experience for
students. Students should acquire Knowledge, Capacities, and Dispositions that
promote mind-body wellness.
3. Democratic participation: This requires appropriate knowledge capacities, values,
and dispositions so that an individual may be oriented towards sustaining and
improving the democratic functions of Indian society.
4. Economic participation: Education should work as an enabler for a healthy democracy
as well as a healthy economy.
5. Cultural and social participation: Along with democracy and economy, society, and
culture also play an important role in the mode of associated living. An individual
should acquire capacities and a disposition to contribute meaningfully to culture.
For a more detailed explanation, please refer to the National Curriculum Framework: School
Education 2023 (p.45-51, p.88-92, p.101-102, p.116-121)
NATURE OF THE SUBJECT: ENGLISH

(Adapted from the CBSE Learning Standards document. Please refer to it here:
https://cbseacademic.nic.in/cbe/documents/Learning_Standards_English.pdf)
Though language is popularly viewed as only a means of communication, it has other functions
too. It helps us learn about the world and explore the depths of human knowledge, experience,
emotions, values, imagination, and creativity. All that we know about the world and all the
value that we as humans have added to it – be it poetry, history, art, science, philosophy,
technology, politics, music, architecture, mythology, cinema, math, aesthetics etc. – has been
possible because of language. We can look back at our past, learn from it and glimpse into the
future, all because of language. Our thoughts shape language, and language shapes our
thoughts. It is difficult to imagine a world without language! It is central to the human
experience.
This does not mean that adults participate in the exploration of language while children use it
for communication only. Language plays a formative role in the overall development of a child.
With increasing physical and cognitive development, the child quickly learns that making
certain noises and utterances will help them get what they want (water, food, mother, father,
their favourite toy!). The child’s use of language becomes more complex with time, and they
begin to use language for spinning stories, cracking jokes, playing games, singing songs,
daydreaming, and even lying for avoiding a scolding or punishment! Children’s development
and use of language are indeed very creative and exploratory!
However, these different uses of language by the child are more explicit processes that are
easily observable by all. There are simultaneously more implicit processes, which are difficult
to pinpoint and observe. The child has the innate ability to learn more than one language
simultaneously, provided there is adequate exposure and meaningful interaction with the
language(s). The child also has the innate faculty to construct grammatical systems without any
explicit grammar instruction. But most important of all is how language helps the child develop
concepts about the self and the world, where concepts are not just words to be learnt such as
dog, tree, chair, mobile, hammer, happy and Monday but ever-expanding ideas that become
more nuanced and interconnected with time. These concepts help the child learn other
languages and subjects, develop the concept of self (Who am I? What do I like and dislike?
What are my strengths and weaknesses? Who do I admire? What brings me joy and what causes
me pain?) and think critically about the self and the world (Why did I get so angry at my friend?
How can we make the world a better place?). Thus, the child’s very perception of the world,
interests, values, attitudes etc., are shaped by language. Therefore, the development of language
skills and cognitive skills cannot be separated.
This spectacular nature of language and its multiple functions have serious implications on how
language should be taught in school, and for what purposes. Learning a language is not just
about learning the script, sounds and grammar. The Position Paper on Teaching of English
(NCERT, 2006) unequivocally states that the goals of a language curriculum are twofold:
attainment of a basic proficiency and the development of language as an instrument for abstract
thought and knowledge acquisition. It follows that the objectives of language teaching at the
elementary stage are to develop competence to understand what one hears, to read with
comprehension and not merely decode, to express effortlessly and to write coherently. At the
secondary stage, the objectives are to equip the learners to use language to express their
thoughts logically, imaginatively, and analytically in speech and writing, in the classroom and
outside. As a result, learners at this stage are expected to engage with a variety of language
tasks from having conversations, writing dialogues for skits, arguing in debates and speeches
to composing poetry, writing reflective essays, and drafting letters.
Due to the overarching role of language, it transcends the boundaries of the language
classroom. The various linguistic tools employed by children help them to make meaning of
their immediate environment and the world around them. The conceptual understanding and
proficiency in various school subjects depend on the child’s proficiency in the language. A
‘language across curriculum’ perspective conceptualises language teaching as not just during
the language period but also during the teaching of other curricular areas in school like math,
science, social science, art, music etc. The content for learning language itself borrows from
different subject areas and content domains, which is why texts at the secondary stage include
authentic material, environmental print, scientific texts, social science essays etc. The learning
of language should, therefore, provide children adequate space for building critical language
abilities.
The structured lesson plans in this book are rooted in the vision of the National Education
Policy 2020, operationalized by the National Curriculum Framework: School Education 2023,
and based on the Learning Outcomes from NCERT’s Learning Outcomes at the Secondary
Stage. The following content has been adapted from the original documents to provide context
and explanation for the pedagogical practice behind the development of these lesson plans.
NCERT Curricular Expectations for the Secondary Stage:

For detailed Learning Outcomes and suggested Pedagogical Processes, please refer to the
NCERT Learning Outcomes at Secondary Stage
ENGLISH Curricular Expectations

At this stage learners are expected to:
● develop an understanding of what they hear in formal and informal settings.
● develop an ability to speak fluently and accurately in a variety of situations
meaningfully.
● understand the verbal and non-verbal cues used by the speaker.
● develop an ability to read with comprehension and not merely decode.
● develop an ability to construct meaning by drawing inferences and relating the texts
with previous knowledge.
● develop the ability to express their thoughts effortlessly, confidently and in an
organised manner.
● write a coherent piece undergoing various stages and processes of writing.
● develop imagination, creativity and aesthetic sensibility, and appreciation.
● understand the overarching values embedded in the Indian constitution like equality,
social justice, equity, scientific temper; imbibe values and apply. y respond to
contemporary social concerns like violence against women, protection of
environment, etc., think critically about various issues and concerns.
● use language as a skill for real life purposes.
● attain a level of proficiency in English language to meet the workplace requirements.
● recognise and accept diversity in terms of language and culture.
● be sensitive to people in difficult circumstances, children with special needs, needs of
elderly people, etc.
● realise the uniqueness of Indian culture, heritage and its contribution to world
knowledge.
● develop global perspective on various issues through literature, ICT, media, etc.
● develop multilingual competence through using multilingualism as a strategy for
learning of languages and subjects.
● develop grammatical competencies moving from procedural knowledge (from use or
meaning) to declarative knowledge (form).
Aims of Languages/English
Learning Languages enables students to access the understanding, knowledge, and skills
available in written or spoken forms in a society. It develops students’ abilities to express
ideas and feelings, be creative, think rationally, make well-informed choices, and act on those
choices. Proficiency in Languages is essential for a democratic society in which individuals
participate and contribute to its political, economic, social, and cultural life. Proficiency in
multiple languages, including mother tongues and regional languages, promotes a society
which respects and appreciates one’s own as well as others’ cultures. Such multilingualism
also has direct benefits for the individual in terms of cognitive development and flexibility.
Language Education in schools must specifically aim to achieve:
a. Oracy and literacy: Oracy and literacy are fundamental to school education. Achieving
oracy means students develop fluency in expression and understanding of spoken Language.
Literacy means that all students demonstrate fluent and critical reading, writing, and
comprehension capacities in the Language. The capacities to use Language in spoken and
textual form are critical not just for Language Education They are also a foundational
capacity for all other curricular areas.
b. Effective communication skills: Students should develop their Language capacities to
think critically, identify real-world problems, analyse them, make rational arguments, and
work out solutions. The capacity to use language to think and communicate well in a variety
of situations is critical for effective democratic, social, and cultural participation.
c. Literary and creative capacities: Language teaching in schools must aim at building
capacities in students towards an appreciation of the literary aspects of Language. It should
also allow for an exploration of how to be creative and imaginative in their spoken and
written expressions. Language serves as a vehicle for aesthetic and creative expression across
cultures. Appreciation of the creative and aesthetic aspects of Language can be accomplished
through creative prose, poetry, storytelling, word games, puzzles, jokes, riddles, and more.
d. Multilingual capacities: Language Education in schools should aim to make a student an
independent speaker, reader, and writer in at least three languages, as laid out in NEP 2020.
e. Appreciation and engagement in culture: Learning a language is learning a culture.
Thus, language plays an important role in the immersion and participation in culture. Given
the wide range of languages and the richness of their cultures in India, students must be given
the opportunity to understand and appreciate the rich linguistic cultures of India. This can be
achieved through introducing samples of various kinds of literature from languages across the
country, including some of the great classical literature of India.
For more details on the Aims of specific subjects please refer to the NCFSE following pages:
English: p234-267; Mathematics: p268-293; Science: p294-319; Social Science: p320-352.
LESSON PLAN
CLASS – X
UNIT -1
Prose: A LETTER TO GOD - 7 Periods
Poem: DUST OF SNOW – 2 Periods
Poem: FIRE AND ICE – 2 Periods
Supplementary Reader: A TRIUMPH OF SURGERY – 3 Periods
Workbook: Words and Expressions – A Letter to God (Dealt with Prose and Poem)
Total No. Of periods: 14
The following Goals and Competencies will be developed through this unit-
CG 1: Develops reading comprehension and summarizing skills by engaging with a variety of texts (stories, poems, extracts
of plays, essays, articles and news reports) and uses various strategies to write for different audiences.
CG 2: Develops the capacity for effective oral and written communication in different situations (formal and informal).
CG 3: Explores different forms of literature (samples from early to contemporary)
CG 4: Develops the ability to recognize basic linguistic aspects (word and sentence structure) and use them in oral and
written expressions
CG 5: Develops an appreciation of the distinctive features of the particular language, including its alphabet and script,
sounds, rhymes, pun and other wordplays and games unique to the language.
1|Page
Period and Competencies Learning outcomes
Topics
1. Before you read CG -2:
(Pre-Requisites) LO 1 – Recalls the various modes of communication and
C.2.2 – Asks a variety of questions on ways of transaction of money.
social experiences using appropriate
language (open-ended/closed-ended, LO 2- Compares the existing modes of communication with
formal/ informal, relevant to context, that of the past.
with sensitivity)
LO 3- Identifies various modes of communication.
C.2.3 - Shares ideas and critiques on
the various aspects of their social LO4: Uses different modes of money transactions.
and cultural surroundings in oral and
written form. LO 5- Illustrates the activity given in the text.
2. Reading text: CG- 5:
Model Reading C.5.1. Understands the phonetics and
script of the language, the number of LO 6- Identifies the word pronunciation found difficult and
Slot – 1 vowels and consonants, and how they try to learn by repetition.
interact and are used.
The House …we’ll go CG – 1: LO 7 - Relates a similar situation with that of the text read to
hungry this year. C.1.2. Relates to their own her/his own or someone else’.
(Text on page number 3 - 5) experiences with that of the
experiences of others. LO 8: Develops the aspect of adaptability and finds out the
solution to overcome the challenge.
C.1.3- Notices real life situations
similar to the context. LO 9- Sensitizes human emotions, being sympathetic
towards fellow beings and nature.
2|Page
CG – 2:
C.2.3 Shares ideas and critiques on LO 10 – Administers the reading observed from the teacher
the various aspects of their social and and reads the text following the articulation techniques.
cultural surroundings in oral and
written form.
3. Reading Text CG-1:

Slot – 2
C 1.1: Identifies main points,
But in the hearts of all…a summarises after a careful reading of LO 11 –Compares her/his real-life experience with that of the
bunch of crooks. Lencho.” the text, and responds coherently. text.
(Text on page number 5 -
7) C 1.2: Uses strategies to organise LO 12 – recalls a similar situation that she/he had
ideas and information to write for experienced.
an intended purpose and audience.
CG-2:
LO 13 – Demonstrates problem solving ability in reference to
C 2.2 – Asks a variety of questions on the text.
social experiences using
appropriate language (open-ended/ LO 14 – Expresses their point of view on textual and
closed-ended, formal/ informal, personal experiences.
relevant to context, with sensitivity)
3|Page
4. Thinking about the text. C.G - 3: LO 11 – Analyses the given audio in reference to the literary
text.
C.3.1 - Identifies and appreciates
different forms of literature such as LO 12 – Summarizes the text with complete comprehension
samples of prose, poetry, and drama
(early to contemporary) LO 13 – Compares the characteristics of Lencho to the
acquainted person.
C.G.-4:
LO 14 – Analyses various challenges faced by the
C.4.1- Interprets understands and protagonist.
applies basic linguistics aspects -
LO15: Infers positive dispositions like being hopeful and
sentence structure, punctuation tense,
gender and arts of speech. resilience through the literary text.
LO 16: Identifies the language conventions in the sentence
structure.
5. Thinking about C.G 4: LO 17 – Identifies various uses of vocabulary in different

Language C.4.1 - Interprets, understands, and contexts.
applies basic linguistic aspects (rules), LO 18—Rearrange the concepts given in the exercise by
referring the text.
such as sentence structure,
LO 19- Uses the correct structure of relative pronouns in
punctuation, tense, gender, and parts various contexts.
of speech. LO 20- Appraises the right use of literary devices in different
genres.
6. Speaking CG 2: LO 21 – Expresses their real-life situations similar to the
C. 2.1- Listens critically and reads story and also reads similar issues in editorials and articles.
different news articles, reports, and
editorials to express opinions.
4|Page
C. 2. 2 - Asks a variety of questions on LO 22 – Deduce the qualities of the character felt apt to
social experiences using appropriate herself/ himself to overcome the problem.
language (open-ended/closed-ended,
formal/ informal, relevant to context,
with sensitivity)
LO 23 – Draws a critical analysis on the educe the qualities
C.2.3 - Shares ideas and critiques on of the character felt apt to herself/ himself to overcome the
the various aspects of their social problem.
and cultural surroundings in oral and
written form.
7. Listening and Writing CG 3: LO 24- Matches the listening text and completes the table
C 3 .1 - Identifies and appreciates given
different forms of literature such as
samples of prose, poetry, and drama
(early to contemporary).
CG 4:
C 4 .1 - Interprets, understands, and
applies basic linguistic aspects
(rules), such as sentence structure,
punctuation, tense, gender, and parts
of speech.
5|Page
Overview
Period 1
Before You
Read
Period 7 Period 2
Speaking Reading
Writing Text
Listening Slot -1
A
Letter
Period 3
Period 6 to Reading
Literary Text
Devices God Slot -2
Period 5 Period 4
Thinking Thinking
About the About the
Language Text
6|Page
Class: 10 Chapter: A Letter to God
Sub- Topic Teaching Learning Process Pointers for Assessment Material Required
Period- 1 In order to activate the

Before you read/ background knowledge of the
Activating prior learner, the following activity is
knowledge conducted.
Picture Reading Visual Activity 1: Whole class

activity: INSTRUCTIONS:
1. Observe the picture carefully
The teacher asks a few questions and find out the familiar TB Activity 1:
related to modes of ones. 1. Fill in the Money Order
communication in earlier days. form given using the clues in
2. Name some modes of the form.
communication you know. 2. Complete the

following statement
3. How do you communicate
given in the text.
with your parents when you
Modes of communication are away from home?

(present)
4. How do you usually pay or
receive money?
5. How is money transaction
done now-a-days?
7|Page
Picture Reading
Teacher presents relevant pictures
to generate ideas, thoughts
related to agriculture, farming,
fields, various crops to lead them  What do you observe in the
to the actual text. picture?
Visual Activity -2
a farmer in a field
 What does the background
suggests?
 Could you guess the crop

that is cultivated in the
picture?
Oral Narration: Teacher develops context of the

lesson gradually through pictures.
Teacher consolidates the
responses and gives a subtext - a
farmer is standing in his field
disappointed.
We will get to know the reason
for his unhappiness.
8|Page
Introduction to the Concept Map -1: A Letter to
Concept God
Teacher gives an overall view of the

entire text- Components, author,
characters and the other details. She
briefs the story consolidating the
elicited responses.
Introduction to the  What tool is the farmer
title
carrying?
 Who is the person standing
Teacher lists the names of in the field?

different tools used in the
 Do you think the person
agriculture.
was happy? Why/Why not?
 Who do you think the person
is?
9|Page
Announcement of  What is he doing?
the Topic A Letter to God  Can you guess to whom he is
writing the letter?

A Letter to God
 Have you ever written a letter
to anyone?
 When you face a challenge or
pain, whom do you approach?
 Why do we go to
temple/church/mosque?
(To pray God)
Why do we pray? (To seek

 Teacher links up the lead
pictures to give the title of the help from God)
actual story.
The present story ‘A Letter to God’ is

About the Author
one of the famous works of Gregorio
López y Fuentes, a Mexican writer,
revolves around the idea of having
unquestionable faith in God.

Gregorio López y Fuentes
Presentation of the Teacher presents the entire text at
(1895 - 1966)
entire text one go to have an overall listening
https://epathshala.nic.in/topi
of the text with proper stress,
c.php?id=1059CH01
intonation and modulation.
10 | P a g e
PERIOD -2 A LETTER TO GOD  Chart with Keywords
Reading with While you are reading the text, you have
comprehension to identify the characters in the story, their  IFP
role, intimacy with nature and emotions in
the family.  Using QR Codes given
Teacher tries to connect the title to the
text given. in the text.
READING SEGMENT - 1
Slot: 1  Any other relevant
THE house — the only…………….. “We’ll
all go hungry this year.” (Pg 3-5) videos
1. Where was the house
situated?
2. What do the earth need?
A house at the crest of the hill. 3. Do you find any other

 The teacher reads the text aloud with
Model Reading houses around?
proper stress and intonation, to have an
by the Teacher
overall listening comprehension, while 4. What else do you observe
the students listens to the teacher’s
in the picture?
pronunciation and articulation.
 Teacher continues to discuss posing
inter active questions. Teacher takes the
lesson ahead in an interactive mode to
intensify their comprehension
 The students read the text aloud with
proper stress and intonation.
11 | P a g e
5. Describe the background Display of the pictures
Keywords Teacher supplies keywords and asks the related to the keywords
of the text.
students to refer the dictionary and find with their meanings.
out the meanings to get the contextual 6. What were they waiting
meaning. Locust
for?
Keywords: 7. What did he predict?

 Crest
8. How did he compare rain
 Predicated
 Huge drops with?
 Draped
9. What did the farmer
 Resemble
 Hailstorms expect to happened and
 Frozen pearls
what happened?
 Locusts A Plague of Locusts
 A plague of locusts 10. What was the result of
 exclaimed
the rainfall?
Reading aloud Students read the text aloud with proper 11. What did the farmer tell
by the students stress and intonation to expertise fluency.
his sons?
Teacher makes the students read the text 12. Why do you think
for comprehension and to read behind
Lencho’s family will be left
and between the lines to know the
author’s literary techniques. hungry?
13. What does the text talk

CLOSE CLOSE READING ACTIVITY
READING During the Reading stage – 1 & 2 the about?
ACTIVITY learners shall follow the following steps
14. Highlight the lines you
with regard to close reading of the text.
like most or got inspired.
12 | P a g e
Individual Reading 15. Circle the difficult
 Write down important ideas from the
phrases.
text.
 Use the text to answer the questions 14. What have you
given.
understood by the title? Is it
 Read again to summarize and answer
specific questions. apt?
Collaborative Reading
15. If you were the author of
The teacher divides the class into groups
for the purpose of shared reading in the the text how would you end
Collaborative reading stage since the
the story.
learners:
● learn to read cooperatively in pairs or Comprehension Questions:
groups
What did Lencho hope
● Talk to each other about what they
think the text means. for?
● Preview the text
What were Lencho’s
● Give ongoing feedback by deciding
click (I get it), clunk (I don't get it) at the feelings when the hail
end of each paragraph
stopped?
● Get the gist of the most important
parts of the text Why was the night
● wrap up key ideas
sorrowful?
Comprehension On completion of this activity the Did the rain bring

Check:
teacher poses some questions to check happiness to Lencho?
their comprehension. Talk to each other What attacked Lencho’s field?
about what you think it means. What happened then?
13 | P a g e
PERIOD – 3
READING SEGMENT – 2 Slot: 2
Reading with  Chart with Keywords
comprehension But in the hearts of all ………………. employees  IFP

are a bunch of crooks. Lencho.” (Pg. no. 5-7) Comprehension check:  Using QR Codes given
Teacher reads the text aloud to make 1. What have you in the text.
the students develop better understood by the  Any other relevant
pronunciation, stress and intonation. behavior of the videos
Scaffolded reading: postmaster?
Teacher conducts the scaffolding 2. Was Lencho surprised to
reading stage to develop interactive find a letter for him with Display of the pictures
sharing of opinion and thoughts to money in it? related to the keywords with
understand the difficult concepts. 3. What made him angry? their meanings.
Students observe the following steps 4. Do you feel the farmer
while reading the text: being angry on the
1. Identify the key expressions. postmaster and his
2. Find out the meanings for the employees right? Give
difficult words. reasons.
3. Divide the text into convenient
chunks make use of other relevant
14 | P a g e
resources such as audio-video links 5. If you were the postmaster,
suggested by the teacher. how would you help the
4. Connects the context to their farmer?
previous experiences.
5. Identifies cohesive devices like
linkers, connectors, figurative
language etc.
The teacher summarizes the gist in a
nutshell and makes the students infer,
Workbook compare, analyze and interpret critically. Workbook Page number 1-5
Words and expressions

Reading Comprehension
(Page numbers 1-5)
Students will read the text given in the
workbook and do the exercises follow -
Jumbled sentences.
 Graphic description
Passage: The trader and the Tailor
15 | P a g e
PERIOD – 4
Thinking
about the Teacher discusses the questions given at
Text the end of the text for oral comprehension. Why did the postmaster
Textbook
Teacher makes the student to identify the send money to Lencho?
qualities of Lencho.
What made him to sign the
Activity: Individual/ Group Activity. letter ‘God’?
In the given text, you have observed the Did Lencho try to find out
qualities of Lencho. What qualities would who sent money?
you like to develop to make yourself better? Do you think God really read
the letter?
How do we generally
approach God to seek help?
Words and Expression
Workbook Page number 8-

Words and Workbook: Unit – 1 10
Expression
Teacher discusses ‘Listening Activity’ and
‘Editing Activity’ given on page number 8-
10
16 | P a g e
PERIOD – 5 Teacher discusses various words related to Textbook Page number 8 and 9
Thinking the word ‘hope’ and ‘storm’. Storm Pictures and videos related
about to the word ‘storm’.
Language Gale
Additional Worksheet
A. Vocabulary: Whirlwind
Hope Tornado
Storm Cyclone
Hurricane
Textual Exercise Teacher makes the student do textual
Typhoon
exercise given on various usages of the
word ‘hope’ and ‘storm’ in different

Textual exercise given on
contexts. Workbook page number 7
page number 7. Exercise on Relative
Words and Teacher asks the students do the related Pronouns.
Expression exercise given in Workbook given on page
number 6.
B. Grammar
Relative Teacher will explain the students about

Pronouns relative pronouns and relative clauses by
giving examples from the text. Teacher
gives a clear definition of Defining and
Non-Defining relative clauses.
17 | P a g e
Teacher will explain the use of Negatives – Textual exercise Page no. 10
PERIOD – 6 ‘No, Not, Nothing’ in a context.
Textbook
Negatives for Emphasis – Contradiction
Grammar Workbook
Teacher asks the students to find the
sentences in the textbook that have
contradiction and rewrite in the blanks.
Literary Devices/ Figures of speech Figures of speech

Teacher analyses the use of literary devices
to intensify the expressions of the
characters and situations in the story.
Poet makes uses of the following literary

devices in the given text. Worksheet
 Metaphor- huge mountains of clouds,
New coins, silver coins, and a locust’s
plague
 Simile – The field was white, as if
covered with salt
 Irony – Lencho blamed the post office
employees who in fact helped him.
 Humour – when the postman laughed
receiving the letter to God…
 Tone or mood of the story-
Sullen to suffice – Lencho’s steadfast
confidence in God.
18 | P a g e
PERIOD – 7
Textual Exercise page number 11
Speaking Students speak about their difficult situations
or their problems and share how they could
come out of it.
Teacher asks the students to design pictorial Textbook

Workbook concepts which conveys the natural calamities
that play havoc in the lives of people. Pictorial representation of conflict Workbook
of man Vs nature.
Audio record by the teacher
Listening Teacher makes the students listen to a letter Textbook Page number 12 and 13.
read or an audio.
Writing Teacher will ask the students to make a poster Textbook Page number 12.
on ‘various ways of conserving water when
available in excess’. Teacher tries to
emphasize the writing skill of the students.
Teacher tries to develop the skill of

distinguishing.
Teacher asks the students to distinguish the

character sketch of Lencho and Tailor. Workbook page number 11 and
12.
Workbook Workbook page number 13.

Description of a portrait/person
19 | P a g e
Feedback and The teacher consolidates the whole text for getting the main elements and gist of the passage.
Assessment Recapitulation: The teacher asks the following questions to get the feedback from the students and
to assess the learning process.
 Why did the postmaster send money to Lencho?
 Why did Lencho become angry after he had counted the money?
 What satisfied Lencho?
 What was the peculiar thing about Lencho's letter?
 Did Lencho try to find out who sent money?
 What did Lencho have faith in?

 Why did Lencho write letter to God again after receiving less amount?
Assignment
 What made the farmer think to get a good harvest?
 How did Lencho feel when he looked at his field? Why?
 How was Lencho sure about the fall of rain? How did it come true?
 What made Lencho’s family not to feel upset for the damage happened?
The teacher allocates a project to the students on the following topic:

Project Work
Write about some people in your neighbourhood who might have inspired you with their actions.
Write their portraits and present it to the class. Make use of the following prompts given on page no.
15 in the workbook.
 their childhood, their education, job, their likes and dislikes
 their contribution to the enrichment of their village or town, job, country, etc.
 their interesting features and characteristics
Suggested Sources for Reference (Youtube Videos)

https://www.youtube.com/live/W_gARDa4zgA?si=lj8UgCJnFUwk1Jq7
https://youtu.be/HPa3MUZ9hMk?si=14hhsbnR3vAoBGMu
20 | P a g e
Class X Number of periods: 3
POEM Name: Poems of Robert Frost – Dust of Snow & Fire and Ice
Name of the Poet: Robert Frost
The following curriculum goals and competencies are developed through this lesson.
Goal 1: To develop reading comprehension and summarizing skills by engaging with variety of texts (stories, plays, essays) and
uses various strategies to write for different audiences.
Goal 2: To develop the capacity for effective oral and written communication in different situations (Formal and informal).
Goal 3: To explore different forms of literature (samples from early to contemporary period).
Goal 4: To develop the ability to recognise basic, linguistic aspects (words and sentence structure) and use them in oral, written
expressions.
Goal 5: Develops an appreciation of the distinctive features of the particular language, including its alphabet and script, sounds,
rhymes, puns, and other wordplays and games unique to the language.
21 | P a g e
On completion of this unit, the learner will be able to:
Period and Topics Goals and Competencies
Learning Outcomes
Period - 1: CG 3 LO-1
Pre-requisites: Reads literary texts for enjoyment and pleasure.
Activating prior C- 3.1
knowledge. Identifies and appreciates different forms of literature LO- 2
such as samples of prose, poetry, and drama (early to Compares the literary style of prose and poetry.
contemporary) LO-3
Introduction of the title Taps their previous knowledge relating to the text of the
and introduction to the CG 2 poetry and its language use.
theme of the poem LO-4
C- 2.2 Identifies and appreciates significant literary elements/poetic
Read, Recite and Asks variety of questions on social experiences using devices such as Metaphor, Symbolism, Personification,
Realize appropriate language (Open-Ended/Closed- Rhythm, Scheme, alliteration, assonance etc.
stanza 1 (lines 1-4) Ended/Formal/Informal, relevant to context with LO-5
(Dust of Snow) sensitivity) Reads aloud and recites poems with proper stress, pause,
tone and intonation by following proper rhyme and rhythm.
22 | P a g e
Period - 2: CG 3 LO- 6
Read, Recite and Realize C- 3.1
stanza 2 (lines 5-8) Identifies and appreciates different forms of literature Identifies different forms of literary aspects used by the poet
(Dust of Snow) such as to understand the poet’s viewpoints.
samples of prose, poetry, and drama (early to
contemporary) LO- 7
CG-4 Appreciates the poet’s style of symbolic representation and
C-4.1 the use of imagery in letting out his agony.
Interprets, Understands and applies linguistic aspects
(rules rhyme schemes) such as Sentence Structure
Punctuation, Tense, Gender and Parts of Speech.
CG-5
C-5.2
Engages in the use of puns, rhymes, alliteration and
other wordplays in the language, to make speech and
writing more interesting and enjoyable.
Period – 3 CG 3 LO-8
Introduction of the title C- 3.1 Reads various literary texts for enjoyment and pleasure.
and introduction to the Identifies and appreciates different forms of literature LO- 9
theme of the poem. used in the poetry. Compares the literary style of prose and poetry.
Read, Recite and LO-10
Realize stanza 1 (lines 1- Taps their previous knowledge relating to the text of the
4) poetry and its language use.
(Fire and Ice) LO-11
Identifies and appreciates significant literary elements/poetic
devices such as Metaphor, Symbolism, Personification,
Rhythm, Scheme, alliteration, assonance etc.
LO-12
Reads aloud and recites poems with proper stress, pause,
tone and intonation by following proper rhyme and rhythm.
23 | P a g e
Period – 4 CG 3 LO- 13
Stanza 2 (lines 5-9) C- 3.1
Identifies and appreciates different forms of literature Identifies different forms of literary aspects used by the poet
Read, Recite and such as to understand the poet’s viewpoints.
Realize stanza 2 (lines 5- samples of prose, poetry, and drama (early to
9) (Fire and Ice) contemporary) LO- 14
CG-4 Appreciates the poet’s style of symbolic representation and
C-4.1 the use of imagery in letting out his agony.
Interprets, Understands and applies linguistic aspects
(rules rhyme schemes) such as Sentence Structure
Punctuation, Tense, Gender and Parts of Speech.
CG-5
C-5.2
Engages in the use of puns, rhymes, alliteration and
writing more interesting and enjoyable.
24 | P a g e
This graphic organizer will give us the concept of the different elements of the Poem.
25 | P a g e
Class: 10 Poem: Poems of Robert Frost – Dust of Snow & Fire and Ice
Period No: 01 Introduction to the theme of the Poem
Sub-topics Teaching-Learning Process Pointers for assessment Material required
Period 1 In order to activate the background knowledge of 1. What are the birds usually Certain clippings
the learners, the following activity is conducted in found in your area? showing the
Activating prior the class 2. What are the birds usually importance of the crow
knowledge Activity 1: named in the poems? can be made use in this
The teacher shows the picture of the crow (Pic –1) 3. What qualities do you find in a context
and elicits their ideas/thoughts/perceptions and crow?
imagination. 4. when a crow touches your
Activity 2 head, do you consider it a bad
Pictorial Charts Snow on Himalayas (Pic –2) omen or a sign of bad luck?
Pic - 1
The teacher asks the students to observe the Fill in the table
Picture keenly and write a few lines about it.
I SEE I THINK I
1. The teacher divides the students into groups and
WONDE
asks questions.
R
a. What does the picture reveal?
b. What does the background setting tell you? Pic - 2
2. Teacher consolidate all the responses given by
the students connecting to actual poem given.
Teacher reveals the title of the poem deriving from
the responses. (Pic –3)
Dust of Snow
Announcement Teacher asks the students to find out the common
of the Topic elements in the three pictures shown.
Dust of Snow
26 | P a g e
Introduction to Teacher gives a brief account of one of the greatest
the poet nature poets, Robert Frost.
Robert Frost was an American poet.

He was born on 26th March, 1874 and died on
Pic -3
19th January, 1963 in Boston,
He was much admired for his depictions of the
rural life of New England.
He is a nature poet.
Model Reading  The teacher recites the entire poem aloud with
by the Teacher appropriate stress, rhythm, pauses and
intonation.
 The students listen to the teacher to follow the
tone and articulation.
 Students will follow the teacher and try to recite
the poem with proper stress, intonation and  Look into the text and follow
with rhyme and rhythm. the questions.
Chorus reading Activity 3  Observe the rhyming words,
by students. Individual/whole class/group while they are read aloud.
 Teacher divides the class into groups
 Teacher distributes the strips of each line of the Snow on Hemlock
text from the poem leaves
 Total eight strips having the entire text will be
distributed
 Strips can either be given individually or in
groups.
 The students are expected to recite the poem
with proper rhyme and rhythm.
27 | P a g e
Class: 10
Poem: Poems of Robert Frost – Dust of Snow & Fire and Ice
Period No: 02
Period 2 Activity 4:  Audio related

Reading for Listening audio of the poem is displayed to develop material that finds
Listening with focussed listening. more relevant to
present poem.
comprehension Students are asked to listen to the audio carefully
and complete the sentences given below:
 Dust of Snow
https://youtu.be/pa
a. The way...
emNA_4UDE?featu
b. Shook down...
c. The dust... re=shared
d. From a...
e. Has given……  Recorded Audio of
f. A change… the poem read by
g. And saved… the teacher.
h. Of a day….
1. What is the poem about?
Oral Narration Teacher gives a brief account of the entire poem in a
2. Have you ever had such
bird’s eye view integrating the responses elicited.
experience? Textbook
Subtext:
3. What is a ‘Dust of Snow?’
This poem conveys the message that nothing in life Chart work
4. How has the poet’s mood
is small. Even trivial things matter a lot and may
changed?
28 | P a g e
have positive effects in life situated to change for 5. Which word/words show the
better. Even small help or generous gestures mean expression sorrow?
so much for others. 6. What do the crow and
The poet shows us that even small and hemlock tree represent –joy
insignificant acts can help uplift our mood and make or snow?
us forget about our problems.

Dust of Snow refers to fine particles of snow.
While walking by a hemlock tree a crow on the tree
shook down some particles of snow on the poet and
this changed his mood. He was having a bad day
and was in a bad mood. The falling snow changed
his mood and made him feel more uplifted.
Chart
Poetic devices Figures of speech
Teacher drives into the in-depth details of the poem
that the poet made use of various devices to
intensify the poet’s emotions.
Poetic devices:
Poet makes use of multi-literary devices in different
shades of expressions.
 Metaphor
Example: The Dust of Snow is the symbol of
natural joy and sorrow
29 | P a g e
 Assonance
Example: Repetition of vowel sounds in the same
line.
 Alliteration
Example: Repetition of consonant sounds in the
same line.
 Rhyme Scheme Example: ABAB – CDCD
 Metre - Iambic diameter
 Simile
 Irony
Happy things may come even from negative
references
 Personification
Dust of snow has given my heart, saved some
part.
 Imagery Dust of Snow
30 | P a g e
Class: 10
Period No: 03
Period 3 The teacher shows a picture of five elements of

nature and asks the students to observe the picture Observe the words ‘fire, ‘ice.
carefully. ‘destruction’ and ‘hemlock tree’
Announcement of The teacher reveals the title of the poem Fire and
the Title Ice in relation to the thoughts/opinions elicited.
 Name the recent picture (movie
Fire and Ice clips) that shows the contrast of
 The teacher recites the poem completely with ‘Fire and Ice?’
 What is the solid form of water?
Model Reading by proper stress, intonation and in proper rhyme
the teacher and rhythm to get the central idea of the poem.
 The students listen to the teacher to follow the
tone articulation and rhyme and rhythm.
Chorus Reading Students will follow the teacher and try to recite the
by the Students poem following proper stress, intonation, and in
proper rhyme and rhythm.
31 | P a g e
Class: 10
Period No: 04
Period 4
 Audio related
Reading for Activity 5: material that finds
Listening with Listening audio of the poem is displayed to develop more relevant to
comprehension focussed listening. present poem.
Oral Narration Teacher gives a brief account of the entire poem to  Fire and Ice
make them understand the depth/seriousness of the https://youtu.be/d83ly-
theme of the poem. kKTSg?feature=shared
 The theme of the poem is destructiveness of  Recorded Audio of
the passions of love and hatred.  What does the poem ‘Fire and the poem read by
 It is a symbolic poem where Fire is used as an the teacher.
Ice’ talk about?
emotion of Desire and Ice as Hatred
 This poem conveys how humans become the  What is Ice symbolic of?
root cause for the extinction of his own
 What is Fire symbolic of?
species.
 The poet also illustrates how desires, greed  What is the rhyme sequence of
and uncontrolled passion lead humans to
the poem?
harm him.
 The poem talks about the objective
detachment of the self.
 The poem also talks about how hatred and
unsympathetic judgment make human void
emotions.
32 | P a g e
Similarities of The teacher shows a picture of meditation showing
the two poems elements of nature in the human connecting to the
emotions in human.
 Five elements of Nature
 Five emotions in Humans
Since the fire and ice act as means of destruction of

the world, the poet conveys the message- ‘any slight
stupidity with both can create a great damage’.
 The two poems depict nature as a metaphor to

explore human emotions and experiences. Fire and Ice
 Robert Frost portrays the element of destruction Diagram – Commanalities / https://youtu.be/GmCL
in both of his poems- Dust of snow and Fire and similarities p2BeG8E?feature=sha
Ice. red
 The first poem represents self-destruction and
the other signifies destruction of the world.
Figures of The Poetic devices in the poem are:
Speech/Poetic  Simile
Devices  Alliteration
 Metaphor Identify the figures of speech from
 Personification the poem.
 Oxymoron
 Irony Differentiate the traits from the given
 Tone is light, formal and declarative in nature. box (Page no. 15)
 Mood – impersonal
 Meter – Iambic Tetrameter and Dimeter.
Rhyme Scheme is ABAA, BCBCB.
33 | P a g e
Feedback and The teacher consolidates the whole poem for getting the main elements and gist of the poem.
 What is a ‘Dust of Snow?’
 What does the poem ‘Fire and Ice’ talk about?
 What do the crow and hemlock tree represent –joy or sorrow?
The teacher asks the students to work on the poem to reinforce their learning.
Assignment
 The gist of the poem ‘Fire and Ice’.
 What similarities do you find in the two poems of Robert Frost?
https://youtu.be/GmCLp2BeG8E?feature=shared
https://youtu.be/rCbNOUeDQJM?feature=shared
34 | P a g e
Class X Number of periods: 3
Lesson Name: A Triumph of Surgery Name of the author: James Alfred Wright
The following curriculum goals and competencies are developed through this lesson.
Goal 1: To develop reading comprehension and summarizing skills by engaging with variety of texts (stories, plays, essays) and uses various
strategies to write for different audiences
Goal 2: To develop the capacity for effective oral and written communication in different situations (Formal and informal).
Goal 3: To explore different forms of literature (samples from early to contemporary period)
Goal 4: To develop the ability to recognise basic, linguistic aspects (words and sentence structure) and use them in oral, written expressions.
On completion of this unit, the learner will be able to:

Learning Outcomes
Period-1 CG1 LO1
Prerequisites: C 1.1 Recalls the previous knowledge and describes the various
Activating prior Identifies main points summarises after a careful characteristics of the text.
knowledge reading of the text and responds coherently. LO2
Announcement of the C 1.2 Understands and elicits meaning of the words in different
topic and Lesson. contexts.
35 | P a g e
Reading aloud by the Uses strategies to organise ideas and information to LO3
teacher. write for an intended purpose and audience. Reads with understanding information in his environment.
Segment-1 LO4
Organises and structures thought result information and
opinions in a variety of oral forms.
Period-2 CG-5 LO - 5
Segment-2 C-5.1 Understands the phonetics and script of the Reads aloud with proper stress, pause, tone and comprehends
Read aloud by the language, the number of vowels and consonants, and the given text employing strategies like predicting, previewing,
students. how they interact and are used. inferring and summarising.
CG-2 LO - 6
C2.2- Asks a variety of questions on social Understands and elicits meanings of the words in different
experiences using appropriate language. contexts.
C2.3- Shares ideas and critiques on various aspects of
their social and cultural surroundings in oral and
written form.
Period-3 CG3 LO7
Segment-3 C3.1-Identifies, analyses and appreciates the different Reads silently with comprehension and interprets layers of
forms of literature by close reading and interpreting meaning.
Reading Comprehension different possible meanings. LO8
C4.1- Interprets, understands and applies basic Communicates thoughts, ideas, views and opinions verbally
linguistic aspects. and non-verbally.
36 | P a g e
Overview
This graphic organizer will give us an overview of the different elements of the Reading Passage.
37 | P a g e
Class: 10 Chapter: A Triumph of Surgery
Period No: 01 Introduction to the theme of the lesson
Period and Topics Teaching-Learning Process Pointers for assessment Material required
PERIOD-1 The teacher directs the students towards  If you catch cold, what do you do? Textbook
Pre-requisites: the text by making them share their  Do you visit a doctor?
experiences at home.  What do you do when you suffer with
Activating Prior some headache or stomach ache?
Knowledge Activity-1  How does your mother treat?
The teacher divides the students into  Do you get immediate relief? http://epathshala.nic.in/
pairs to elicit answers.  Can you name some home remedies? QR/?id=1060CH01
 How do you feel after this?
 Do you think it is possible every time?
 What do you do if it is severe? (knee
pains, heart problem, cancer etc).
 So, surgery is the ultimate relief.
 What does the doctor say after the
surgery?
The teacher activates the students by  Do you have a pet?
making them observe the picture of pet  Who will treat your pets?
animals.
38 | P a g e
Announcement of The teacher introduces about a kind,
the topic compassionate and dedicated veterinary
doctor Dr Herriot in the lesson.
A TRIUMPH OF SURGERY
 What kind of person do you think is
Reading aloud by A. Reading Aloud: the narrator? Dr Herriot
the teacher. The teacher reads the lesson aloud with  Who was worried about Tricki?
Segment-1 proper stress, intonation, pronunciation,  Who was Dr Herriot?
I was worried –.... pause and asks the students to listen  Who is ‘I’ in the story?
Dog wrapped in a carefully.  Why was Mrs Pumphrey distraught?
blanket.  List out the words from the text with
The students read the passage and suffix “ed” forms.
answer the questions.  Is the narrator as rich as Tricki’s
Mistress?
Chart on ‘-ed’ forms
B. Independent Reading: The students  Do you think Tricki was happy at
read the passage and identify the words home?
used “ed” verbs.  Why was Dr. Herriot shocked?
C. The teacher progresses asking
questions on comprehension.
39 | P a g e
Class: 10
Lesson: A Triumph of Surgery
Period No: 02
Period-2 The students are asked to read the lesson and 1.How did the doctor treat the dog?
Reading segment-2 comprehend the meaning of difficult words.
2. Why did the other dogs stiffed
Textbook
Activity-2 around Tricki?
The entire staff …. 3.How does Tricki’s behaviour after

Students are asked to find out
Such a time in his the second day? Chart displaying
life.  Wh-questions ‘Phrasal Verbs’
4.Pick out the phrases used from
 Identifying the phrasal verbs
(drive away, looked in, put down, moved off, made the story?
up) 5. Who was the ‘Poor old lad’ in
the story? Why did the Doctor call
Tricki’s as ‘Poor old lad’?
6.Why was Tricki’s brought to the
hospital?
7. Why was Tricki an internship
object for the dogs at the surgery?
8. What step did Dr. Herriot take
to save Tricki?
40 | P a g e
Class: 10
Lesson: A Triumph of Surgery
Period No: 03
Period-3 1.Teacher reads and gives a better understanding of 1. “Over pampering is not only
Reading segment the lesson. bad for human but also for
animals? Explain the story in www.byjus.com
2.Teacher highlights the neatening and pampering the light of ‘A Triumph of
of the children and usage resources. Surgery’.
Parental behavior 2. Has the doctor really done
surgery?
3.Teacher explains the moral of the story 3. What trick did the doctor
apply on Tricki?
Moral: The moral of the story is 4. How does the doctor treat
1. Determination and hard work lead to success. the dog?
2.One shouldn’t use the resource much 5. Do you think, Tricki really
needed treatment?
6. Do you think this is a reading
episode, a more fiction? Or is
it a mixture of both?
7. What would you have done
if you were in the narrator’s
place?
8. Write the character sketch of
a. Mrs. Pumphrey
41 | P a g e
b. Dr. Herriot
c. Tricki
9. What is the moral of the story?
Think about it The teacher poses some open-ended questions, 1. What kind of a person do you
(Page no.6) thought stimulating questions like ‘how and why’ to think the narrator, a veterinary
take the learner understand the parental behaviour surgeon, is? Would you say he is
towards their children in real life situation. tactful as well as full of common
sense?
2. Do you think Tricki was happy to
go home? What do you think will
happen now?
3. Do you think this is a real-life
episode, or mere fiction? Or is it a
mixture of both?
Talk about it  The teacher asks the questions under this Questions from pg-7
(Page-7) session in order to encourage the students to
be active and confident and not to waste the
Do you think there are also parents
resources.
like Mrs. Pumphrey?
 The author concentrates to make the child
Arrange all the events in the story a Worksheet on
independent, self-reliant and also a lesson
sequential order and develop a jumbled sentences
for the parents not to pamper their children
more. summary.
 The teacher assigns an activity of arranging
events in order to the students.  Write character sketches of Dr.
Writing activity The teacher asks the students to write character Harriot and Mrs. Pumphrey?
sketches to develop their creative ability in writing
with proper logicality and coherence.
42 | P a g e
Feedback and The teacher consolidates the whole text for getting the main elements and gist of the passage.
 Do you think, Tricki really needed treatment?
 How does the doctor treat the dog?
 What would you have done if you were in the narrator’s place?
The teacher asks the students to write an essay on Tricki.

Assignment
Suggested Sources for Reference

• ‘Rikki Tikki Tawi’ by Rudyard Kipling
• Dog Stories by James Herriot
• ‘A Zoo in My Luggage’ by Gerald Durrell
• ‘A Tiger Comes to Town’ by R.K. Narayan
Teachers’ Reflections
1. Did the lesson plan align with the curricular goals and competencies? If not, how could it be adjusted for better alignment?
2. How well did the pedagogical strategies engage students and promote active participation in the learning process?
3. How well did the assessment strategies measure student understanding and achievement of the learning outcomes?
4. How effective were the materials and resources used in the lesson?
5. Did the lesson incorporate formative assessment strategies to guide pedagogy and provide timely feedback to students?
43 | P a g e
LESSON PLAN
CLASS- X
UNIT -2
Prose - A Long walk to Freedom - 7 periods.
Poem - A Tiger in the Zoo - 3 Periods
Supplementary Reader - The Thief’s Story - 3 Periods
Note: This unit plan covers NCERT Prose, Poetry, Supplementary Reader and Workbook
The following Curricular Goals and Competencies will be developed through this unit -
CG 1: Develops reading comprehension and summarizing skills by engaging with a variety of texts (stories, poems, extracts
of plays, essays, articles and news reports) and uses various strategies to write for different audiences.
CG 2: Develops the capacity for effective oral and written communication in different situations (formal and informal).
CG 3: Explores different forms of literature (samples from early to contemporary)
CG 4: Develops the ability to recognize basic linguistic aspects (word and sentence structure) and use them in oral and
written expressions
CG 5: Develops an appreciation of the distinctive features of the particular language, including its alphabet and script,
sounds, rhymes, pun and other wordplays and games unique to the language.
1 | Page
Period and Competencies Learning outcomes
Topics
Before you Read CG - 2 LO 1: Reads to skim and scan a text with the help of
(Pre-requisites) C - 2.3: Shares ideas and critiques on the various questions. .
aspects of the social and cultural surroundings in LO 2: Demonstrates the ability to independently
oral and written forms. address both personal questions and those posed by
peers through the synthesis of relevant background
knowledge and additional research.
Reading Aloud CG - 5 LO 3: Reads the text with fluency and understanding.

C - 5.1: Understands the phonetics and the script
LO 4: Applies the information processing skills by
of the language, the number of vowels and
expanding vocabulary and comprehension abilities
consonants and how they interact and are used.
through deliberate practice.
LO 5: Develops communication skills.
Reading Text CG 1 LO6: Summarizes a given text by incorporating the main

Segment 1 C - 1.1: Identifies main points, summarizes after a points from a given text
Tenth May……. - careful reading of the text and responds
LO7: Identifies the topic sentence, main idea and the
God bless Africa….. coherently.
supporting details of the text.
(textbook Page
C - 1.2: Uses strategies to organize ideas and
Numbers 17 - 18) LO8: Uses strategies like concept map/graphic organizer
information to write for and an unintended
to organize ideas for a given purpose and audience.
purpose and audience.
LO9: Asks a variety of questions like open-ended/close-
ended and contextual questions based on reading of the
text.
2 | Page
CG 2 LO10: Speaks about their immediate socio-cultural
C - 2.2: Asks a variety of questions on social surroundings.
experiences using appropriate language (open-
ended / close-ended, formal/ informal, relevant to
context, with sensitivity)
C - 2.3: Shares ideas and critiques on the various

aspects of the social and cultural surroundings in
oral and written forms.
Reading Text CG 1 LO 11: Discuss texts in which characters, events and

Segment 2 C - 1.1 : Identifies main points, summarizes after settings, cause-effect are portrayed in different ways
A few moments a careful reading of the text and responds (collaborative reading)
later - extinguished coherently.
LO 13: Draws connection between personal experiences
(textbook Page
C - 1.2 : Uses strategies to organise ideas and and the given text and share responses with others
Numbers 19 - 21)
information to write for and an unintended (Connecting text to self))
CG 2
C - 2.2: Asks a variety of questions on social


3 | Page
Reading Text CG 1 LO 14: Analyses the text critically by using text
Segment 3 processing strategies.
In Life - Humanity C - 1.1 : Identifies main points, summarizes after a For example, monitoring, predicting, confirming, re-
(textbook Page careful reading of the text and responds coherently. reading and reading on and self-correcting,
Numbers 21 - 23) C - 1.2 : Uses strategies to organise ideas and
Thinking About the CG 3 LO 15: Explains how certain nouns are derived from
Text verbs by suffixing ment / ion
C - 3.1: Identifies and appreciates different forms
LO 16: Uses nouns and verbs effectively in sentence
of literature such as samples of prose, poetry and
completion
drama (early to contemporary)
LO 17: Recognise the form and function of coordinated
CG 4
clauses and use them in sentence composition.
C - 4.1: Interprets, understands and applies basic
linguistic aspects (rules), such as sentence LO18: Creates grammatically correct sentences.
structure, punctuation, tense, gender and parts of
speech.
Thinking about CG 4 LO 19: Explains how certain nouns are derived from
Language verbs by suffixing ment/tion
LO 20: Uses nouns and verbs effectively in sentence
linguistic aspects (rules), such as sentence
composition.
speech. LO 21: Applies the form and function of coordinated
clauses.
4 | Page
Speaking CG 2 LO 22: Actively participates by listening and asking
C - 2.1: Listens critically and reads different news questions or offering ideas to advance the discussion on
articles, reports and editorials to express the topic, True liberty is freedom from poverty,
opinions. deprivation and all forms of discrimination.
LO 23: Expresses their ideas confidently, and accepts
constructive feedback.

Writing CG 3 LO 24: Applies the structure of coordinated clauses used

C - 3.1: Identifies and appreciates different forms in the text to contrast two views for emphasis or effect
of literature such as samples of prose, poetry and and use the same in appropriate situations.
LO 25: Writes a paragraph with the five basic elements
CG 4 namely, a topic, a topic sentence, supporting sentences,
C - 4.1: Interprets, understands and applies basic unity and coherence.
linguistic aspects (rules), such as sentence
LO26: Uses appropriate sentence structure, tense,
gender and parts of speech.
speech.
5 | Page
OVERVIEW
This graphic organizer will give us an overview of the different elements of the Reading Passage
6 | Page
UNIT PLAN
Class: 10 Chapter: A long walk to freedom
1. Activating prior In order to activate the background knowledge of the

knowledge (Pre- learners the following activity is conducted in the class.
requisites)
Visual activity 1: 1. Blackboard/IFP
The students are asked to observe the picture and
answer the following questions. 1. What / who do you see in the 2. Charts
Picture reading picture?
Picture 1 2. Can you guess the mood of the 3. Visual
people in the picture?Are they material(Picture 1)
happy or sad? Are they
serious? 4. Suggested
3. What are the qualities that we Sources for
expect in a good leader? Reference
4. Name some good leaders that (Youtube Videos)
you know? State reasons for - Nelson
your answer. Mandela
- Nelson
Discuss with your partner and present Mandela : A
The teacher writes the subtexts generated out of the
your opinions to the class. Life of Courage
discussion on the black board.
and Freedom
7 | Page
- Invictus movie
- Chaganti on
Nelson
Mandela
QR Code & Link:

Picture reading Visual activity 2:
Look at this picture and answer the following questions:
1. Can you read out the
Picture 2 slogan/caption?
2. What is the
theme/idea/message in the https://epathshala.nic.i
caption? n/topic.php?id=1059C
3. Highlight or circle the H02
keywords in the caption .
a. Struggle
b. freedom Subtext - Students'
c. continues opinions on pictures
d. lay down will be written by the
teacher on the
4. What do the above words mean blackboard.
The teacher consolidates the answers and develops a
in this context?
sub text.
5. Are we enjoying this kind of
freedom and equality in India?
6. Which country was ruling South
Africa at that time? Visual material -
7. Did we also experience the same picture 2
kind of treatment once upon a time? English Reader
How and when?
8 | Page
8. Imagine the lives of people who
are subject to oppression and
discrimination. Express your views on
this topic.
Picture reading
Visual activity 3: 1. What is the name of the
person mentioned in the
Picture 3 picture? The subtext will be
2. Is he the same person in written on the
pictures 1 and 2? blackboard by the
3. To which country does he teacher.
belong?
4. Why do you think a leader like
Nelson Mandela emerged in
African society?
5. Is he a true leader? Why ?
6. How did Mandela lead the
The teacher consolidates the answers and develops a campaign for freedom?
sub text. 7. Did he finally succeed in the Visual material -
struggle for freedom? picture 3
8. What is the nickname of English Reader
Mandela?
9. What is the importance of
18th July with regard to South
Africa?
9 | Page
2. Announcement of the We would now read the passage ‘A Long Walk to Additional Resource:
title Freedom’ to know the gist of the text. https://www.youtube.c
om/watch?v=cl8VbiUo
EvU&feature=youtu.be
About the author ‘A long walk to freedom’ is an extract from the (Can be used as Flip
autobiography of Nelson Mandela and it was first Classroom activity)
published in 1994. The book profiles his early life,
coming of age, education and 27 years spent in prison. Title on the
blackboard/IFPs
A. Reading aloud by the ● The teacher reads the entire text aloud with
teacher. proper pronunciation, stress, pause and The subtext will be
intonation and the whole class listens to the written on the
teacher’s articulation. blackboard by the
teacher.
Charts, English
Reader, blackboard,
English notes, IFP.
Images and some
important notes are
displayed on the IFP.
1. Can you guess the meanings of

the elements given in the concept
map A?
10 | Page
3. Introduction of the Concept Map - A 2. Let us look at the meanings of
theme (Concept Map) The teacher draws the attention of the students to the these elements in detail.
concept maps A & B. The teacher further asks them the
following questions to connect them to various elements
of the reading passage as depicted in the maps. The
students have to link up the elements in Map A to Map B.
Theme - Main idea or the
message an author is trying to
convey
Concept Map A: setting - when and where a
story takes place.
protagonist - the leading
character
cause/conflict - an active
disagreement between people
with opposing principles
effect/resolution - the act of
finding an answer or solution
to a conflict
climax/result - a large event
that changes the outcome of
the entire story.
The teacher asks the students to take note of the
meanings of elements of reading as given on the charts
in their notebooks.
● The teacher presents the concept map to the
students for introducing the theme and asks
questions to connect the ideas to the central
thought.
11 | Page
Concept Map B : 1. What is the setting ?
2. Who is the main character?
3. What is his role in the African
National congress ?
4. What did he fight against ?
5. Explain the meanings of the
words : apartheid, oppression
and inequality.
6. Did Mandela succeed in
liberating his countrymen
from the slavery for the British
people ?
7. Who was the first Black
President of South Africa ?
8. When did he receive the
Nobel prize and why ?
9. Does he deserve the Nobel
prize ?
10. In what way is the title
connected to the ideas in the
map ?
The students are asked to speak one sentence on each of

Oral narrative Oral narrative - plot of
the elements in the concept map B, for example : The
the story is written on
story took place in South Africa. All these sentences
the black board.
together become the plot of the story.
● The teacher asks the students to read aloud

B. Reading aloud by the English textbook.
individually according to the teacher's
students
demonstration
12 | Page
Class: 10
Lesson: A long walk to freedom
Period No: 02
Sub-topics Material required

Teaching-Learning Process Pointers for assessment
Reading with A. Identification of key words - The teacher 1. How many keywords have you listed out ? Charts, IFP,
Comprehension asks the students to circle/highlight the words 2. What are the meanings of these words ? English Reader,
dictated by the teacher in their texts. The 3. Practice the pronunciation of each and Graphic
spelling, meaning, form, pronunciation, every word as demonstrated by the organizers
antonyms, synonyms and usage of these teacher.
words are practiced in the class. 4. Name the antonyms and synonyms of
these words.
Keywords: 5. Try to use these words in your own
Amphitheater, dignitaries, oppression, coloured, sentences.
besieged, inauguration, supremacy, installation,
accompanied, sworn, Constitution, humanity,
emancipation, bondage, deprivation, discrimination,
glorious, recision, demonstration, unmindful, chevron,
overwhelmed, apartheid, brutality, generosity,
resilience, grimmest, extinguished, obligation,
community, rebellion, illusion, potential, attorney,
prejudice, robbed.
13 | Page
B. The teacher divides the entire text into three
segments to administer the process of reading 1. Who does ‘I’ in the passage refer to/ Who
efficiently in the classroom. is the speaker ?
2. Who is Zanani?
● Reading Segment – 1 3. Where did the ceremony take place?
(10th May…………..…God bless Africa) 4. What is the meaning of amphitheater?
5. What does the narrator mean by the
phrase ‘ it was the sight of the rainbow
A. In segment 1 the teacher asks the students to gathering of different colours and
read the text individually. nations’?
6. Can you say how 10th May is an autumn
B. During the individual reading stage, the day in South Africa?
teacher asks the students to follow these 7. Why did Mandela pledge to obey and
steps. uphold the Constitution?
8. What is the extraordinary disaster
Close Reading Activity: mentioned by Mandela?
⮚ Read the text at least twice to gather meaning 9. On which occasion did Mandela deliver
and determine the author's purpose. this speech?
⮚ Get the gist of what the text is about. 10. Why did he thank all the guests?
⮚ Circle words you aren't sure of and try to 11. What did he achieve on behalf of South
figure them out using contextual clues. Africa?
Comprehension Check
⮚ On completion of this activity the teacher
poses some questions to check their
comprehension.
⮚ Talk to each other about what you think it
means.
14 | Page
Summary writing using a graphic organizer:
Teacher can use the following graphic
organizer or any other graphic organizer to
help the students to summarise the segment
by identifying the main idea and details from
the segment/text.
Summarizing:
15 | Page
Class: 10
Period No: 03
Sub-topics
Teaching-Learning Process Pointers for assessment TLM
Reading with NCERT textbook

Comprehension ● Reading Segment – 2
(A few moments later…………extinguished)
The teacher divides the class into groups for the

purpose of shared reading in the Collaborative
reading stage since the learners :
● learn to read cooperatively in pairs or

groups
● Talk to each other about what they
think the text means.
● Give ongoing feedback by deciding
click(I get it), clunk(I don't get it) at the
end of each paragraph
● Get the gist of the most important
parts of the text
16 | Page
Comprehension Check
poses some questions to check their 1. What do the military generals do?How do
comprehension. their attitudes change?
⮚ Talk to each other about what you think it 2. Why were two anthems sung?
means 3. How does Mandela describe the systems
of government in this country (1)in the
first decade (2) in the final decade of the
20th century?
4. What does courage mean to Mandela?
5. Which one does he think is natural/to love
or to hate?
6. What was the ‘spectacular array’
mentioned here?
7. What was the impact of apartheid on
African society?
8. Name the extraordinary men and what
was extraordinary about them?
9. What is the greatest wealth of Africa
according to Mandela?
17 | Page
Class: 10
Period No: 04
Sub-topics
Reading with
Comprehension ● Reading Segment – 3 https://epathshal
(In life…………..…humanity) a.nic.in/topic.php
?id=1059CH02
Scaffolded reading and extrapolative reading
stages.
- The teacher conducts the Scaffolded

Reading stage where the learners acquire
knowledge through interaction and develop
communication.
- They also extrapolate the text.
Steps during this Stage
● define key vocabulary words using a

dictionary
● discuss key words
● chunk the text
● read and discuss as they go on
● they can use first language
● makes use of visuals/realia/graphic organizers
● connects to the background knowledge
18 | Page
● identifies the sentence structures or starters
example : because
The teacher conducts an extrapolative reading stage

to make the learners guess, deduce, figure out,
predict and conclude.
Comprehension Check
comprehension.
1. What” twin obligations” does Mandela
mention?
2. What did “being free" mean to Mandela as
a boy and as a student? How does he
contrast these “Transitory freedoms “with
the basic and honorable freedoms?
3. Does Mandela think the oppressed are
free? Why/Why not?
4. Explain the words ‘twilight experiences of
secrecy and rebellion’?
5. Why does Mandela feel that freedom was
taken away?
6. What is the synonym of the word
‘Attorney’?
7. What is the antonym of the word
‘Criminal’?
19 | Page
8. Who is the oppressor and who is
oppressed?
9. Write the meanings of ‘prejudice and
narrowmindedness’?
Words and Expressions (Workbook)
Sub topics Teaching learning process Points for assessments TLM
Reading ● The students will read the text 1 title “Sardar Workbook
comprehension - Patel’s call to Youth to build character and be page no.17 -
Workbook page Disciplined" with comprehension. 22
no.17 - 22 ● They complete the activities/exercises related to
reading comprehension on page numbers 20 -
23.
20 | Page
Class: 10
Period No: 05
Sub-topics
Thinking about the The teacher poses the following questions to the Black board
Text: Questions given students to check their comprehension of the 1. Why did such a large number of Charts
in the text pg.no24 passage international leaders attend the Textbooks
inauguration?What did it signify? IFP
2. What does Mandela mean when he says Article writing
he is ” simply the sum of all those African activity:
patriots” who had gone before him? https://www.yout
3. Would you agree that the “ depths of ube.com/watch?v
oppression “ create “heights of character =sPVYTjwXvcs
“? How does Mandela illustrate this ?Can
you add your own examples to this
argument?
4. How did Mandela’s understanding of
freedom change with age and experience
?
5. How did Mandela’s ‘hunger for freedom’
change his life?
21 | Page
Thinking about Language Item 1: Formation of Nouns from the WORKSHEET 1
Language: corresponding verbs by suffixing: at/ion/ment such Write the noun forms of the verbs given below
(Grammar) as rebel-rebellion,constitute - constitution. using ‘ion’, ‘tion’ and ‘ation’
The students fill in the blanks with noun forms of a. act_____
verbs given in brackets. The teacher facilitates the b. examine_____
process of doing the activity. c. precise_____
d. communicate_____
Writing activity 1: Students make a list of pairs of e. admire_____
nouns and verbs in the text in the given table. f. illustrate_____
(page No. 24) g. correct_____
h. investigate_____
i. protect_____
j. consider_____
Noun Verb
k. define_____
rebellion rebel l. concentrate_____
constitution constitute
Article writing activity: Whole class activity

https://www.youtube.com/watch?v=sPVYTjwXvcs
22 | Page
WORKSHEET NO 2
Language Item 2: Definite articles with names: Worksheet on the usage of ‘The’, Definite
Usage of ‘the’ with proper nouns by referring to a article:
dictionary. Fill in the blanks with the definite article ‘The’
wherever necessary.
Ex: Oliver,Nelson Mandela a. Where is _____ Gandhi park in Guntur
The Oliver,The Nelson Mandela located?
b. Is _____ Pacific Ocean bigger than the
Indian Ocean?
c. _____ Suneetha is our Director.
d. Is Rome in _____ United States of
America?
e. Many people think that Keerthy Suresh is
_____ Savitri of their times.
f. _____ Piduguralla is called _____ lime city
of India.
Vocabulary: Idiomatic expressions

Matching exercises wherein the idioms under column
A match their correct meaning among options given
under column B.
WORKSHEET NO 3
Writing activity 3: Students match the italicized Choose the correct meanings of the Idiomatic
phrases in column A with the phrase nearest in Expressions given in the following sentences.
meaning in column B. 1. When my comrades and I were pushed to
our limits ( )
23 | Page
a. Pushed by the guards to the wall
Coloumn A Coloumn B
b. elt that we could not endure the
not mindful of had not forgotten / was suffering any longer
aware of the fact c. took more than out share of
beating
2. I was not unmindful of the fact. ( )
a. had not forgotten; was aware of
the fact
b. was not careful about the fact
c. forgot or was not aware of the fact
3. To reassure me and keep me going. ( )
a. make me go on walking
b. help me to continue to live in hope
in this very difficult situation
c. make me remain without
complaining
4. The basic and honourable freedoms of
_____ earning my keep ____
a. earning enough money to live on
b. keeping what I earned
c. getting a good salary
Workbook Activity - 1 (pg. no. 22) Students will read the given words and phrases
on pg no. 22 in the workbook. They will work in
pairs, find words and phrases which convey the
feeling of the two key words, ‘Freedom’ &
24 | Page
The teacher asks the students to read the given ‘Responsibility’ and write at least five sentences
words and phrases on pg no. 22 in the workbook and describing ‘Freedom’ & ‘Responsibility’ on their Workbook
use them in their own sentences. own. (page no 22)
Eg. Freedom is not free.
The students will read the given paragraph on pg

no. 23 in the workbook and fill in the blanks with
Workbook Activity - 2 (pg. no. 23) articles on their own.
The teacher asks the students to read the given

paragraph on pg no. 23 in the workbook and fill in the
blanks with articles.
Students will read the given passage in pg no. 25

and identify the errors in each line and write the
Workbook Activity - 3 (pg. no. 25) correct words against the line.
The teacher asks the students to read the given

passage on pg no 25 in the workbook, identify the
errors in each line and write the correct word against
the line.
25 | Page
Class: 10
Period No: 06
Sub-topics
Listening, Speaking Oral Activity 1 : Black board

and Writing The teacher divides the class into groups and the Students perform the given oral activities and the Charts
students are asked to discuss the issues suggested in teacher facilitates the process. Textbooks
the box. IFP
Interactive
Topic : True liberty is freedom from poverty activity:
deprivation and all forms of discrimination. https://epathshal
* Causes of poverty and means of overcoming it. a.nic.in/topic.php
*Discrimination based on gender, religion, classes etc ?id=1059CH02
* constitutionally guaranteed human rights.
Oral Activity 2 :
Make notes on the above topics and prepare a
speech for about 2 mins for presentation in the class.
Writing Activity 1 : Sentence completion using the

given phrases. Students complete the writing activities as guided
Ex: It requires such depths of oppression to create by the teacher.
such heights of character.
26 | Page
Writing Activity 2 : Fill in the blanks where the text
contrasts past with the present or the future.
Ex: My country is rich with minerals and gems that
are beneath its soil. But I have also known that its
greatest wealth is its people.
Writing Activity 3 : Expressing opinions based on

the given topic Pg.no 27 & 28.
Do you think that the colour prejudice is in our own
country ? Discuss with your friend and write a
paragraph of about 100 - 150 words about this. You
have the option of making your paragraph a
humorous one (Read the short verse given on page
no. 28)
Oral and Written Activity
India - A celebration of unity
Fill in the columns below by studying the unity and

diversity in India in various states with regard to
language, dress, culture, festivals.
Sl Name of Language Traditiona Festivals

No the State Spoken l dress The students will speak a few sentences of the
cultural diversity that they have understood after
1
filling in the table in activity ‘India - A celebration
2
of unity’
3
27 | Page
4
Workbook Activity - 1 (pg no. 17)

Speaking
The teacher asks the students to discuss with their
peers on the given topic and speak in their own
Students will discuss with their peers on the
words.
topic, ‘How freedom and responsibilities go hand Workbook
Topic: ‘How freedom and responsibilities go hand in
in hand?’ on page no. 17 in the workbook and (page no.17)
hand?’
speak in their own words.
Workbook Activity - 2 (pg. no. 17 - 21)

Reading
The teacher asks the students to read the given text
with the title, “Sardar Patel’s Call to Youth to Build
Students will read the given text with the title,
Character and be Disciplined” on page no. 17 in the
“Sardar Patel’s Call to Youth to Build Character Workbook
workbook and answer the given questions on Page
and be Disciplined” on Page no 17 in the (page no.17 -
no, 20 & 21 in their own words.
workbook and answer the given questions on 21)
page no. 20 & 21 in their own words.
28 | Page
Workbook Activity - 4 (pg. no. 26)
Listening
The teacher divides the class into groups and reads
out the text given on pg no. 26 in the workbook and The students will sit in groups and listen to the
ask the students to listen carefully. The teacher asks text read by the teacher given on page no. 26 in Workbook
the students to listen carefully and discuss in their the workbook. They will discuss in their (page no. 26)
groups for recreating the text they have listened to. respective groups and write the text by recreating
it in their own words.

Speaking
The teacher asks the students to discuss with their
partners and put down their own ideas on what The students will discuss with their partners and
freedom means to them. put down their own ideas on what freedom
means to them by preparing an outline on their Workbook
own. (page no. 26)

Writing
The teacher divides the class into groups and asks
the students to find out the background information Students will find out the background information
on Nelson Mandela, Mahatma Gandhi & Martin Luther on Nelson Mandela, Mahatma Gandhi & Martin
King Jr. and do a comparative study of their principles Luther King Jr. They will choose any two of the Workbook
and lives by choosing any two of the above stated above stated leaders and do a comparative study (page no. 29)
leaders. of their principles and lives.
29 | Page
Class: 10
Lesson: A long walk
to freedom Teaching-Learning Process
Period No: 07
Feedback and The teacher summarizes the whole text for recollecting the main elements and gist of the passage.
assessment Recapitulation: The teacher asks the following questions to get the feedback from the students and to assess the
learning outcomes.
1. What is the text about?
2. Who is the leader in the text?
3. How did he become a leader?
4. Who is a true leader according to you?
5. South Africans became free due to the efforts of _________________.
6. How was Mandela honored in his country and all over the world?
7. Attempt a character sketch of Nelson Mandela.
Assignment
A. Write the synonyms of the following words.
1. apartheid
2. freedom
3. struggle
4. oppression
5. injustice
B. Write the antonyms of the following words.

1. bright
2. grim
3. lovely
30 | Page
4. uphold
5. poverty
C. Make nouns from the following verbs by suffixing -at/-ion/-ment
Verb Noun
oppress
govern
precise
imagine
The teacher assigns a project to the students on the following topic: Write about any two leaders from different nations.
Project Work Make use of the following prompts given on pg no. 30 in the workbook.
- Their thoughts
- Their uniqueness
- Honesty and integrity
- Confidence and leadership qualities
- Inspirational speeches
- Contributions to free their countries

- Nelson Mandela
- Nelson Mandela : A Life of Courage and Freedom
- Chaganti on Nelson Mandela
31 | Page
SUPPLEMENTARY READER
Title: The Thief’s Story- 3 Periods
Class: 10
Lesson: The Thief’s Story (Supplementary Reader)
Period No: 08
On completion of this unit, the learners will be able to:

Learning Outcomes
READ AND FIND CG 1 LO: familiarize learners with the world of literature, guiding
OUT and enabling them to explore it on their own.
(I was still a thief… C - 1.1 : Identifies main points, summarizes after
even pay me.) a careful reading of the text and responds LO: understand that human values and relations are
coherently. important in life and it can change a person.
C - 1.2 : Uses strategies to organise ideas and
READ AND FIND CG 3 LO: infer that there is always hope for redemption and
OUT transformation, no matter how far one has strayed from the
(Anil was C - 3.1: Identifies and appreciates different forms right path.
asleep…without any of literature such as samples of prose, poetry and
effort.) drama (early to contemporary)
32 | Page
Class: 10
Lesson: The Thief’s Story (Supplementary Reader)
Period No: 08
Sub-topics
Introduction The teacher asks the following questions to elicit Charts

of the theme responses with regard to human values i.e, ethical
and unethical. Black Board
Brainstorming is the technique used by the Notebooks
teacher.
IFP
Mind Mapping Mind Mapping - Given below is a list of words that

Activity indicate the positive and negative qualities of
humans/human values. Drop these words in the
relevant maps.
Write P for positive and N for negative qualities.
List of words
that denote Trust P Gratitude 1. How many words are there in the list?
Qualities
Read them.
Unjust N Lying
Bad Loyalty 2. Identify the words that denote positive

qualities.
Honesty Theft
33 | Page
Deceiving Peace
3. Identify the words that denote negative
Truthfulness Dishonesty qualities.
Betrayal Respect 4. Fill in the maps with relevant qualities.
Love Bullying 5. Study the maps and recollect the people

among your friends or classmates or family
members with these qualities. Graphic
Organizers
6. Is it easy to identify whether a person is
good or bad? Supplementary
Reader
Tabular form
Charts
Now, read the passage with the title ‘The Thief’s

Story’ (Unit 2) independently and find out whether
the above qualities match the characters in the
text.
Reading
Aloud:
The teacher reads the passage aloud and asks the
students to read the passage aloud with correct
stress, pause and intonation.
34 | Page
Reading
Segment1:
Independent Reading:
Chapter Audio
Before the students read segment 1, they have to; Diksha Resource
Read and Find Supplementary
out------ Questions on comprehension:
Reader
a) read the introductory sentences 1) Who does ‘I’ refer to in the story? Black Board
(Part-1)
Charts
I was still a b) the wh-questions given under the subheading, 2) How old was the narrator and what was
thief-----he ‘Read and Find Out’ which guides the learners in he?
doesn’t even their reading and comprehension of the text.

3) How old was Anil?
pay me.
C) the teacher progresses asking questions on
comprehension. 4) What was the narrator’s name?
5) What did Anil teach the narrator?
6) Did the narrator enjoy working for Anil?
7) Who wrote for magazines?Anil/the

author?
8) Who was the cheating person?
9) Who was the most trusting person?
10) Why did the narrator say/feel that Anil

can afford to be robbed?
35 | Page
Class: 10 Lesson: The Thief’s Story Period No: 09
Sub-topics Teaching-Learning Process Pointers for assessment TLM

Questions on comprehension
Reading Soon after the discussion of the comprehension 1. Who is the center of the story? Supplementary
Segment2: questions on part I,the students are asked to read 2. Why did the thief keep on changing Reader
the Wh-questions in Part II his name from time to time? Black Board
3. Who is the author of this text? Charts
Read and find 4. Whom did Hari Singh plan to rob?

out----------- (Read and Find Out and they try to get the 5. Did Anil develop trust in Hari Singh?
(Part 2) meaning out of the text. 6. Which step did Hari Singh take after
stealing Anil’s notes /money?Why did
Anil was The teacher asks the following questions to check Hari Singh return to Anil?
asleep------- how well they have read 7. What does the story focus on?
my face. 8. How did Hari Singh deceive Anil’s
trust?
9. How did Hari Singh deceive Anil?
10. Did Hari Singh feel guilty? why?
11. Why do you think Hari Singh changed
his heart?
12. Did he realise that his notes were
stolen by Hari Singh? How can you
say so?
13. Why do you think Anil decided to pay
him regularly?
14. What were Anil’s emotions after he
came to know about Hari’s misdeed?
sadness/anger/guilt?
15. What did you learn from the lesson?
36 | Page
Class: 10
Lesson: The Thief’s Story
Period No: 10
Sub-topics Teaching-Learning Process Pointers for assessment TLM

Think about it The teacher poses open-ended and thought 1. What are Hari Singh’s reactions to Supplementary
(Page no.13) provoking questions to take the learner beyond the prospect of receiving an Reader
factual comprehension and also to contemplate on education? Black board

the issues that the text raises. 2. Do they change over time (Hint:
Notebook
Compare, for example, the thought:
“I knew that once I could write like an
educated man there would be no limit
to what I could achieve” with these
later thoughts:” Whole sentences, I
knew, could one day bring me more
than a few hundred rupees. It was a
matter to steal-and sometimes just as
simple to be caught . But to be a really
big man, a clever and respected man,
was something else.”)
3. What makes him return to Anil?
4. Why does not Anil hand the thief over
to the police? Do you think most
37 | Page
people would have done so? In what
ways is Anil different from such
employers?
1. Do you think people like Anil and Hari
Talk about it The teacher asks these questions under this Singh are found only in fiction, or are there
(Page no.13) section in order to encourage the learners to such people in real life?
express their own ideas in a creative and coherent 2. Do you think it is significant in the story
way. This discussion will encourage learners to that Anil is a struggling writer? Does this
develop a constructive analysis of the relevant explain his behavior in any way?
issues involving critical thinking, reasoning and 3. Have you met anyone like Hari Singh? Can
previous knowledge as well as new knowledge. you think and imagine the circumstances that
can turn a fifteen-year-old boy into a thief?
4. Where is the story set? (You can get clues
from the names of the persons and places
mentioned in it.)Which language or
languages are spoken in these places? Do
you think the characters in the story spoke to
each other in English?
ASSESSMENT Assignment
Writing The teacher asks the students to study the diagram A and fill in the elements of the plot from the
activity: story in diagram B
38 | Page
(This activity
involves
reading and
writing skills)
Complete the following task based on the story
1. Exposition -
2. Conflict -
3. Rising Action -
4. Climax -
5. Falling Action -
6. Resolution -
39 | Page
POEM
A Tiger in the Zoo - 3 Periods
The following curriculum Goals and competencies will be developed through this poem:
Goal – 1: Develops reading comprehension and summarizing skills by engaging with a variety of texts (Stories, Poems, Extracts of
Plays, Essays, Articles and News Reports). And uses various strategies to write for different audiences.
Goal-2: Develops the capacity for effective oral and written communication in different situations
Goal – 3: Explores different forms of literature.
Goal – 4: Develops the ability to recognize basic linguistic aspects (Word and sentence structure) and use them in oral and written
expression.
Goal – 5: Develops an appreciation of the distinctive features of the particular language, including its alphabet and scripts, sounds,
rhymes, puns, and other word plays and games unique to the language.
Period / Topics Curricular Goals and Competencies Learning Outcomes

Period – 11 C.2.2: LO 1:
Pre-requisites Asks a variety of questions on social Reads literary texts for enjoyment / pleasure compares,
experience using appropriate languages. interprets and appreciates characters and themes.
Activating prior knowledge,
Motivation , Introduction of the title C. 1.1:
and Introduction to the theme of the Identifies main points, summarize the text
poem. and responds coherently with the poets
intention.
C 1.2:
Uses strategies to organize ideas and
information to write for an intended
40 | Page
C.3.1:
Identifies and appreciates different forms
of literature(Poetry)
C.4.1:
Interprets, understands and applies basic LO 2:
linguistic aspects (rhyme scheme) and Reads aloud and recites poem with proper stress, pause, tone
figures of speech. and intonation by following proper rhyme and rhythm.
Period - 12 C.5.1 : LO 3:
Understands the phonetic scripts of the Identifies and appreciates significant literary elements / Poetic
Read and comprehend (Stage-2) languages, the number of vowels and devices such as metaphor, symbolism, rhyme scheme ,
consonants and how they interact and are Assonance etc .
used.
LO 4:
C.5.2 : Reads silently with comprehension and interprets layers of
Engage in the use of puns, rhymes, meaning.
alliteration and other wordplays in the
language, to make speech and writing LO 5:
more enjoyable. Understands and elicits meanings of the words in different
contexts by using dictionary, thesaurus and digital facilities.
C.2-2: LO 6:
Asks a variety of questions on social Creates grammatically correct sentences
Period- 13 Experiences using appropriate language.
Oral and written activity LO7:
C.2-3: Actively participates by listening and asking questions or
Shares ideas and critiques on the various offering ideas to advance the discussion on the topic
aspects of their social and cultural
surroundings in oral and written form. LO8;
Express their ideas confidently and accepts constructive
feedback
41 | Page
OVER VIEW
Period 1
Prerequisites
Period 2
Period 3
Poetic Devices
Oral Discussion and
and
Illustration of the
Writing activity Poem
42 | Page
CONCEPT MAP
Theme
Articulation with
Poetic Devices good rhyme and
rythm
Message of the A Tiger in Analysis of the

Poet
the Zoo Poem
Appreciation of
the Poem
Diction
Critical
Thinking
43 | Page
SUB-TOPICS TEACHING LEARNING PROCESS POINTERS FOR ASSESSMENT MATERIAL
REQUIRED
Period 11 In order to activate the background knowledge of
the learners, the following activity is conducted
Activating Prior in the class.
Knowledge
Activity – 1
Pictorial 1. Which animal has occupied its pride
Representation The teacher shows the picture of a tiger and place as the national animal of India?
elicits their ideas / thoughts / perceptions and 2. What is the distinctive trait for which the
imagination. tiger is recognized?
3. Describe the physical attributes of tiger?
4. Why is the tiger an endangered animal?
Can you give some reasons? Picture of a tiger
5. Are there any folk dances related to the
tigers? Picture of a tiger
in the zoo
Interactive Flat
Panel
Activity – 2 : 1. Have you ever been to circus? Charts

2. What are the animals
The teacher shows the picture of a tiger in the 3. You see in the circus? Text book
zoo 4. Which Hindu God has a pet tiger?
5. Can you name some wild animals? Dictionary
6. Can you name some Domestic animals?
7. Do you have any pets?
8. Which animal do you like most?
9. Have you ever been to reserve forests?
10. How did you feel after visiting reserve
forests?
11. Have you ever been to tiger safari?
44 | Page
12. Do you like visiting animals in the zoo? E-Pathshala
13. Do you support caging animals in the
zoo?
Topics: -
A) Zoos are fine as they are
B) Zoos should be banned across the
o world.
Teacher shows the picture of a tiger in the zoo.

Teacher uses discussion/Oral activity to elicit
evidence of learning.
Learners collaborate each other to improve

Think – Pair – learning.
Share
Think:
Learners look at the image and think about it for
a minute.
Pair:
Learners share their thoughts with their peers
and participate in the discussion and try to give 1. What is the name of the title?
pros and cons of keeping tiger in the zoo. 2. What do you understand by the title?
Share:
They will express their opinions / views in the
class.
Announcement of Teacher will announce and writes the topic on

the topic the board “A Tiger in the Zoo”
The teacher asks the students some questions.
Introduction to George Leslie Norris was born on 21st May,

the poet 1921. He was a famous welsh poet and a short
45 | Page
story writer. He taught at various institutions in
Britain and the United States. Leslie is a Fellow Write Synonyms for the difficult words using
Of The Royal Society of Literature. dictionary
His works are finding Gold, collected stories of
Leslie Norris, Holy places, A Tiger In the Zoo etc.
have published and won numerous awards.
Leslie died on 6thApril, 2006, Provo, USA.
Identification of Teacher makes students to identify difficult 1. What is the poem all about?
difficult words words: 2. Observe the rhyming words while it is
read.
Stalks Stripes Lurking Sliding 3. Do you think the tiger is happy in the cage
Plump Snarling Stalking stealthily or sad?
4. Do you think wild animals like tigers
become soft after caging for a long time?
Model reading by 5. Does tiger show interest to see visitors of
the teacher The teacher reads the poem completely to have the zoo?
overall view of the poem. 6. Which attributes of tiger give terrific look?
7. How does the tiger walk in the zoo?
The teacher reads the poem with proper stress, 8. What would the tiger do in a forest?
intonation, tone, rhyme and rhythm. 9. Is freedom needed for wild animals?
The students listen carefully to the teacher to

follow the tone and articulation.
Chorus reading Students will follow the teacher and try to read
by the students with proper stress, intonation, rhyme and
rhythm.
Teacher gives a brief account of the entire poem
in a bird’s eye view.
46 | Page
Period 12: The poem is about a tiger which has beautiful Interactive Flat
Analysis and stripes. He was caged in the zoo and confined to Panel
interpretation of a little space. In this poem the poet shows the
the poem contrast between the wild living with freedom Charts
and living in the controlled environment. 1. What is the theme of the poem?
Text book
The teacher facilitates students to read the poem 2. Do you think the tiger is happy in the cage
and to complete the given tasks. or it is struggling? Dictionary
Write down the answers of the following 3. Do you think there is a need wild animal
questions which are given in the assessment like tiger?
section:
a) Find out the suitable words from the
text for the words given below.
Fat : _______________
E-Pathshala
He : ________________
White Teeth : _______________
Fearful Sound: _______________
Sparkling : ____________________
Sneaking: _____________________
Striding: ________________________
b) Identify the rhyming words in the

poem:
1.____________________
2.____________________
3.____________________
c) Find the animals that belong to the Cat’s

(feline) family among the following and
write down the name in the blank space.
47 | Page
Tiger, Wolf, Leopard, Deer, Jaguar, Lynx,
Cougar, Chimpanzee and panther.
1.______________________
2.______________________
3.______________________
4.______________________
5._______________________
6._______________________
Period 13: Teacher recites the poems: 1. Read the poem again, and work in pairs
Thinking about 1. The Tiger or groups to do the following tasks:
the poem 2. The Panthers
3. The Greater cats i. Find the words that describe the
Read and discuss Students, then recites the poems aloud. movements and actions of the tiger in
(Oral Activity) the cage and in the wild. Arrange
them in two columns.
Link
ii. Find the words that describe the two
places, and arrange them in two
columns.
Now try to share ideas about how the poet
uses words and images to contrast the two
situations.
2. Notice the use of a word repeated in

lines such as these: Link
i. On pads of velvet white,
In his quiet rage.
48 | Page
ii. And stares with his brilliant eyes
Pair Work: Students work in pairs At the brilliant stars
and tries to tell differences between Wild Life What do you think is the effect of
Sanctuary, Biosphere Reserves and National repetition?
Park.
3. Read the following two poems- one
Assignment about a tiger and other about panther.
Indian Government has released a
Then discuss:
commemorative coin in the year 2023 on the
Are zoos necessary for the protection or
occasion of 50 years of Project Tiger.
conservation of some species of animals?
Are they useful for educating the public?
Are there alternatives to zoos?
Wild Life Biosphere National

Sanctuary Reserves Park
Write 3-4 paragraphs about ‘Project Tiger’.

Express your views on protection of endangered
animals. Write your experience about visiting reserve
forests and Tiger Safari.
49 | Page
CLASS – X
UNIT -3
Prose: TWO STORIES ABOUT FLYING - 8 Periods
I. His First Flight - Liam O’ Flaherty

II. Black Aeroplane - Frederick Forsyth
Poem: HOW TO TELL WILD ANIMALS - Carolyn Wells

&
THE BALL POEM – John Berryman – 3 Periods
Supplementary Reader: THE MIDNIGHT VISITOR – 3 Periods
Workbook: Words and Expressions – Two Stories About Flying (Dealt with Prose and Poem)
The following Goals and Competencies will be developed through this Lesson.
CURRICULAR GOALS: (CG)
Goal 1: Develops reading comprehension and summarizing skills by engaging with a variety of texts (stories, poems, extracts of
plays, articles, and news reports) and using various strategies to write for different audiences.
Goal 2: Develops the capacity for effective oral and written communication in different situations (formal and informal).
Goal 3: Explores different forms of literature (sample from early to contemporary period)
Goal 4: Develops the ability to recognize basic linguistic aspects (word and sentence structure) and use them in oral and written
expression.
1
Period and Topics Goals and Competencies Learning Outcomes
Before you Read CG -2: LO 1 – Recalls the individuals experiences with that of the
(Pre-requisites) experiences of the protagonist in the story.
C2.2- Asks a variety of questions on social
experiences using appropriate language. LO 2- Compares the strategies adopted in her/his similar situations
of the character in the story.
C2.3 – Shares ideas and critiques on the various
aspects of the social and cultural surroundings in oral LO 3- Relates certain concepts of the ongoing text of Part -1 of
and written forms. unit-2 to the concepts of Unit-1.
LO4: Uses his previous knowledge to link up the events in the story
“His First Flight’.
Reading Aloud CG – 5 LO 5:
- read the text with fluency, understanding and competence.
C 5.1 - Understands the phonetics and the script of the
language, the number of vowels and consonants and - learn how to use language to make sense of the world.
how they interact and are used.
LO 6: improve their information processing skills, vocabulary and
comprehension.
LO 7: strengthen fluency, improve working memory and develop
communication skills.
2. Reading with CG – 1: LO 8 - Relates a similar situation with that of the text given on unit-2.
Comprehension:
Slot – 1 C.1.1 Identifies main points, summarizes after a LO9: Analyses real life situations with reference to the literary text.
(His First Flight Part-1) careful reading of the text, and responds coherently
THE young seagull was LO 10: Identifies keywords to get the contextual meaning of the text.
alone...........his beak now C.1.2- Uses strategies to organise ideas and
and again to whet it. information to write for an intended purpose and LO 11: Discuss the difficult expressions that come in the context and try to
(Text on page number 32 audience get the meaning of it.
- 34)
2
3. Reading Text CG-2: LO 12 –Compares her/his real-life situations with the characters in the story.
Slot – 2
(His First Flight Part-1) C 2.1: Develops critical thinking in connection to the LO 13 – Memorizes a similar situation that she/he had experienced.
real-world problems.
“Ga, ga, ga,” he cried LO 14 – Determines problem solving ability in reference to the text.
begging……… He had C 2.2: Analysing, making rational arguments, and
made his first flight. working out for solutions. LO 15 – Express their point of view with textual and personal experiences.
(Text on page number 34 CG-3:

- 36) C 3.2 – Argues with proper rationale by carefully
evaluating the conditions.
4. Thinking about the C.G - 3: LO 16 – Analyses the given audio in reference to the literary text.
text.
C.3.1 - Identifies and appreciates different forms of LO 17 – Summarizes the text with complete comprehension
literature such as samples of prose, poetry, and drama
(early to contemporary) LO 12 – Compares the character in the story with that of the acquainted
Comprehension person.
CG-4:
LO 13 – Analyses various challenges faced by the central character.
Speaking C.4.1- Interprets understands and applies basic
LO14: Infers positive dispositions like being hopeful and resistance
linguistics aspects - sentence structure, punctuation
tense, gender and arts of speech. through the literary text.
LO 15: Identifies the language conventions in the sentence structure.
Writing CG- 5:
Engages in the use of puns, rhymes, alliteration, and LO 16: Able to speak on various models of aero planes motorcars, birds and
their wing span and migratory birds and tracing their flights.
writing more interesting and enjoyable
LO 17: Realizes the difficulties in the initial attempts of learning a skill and
being steadfast.
LO 18: Expresses different language forms and styles in a more interesting
and enjoyable manner.
3
5. Reading with CG – 1: LO 18 – Describes the events in the text coherently using appropriate
Comprehension:
(The Black Aeroplane C.1.1 Identifies main points, summarizes after a language form.
Part- II) careful reading of the text, and responds coherently
LO19: Analyses real life situations with reference to the literary text.
THE moon was coming
up in the east,
…......................... flying LO 20: Identifies keywords to get the contextual meaning of the text.
in the storm, without CG – 2:
lights? C.2.1 Listens critically and reads different news LO 21: Relates similar situations in various contexts and try to analyses the
articles, reports, and editorials to express opinions. challenges and the ways and means to resist.
(Text on page number 37
- 39)
6. Thinking about C.G 4: LO 22 – Identifies various uses of vocabulary in different contexts.

Language C.4.1
Interprets, understands, and applies basic linguistic LO 23—Identifies the use of homonyms in different contexts to give various
aspects (rules), such as sentence structure, punctuation, shades of expressions in respect with the situations.
tense, gender; and parts of speech
LO 24- Arranges the phrases related to the word ‘Fly’ in concurrence with
C.G 5: their meanings.
C.5.1 - Understands the phonetics and script of the
language the number of vowels and consonants and LO 25- Recognizes the similar words that give the meaning near to the word
their interaction and usage. ‘Fly’.
7. Writing CG 1: LO 26 – Composes her/his personal experiences related to the context

C.1.2 – Uses strategies to organize ideas and of being alone or away from home during a thunderstorm.
information to write for an intended purpose and
audience.
CG 2:
C2.4 – writes different kinds of texts in appropriate
language.
4
Unit Overview
This graphic organizer will give us an overview of the different elements of the Reading Passage.
Before you read
Part-Ⅱ writing
Thinking about the text 1. self experience
Thinking about the 2. Ideas about PH carbon
writing style phase stories about
Two stories
about Flying
I. Thinking about the
context
b. Reading Test Part-Ⅰ
c. Writing
Reading Test part-Ⅱ
5
lass: 10 Chapter: Two stories about Flying
Period -Ⅰ In order to review the previous knowledge of the learners Q.1. Can you read out the quote/text Text Book Unit-3
Before you read the following activity is conducted: Individual/Group IFP
given?
pre-requisites Display related videos.
whole class activity: visual activity Q.2. What is the text given in the Pic-Ⅰ?
A video of birds flying.
Teacher displays a video and elicits their opinion.
Q.3. What do you understand by it?
Q.4. Give your opinion?
The teacher asks a few questions to drive the learners
towards the actual text. Q.5. What is the common actor/element
you observed?
Teacher displays certain quotes and asks the students to
Pic Reading -Ⅰ read carefully and interpret them in their own words.
Pic-Ⅰ, Pic-Ⅱ, Pic-Ⅲ
1. Teacher divides the class into groups and gives each

Pic Reading -Ⅱ quote for discussion.
2. Teacher conducts an activity to make them think
critically.
Pic Reading -Ⅲ 3. Consolidates all the response and briefs the texts going
to be discussed.
6
Activity -2
Students will try to answer the following questions to Activity -2
make them go deeper into the text.
1. Have you ever come across any
situation where you find it so difficult to
overcome?
2. How could you come of it?
Oral Narration 3. Whose help have you taken?

Teacher summarizes all the responses elicited from the
students. 4. What kind of thoughts ran in your
QR codes given in the
text.
mind?
The present article talks about two different incidents
happened in two different situations. One with the birds, Share your experiences if you have any? Try other relevant
sea gull and the other with a pilot, humans both knitting authentic material.
around the challenging situations and how their unshaken
faith and perseverance in their trials could lead them to
success. These two great articles are written by Liam O’ https://youtu.be/qAIR
Flaherty and Fredrick Forsyth respectively.
XIckfMA?feature=shar
ed
Announcement of
the topic Let’s see the first article – His First Flight, and learn What do you understand by the title?
Try to analyze it. Text Book-3 Ideas link
“His First Flight” the details of the text.
Part-Ⅰ Before going to start, teacher plays a video related to (picture
‘birds’ which supports their learning. You have observed the video. What scenes of a Bird taking its first
caught your attention? Flight)
Use of other relevant
Model-Ⅰ  Teacher reads the text in the first instance to make the ideas
Reading by learner have an overall listening comprehension before Can you elaborate the title in your own words? IFPS use when other
Teacher with giving to give the students in classes.
comprehension required
 Now teacher reads slot-Ⅰ leading them to the actual

Slot-Ⅰ text.
.
7
Introduction of the  Teacher explains the theme to students. What is the setting in the story of His first IFP
theme.  Teacher asks the students to observe the concept make Flight?
to draw their attention and to connect them to variation Chart having the map
elements of the reading passage. 1. What do you mean by the word ‘Flight’? Settings: When &
 The students have to link up the various elements where a story takes
shown in the maps. 2. Find various meaning for the word place
 Students should keep these elements in view while ‘Flight’ referring to dictionary Protagonist: The
they’re reading the text when and where. leading character
3.Who is the protagonist?
Cause and conflict
Problem / critical
Setting
situation
Importnant
evnts Protagonist
1. What is the bird in the picture? Effects and resolution
Theme/Title
2. What is special about a seagull?
Climax Cause
3. Observe the pictures of seagulls carefully.

Effect Pictures of seagulls.
Theme The act of hiding a
solution to the
The teacher presents another concept map-A to make the problem.
Concept map-A
students more specific towards the events in the text. Picture of the bird Sea
Gull.
8
Class: 10 Lesson: Two stories about Flying Period No: 02
Period - 2 1. What is the bird mentioned by the author?
1. Display of
Slot-Ⅰ 1. Teacher reads the text aloud with the proper stress and 2. Why do you think the author has chosen comprehension
The first slot by Liam intonation to convey the expression and mood of the Seagull as one of the characters? questions
O’ Flaherty character. 3. Why was the young Seagull alone?
2. Text pic pictures
4. Why couldn’t the young Seagull fly? 3. Any relevant
2. While students listen and trying to comprehend
giving the meaning of the difficult words 5. What did he think about his parents and pictures
Reading aloud by continually. siblings? e-pathashala link
teacher 6. How did his parents supports him
3. Students will keep these questions in view and read the critically?
text with comprehension. 7. Why were his parents are harsh for the
(CLOSE young bird?
READING 8. What was their real intention?
ACTIVITY)
After model reading teacher asks the students read aloud Key words
first to make the students learn pronunciation of the 1. Ledge
Individual Reading words. 2. Expanse
with comprehension 3. Brink
4. Muster up
Teacher first divides the students in groups and given the 5. Plunge
Collaborative students the list of key words and asks them to discuss 6. Upbraiding
difficult words explain with other group members 7. Herring
reading
8. Devour
Students highlight the expression found difficult to 9. Cliff
comprehend and discuss in the group. 10. Taunting
Comprehension 11. Commended
checks for the slot- Ⅰ 12. Banking
Teacher asks each group to present their observation to 13. Curveting
clean the consolidated understanding of the text. 14. Shrieking
15. Shrilly
Expressions
The sun was now ascending - slot-Ⅰ
Her leche breast inverse - slot-Ⅰ
Monstrous terror seized him -slot -‖
Hamp of the plateau - slot-Ⅰ
9
Class: 10 Lesson: Two stories about Flying Period No: 03
Sub-topics Teaching-Learning Process Pointers for assessment Material
required
Period -3 1. What techniques did the bird play to get
Text book unit – 3
Slot - II the attention of his family members?
His First Flight Teacher reads the next part of the text along with proper 2. What have you understood by the IFP use to play
pause, stress. expression – “The great expanse of sea.” related ...
Text continuation While students listen to it carefully to connect the events to 3. have you played such tricks at any time?
Reading with the previous text they heard. 4. thigh light the expression found difficult
comprehension to understand the text.
“Ga...ga…ga”, he cried begging his 5. Why did this mother scream derisively?
Slot-II ----the had made this first thigh” 6. What made the poet put his trial?
Part- I The teacher divides the class into groups and also the 7. How could the bird mange them falling
His first flight students to discuss certain explanation get in the text down?
reading segment-2 8. Have you ever had such similar
Teacher supplies key words related to the text to support experience where your parents supported Video /audio of the
Scaffolded contextual comprehension you even you are scared to do? cry of bird seagull
~ dizzy, crustily, banking, amused, shrilly. 9. How did she encourage you?
reading
10. What did not the bird Observe when he
Teachers arles to focus on certain expressions and analyse joined these siblings?
Key words ~monstrous terror seized him 11. Why did the author near bird as he?
Video clips, picture
~maddened by hunger showing the actions
Key expressions ~his first flight of diving, banking,
curveting, soaring.
Teacher consolidates the entire text in short showing the
Concept map – B concept map. 1. How did seagull enjoy his first flight?
Explorative 2. Express your learning experiences

Reading anything you learnt new?
IFP
You might have had similar experiences that
the bird had in his learning. Write a Presentation of the
paragraph about your experiences. students.
10
Class: 10
Lesson:
Period No: 04
Period – 4 Teacher makes the students discuss the questions given at the  Textbook Unit-III
end of the text for overall comprehension  IFP
Teacher asks the students to do the exercise related to the  Relevant pictures if any.
Thinking about the
discussed text.
text  Presentation of the
students/handouts.
Work book
Techer gives each group different topics given in the text
[page31-36]
[page-36] and also make them do the exercise on listening text
given in workbook Pg-41- Riddles

Speaking [textbook,
workbook] Riddles
11
Class: 10
Lesson: Two stories about Flying
Period No: 05
Period-5 The teacher continues to discuss the next topic “the black 1. why do you the think the title is “The Video
Part – II aeroplane” black aeroplane”? Conversation of the
2. what does it suggest? ports with the airport
The Black The teacher initiates the discussion by elaborating the title in 3. what does the word ‘black’ refer to in authorities
Aeroplane connection to the story. various situations?
-Fredrick Forsyth Activity

Model Reading by Teacher poses a few questions related to the little linking up ~Have you ever heard a word like Dakota? Announcement at the
the teacher the story. 1. How was the climate described at the airport
Slot -Ⅰ beginning of the journey?
The teachers present the lesson in a tone of expression that 2. Why was the narrator so joyful to reach
conveys the exact meaning of the context. home?
The moon was 3. What happened suddenly when he was
coming up in the Students listen to the text with enthuse to get the central idea of trying to inform his safe landing to Paris
east the story. control?
flying in the without 4. What did he decide to do then?
light? 5. Do you think the decision of the writer is
(pgs. 37-39) right?
6. Could he contact the Paris control? why?
7. How could the narrator manage to pilot
Collaborative Teacher asks the groups to focus on questions given at the end the aeroplane for safe landing?
Reading of the text and the questions given in addition to read beyond 8. Did the narrator get tensed of the
the lines. situation? What does it show?
12
9. what made the narrator have a ray of
The lesson ahead leadership them with the support of the hope?
questions 10. what was the added difficulty along
with his adverse situations?
Oral narration Teachers sums up taking all the replies together and gives her 11. How did the narrator land safely?
version. 12. What made the women in the control
~similarities observed from both the stories centre look at narrator strange? Why?
13. what was the narrator?
Facing Critical situation Challenges
Part 1 part 2
Inner Strength persuasion
Determination Determination
Theme 1 &2
Human nation Society
Class: 10
Period No: 06
Period 6 Teacher talks over the questions given after the text 1. Who do you think help the narrator
Thinking about safely? Discuss this in the group and give Text book
the text (page 40) reasons for your answers? e-patashala Link
Teacher makes the students different of the word back in 2. Could you analyse the phrase
various context “blessing in disguise”?
3. Summarize both the texts finding out workbook
Thinking about similarities.
languages
Students are let to know the usage of phrases with ‘Fly’ and ~ fly a flag
Vocabulary their different shades of meaning. ~ fly along
Page: 40 ~ fly into rage
i. Black. Teacher asks the students do the Matching/ identification ~ fly High
ii. Fly exercises given on page 41 Identification of the words which have
similar meanings to the word “fly”.
13
Class: 10
Period No: 07
Period-7 Student will work out vocabulary exercises given in the work
Workbook book concerned unit given on pg.36 and 37.
vocabulary pg.36
& 37
Text book exercises
A. Adverbs
Grammar Teacher intensifies the use of phrasal verbs by making the
pg.38 students do the exercises given in the work book pg.38 with the Find out the meaning of the
verbs “walk,” take”, “give”, and “put”. following phrasal verbs and
use them appropriately in
B. Phrasal verbs Students will aware of forming antonyms with the help of sentences.
prefixes.
C. Prefixes – (a) walk in
making _________________________________
antonym Teacher gives prior knowledge related to the tenses and (b) take away
s structure. _________________________________
D. Grammar- Students will learn the use of passive construction and do the Workbook exercises
passive Use the words given below and
practise sheet given on pg.39. frame sentences using
voice
the passive forms of the verbs.
(a) Taj Mahal/build/Shah Jahan. Additional related
E. Making Teacher asks the students to make meaningful sentences given on
(Simple Past) worksheets shall be
pg.40 provided to the students
meaningful _________________________________
(b) Malaria virus/transmit/female
sentences Anopheles mosquito.
Work sheets
(Simple Present)
____________________________
14
Class: 10
Period No: 08
Period- 8 Teachers the students to narrate their experience 1. “The sight of the food maddened Textbook
Writing Text travelling alone or away from home during the him.” what does this suggest? What Workbook exercises
book pg.41-42 thunderstorm. compelled the young seagull finally

to fly?
2. Why did the seagull’s father and

Showing picture
Teacher will make the students do the exercise on editing mother threaten him and cajole him
Additional exercises
Work book to fly?
A. Editing pg.41 Students will know rules to be observed in the article 3. what do you think “the black
writing and develop an article following the instructions. aeroplane” is?
B. Article write 4. what was the name of the
pg.42 Taking their personal experience into criteria, students narrator’s aeroplane?
create a story on their own based on the two stories. 5. where was he travelling?
C. Story writing
Teacher recaps the entire text by comparing and contrasting 6. why did the woman fall Surprise
pg.43 when the narrator asked for the safe
the events took place in both the stories.
landing of another aeroplane?
Write a paragraph on the text “His First Flight “.
D.
Feedback and Write the similarities of both the text you have
assessment identification
15
Assignment Teacher assigns the students the following work to support their landing. 1 collect at least 10-15 middles and write them in a
1 write on the topic “how to protect environment from being polluted” role with information.
2 write some more riddles you know.
3 write sentence on your own write the phrase verbs walk in, walk out, take up, 2 find out more about the riddles.
take in, give up, give in.
3.present it to the class.
Projects Students are all called a project to improve the practical skills.
Project collection of riddles given on workbook

Workbook Talk to your elders and ask them why the riddles could have emerged.
Project pg.44

https://youtu.be/qAIRXIckfMA?feature=shared
https://youtu.be/Je8wxnoEkug?si=CCv5dZkU9u3vTDVC
https://youtu.be/dtZ8MxuePno?si=eoUX6g702c25PZeS
16
Lesson plan Class 10
Unit 3
Poetry
Class: X No. Of Periods: 3

Name of the Poem: I. How to Tell Wild Animals by Caroline Wells
ii. The Ball Poem by John Berryman
The following curriculum goals and competencies will be developed through this poem.
C Goal 1: Develops reading comprehension and summarising skills with variety of texts (Poems and Ballads).
C Goal 2: Develops the capacity for effective oral and written communication in different
situations (Formal and Informal). C Goal 3: Explores different forms of literature.
C Goal 5: Develops an appreciation of the distinctive features of the language, sounds, scripts, puns and
other wordplays unique to the language.
17
Period and Topics Curricular Goals and Competencies Learning Outcomes
Period - 1: CG 1 LO-1
Pre-requisites: Activating prior knowledge, Reads literary texts for
C- 1.1
motivation, introduction of the title and enjoyment/pleasure and compares
Identifies main points, summarises the text
introduction to the theme of the poem. interprets and appreciates characters and
and responds coherently with the poet’s
themes
intention.
How to Tell Wild Animals LO-2
by Caroline Wells Reads aloud and recites poems with
C-1.2
proper stress, pause, tone and intonation
Uses strategies to organize ideas
by following proper rhyme and rhythm.
information to write for an intended purpose
LO-3
and audience.
Familiarise with a variety of vocabulary

associated with various themes using
these in different contexts through word
webs, thematic vocabulary and word
puzzles
LO-4
Listens to and discusses literary inputs in
various contexts to infer, interpret and
appreciate.
18
Period and Curricular Goals and Competencies Learning Outcomes
Topics
Period 2: CG 2 LO-1, LO-2, LO-3, LO-4
C- 2.2 Asks variety of questions on social experiences
Oral Narration of the
using appropriate language (Open-Ended/Closed- LO-5
Poem and Literary
Ended/Formal/Informal, relevant to context with Recognises and appreciates cultural
devices
sensitivity). experiences and diversity in the text and
C -2.3 Shares ideas and critics on various aspects of the makes oral and written presentations.
social and cultural surroundings in oral and written forms.
CG 3 LO-6
C- 3.1 Identifies and appreciates different forms of Be acquainted with proverbs, phrases,
literature such as samples of prose, poetry and drama idioms and their usage.
(Early to Contemporary)
LO-7
CG-5
Be exposed to variety of poems like lyric,
C-5.1 Understands the phonetics and script of the
notice sounds, humour, alliteration and
language, vowel and consonant sounds and their usage.
personification.
C-5.2 Engages in the use of puns, rhymes, alliteration and
other wordplays in the
language, to make speech and writing more interesting and LO-8
enjoyable. Identifies comparisons allusions, poet’s
point of view and Literary Devices.
19
Period and Topics Curricular Goals and Competencies Learning Outcomes
Period 3:
CG 1
Motivation, Introduction to the Poem,
and Oral Narration of the poem C- 1.1 Identifies main points, summarises the text and LO-9
responds coherently with a poet’s intention. Uses creativity and imagination and connects
The Ball Poem the discourse with the real life contexts while
C-1.2 Uses strategies to organize ideas information to expressing themselves through speech and
write for an intended purpose and audience. writing.
CG 3 LO-10
C- 3.1 Identifies and appreciates different forms of Knows and promotes core values such as
literature such as samples of prose, poetry and drama tolerance and responsibility.
(Early to Contemporary)
CG-5
C-5.1 Understands the phonetics and script of the
language, vowel and consonant sounds and their usage.
C-5.2 Engages in the use of puns, rhymes, alliteration
and other wordplays in the language, to make speech
and writing more interesting and enjoyable.
20
Sub-topics Teaching-Learning Process Pointers for Assessment Materials Required
The teacher enacts different animal sounds
Period 1: like a caw of a crow, bleat of a goat, roar of
Pre-requisites a lion and asks students to recognise the
Activating prior sounds and relate the sounds to the animals
knowledge they sound.
Whole Class Activity/Individual Activity 1. What are the animals in his/her hand?
Students are shown flash cards and are 2. Can we tame these animals? Why?
encouraged to make animal sounds related 3. Do you know the cries of each animal has a
to animal shown in the flash cards. different name?
4. Can you tell me the names of some animal Flash Cards of different animals
Whole Class Activity: sounds? (Encourage the students to make
All the students listen to the sounds of 5. How are they different from the animals sounds)
various animals and identify the sounds in this girl’s/boy’s hand?
6. Do these animals harm anyone?
Group Activity: 7. Which among these animals are harmful?
Flash cards are divided in two groups one 8. What do you call the animals that are tamed?
domestic and the other wild animals, are 9. What do you call the animals those cannot https://youtu.be/YCvzPBUPZ9w?featur
displayed to the students with the help of be tamed? e=shared
few students. 10. How do you know that an animal is
domestic or wild?
21
Teacher concludes defining wild and domestic
animals. Wild animals live on their own without
any help from people. while domestic animals
need human intervention and can be tamed.
The teacher draws the attention of the students

towards the hidden humour in the poem.
Announcement of the Take references from Disney
Topic/title. Thus announces the title of the poem movies The Lion King, Jungle
Book, and the Tarzan
How to tell Wild Animals
How to tell Wild Poem Chart
written by Caroline Wells Caroline Wells was Flip Model
Animals
an American author, poet. She wrote https://youtu.be/0Jmvy3sxFUQ?featu
mysteries, poems, parodies and children re=shared
stories. Videos related to the poem
The teacher recites the poem aloud following
appropriate stress, intonation, rhyme and rhythm
Reading – Teacher’s Model while the students listen to him/her carefully.
Students recite the poem following appropriate 1. Who is the poet of the
stress, intonation, rhyme and rhythm modelling poem How to Tell Wild
after teacher. Students take pleasure in reading the Animals?
poem. 2.
What are wild animals
Chorus reading by the Teachers displays pictures related to the poem and and domestic animals?
Students try to lead the students to comprehend the gist of
the poem. Bring some names of
animal sounds for the
Students discuss in groups how well nurture can next class.
be done.
22
Period 2: The teacher describes the theme of the poem to 1) Who is called the king of the jungle? Chart for idioms on animals
bring out the humour in the poem. 2) What animal from the poem is
Oral Narration of the  An Asian lion is a large and tawny beast. from Asia?
poem  An animal with black stripes on yellow 3) Is tawny beast a yellow one or a Worksheet
background and a huge body is a Bengal tiger. brown one?
How to Tell Wild Animals 4) Why is tiger a noble animal?
 Appearance of the leopard. Spots peppered
 Teacher asks students about cuddly caresses of a 5) What is the hide peppered with?
Analysis and 6) Do you think the words ‘lept’ and ‘lep’ Match the following
teddy bear and draws a contrast between a
interpretation of in the third stanza are spelt correctly?
friendly hug and a bear’s strong hold. Idiom Meaning
the poem. Why the poet misspelt these words?
 The teacher distinguishes Hyena from crocodile.
Hyena by laugh, and crocodile by its false tears. 7) Do you know what a bear hug is? Is it
 A chameleon is a lizard without ears or wings but friendly?
one cannot see it as it is the master of changing 8) Which animal weeps false tears?
colours. 9) What is the opposite of weep? And
which animal sound is a laugh?
The teacher gives a detailed account of poetic devices used 10) Correct the following sentence ‘A
in the poem: novice might nonplus.’
11) What animal in the poem is good at
Alliteration: Repetition of letter ‘r’ in ‘roaming round.’ changing colours?
Allusion: reference to a famous person or incident - Asian lion, -
Bengal tiger.
What are the two allusions from the poem?
Personification: referring a non-living or non-human entity as
living. Referring animals in the poem with human pronouns. Literary device used in ‘weeping crocodile.’
Poetic license:
Literary Devices Taking liberty in committing errors and bypassing rules of Pick out the rhyming words:
language and form to justify the poem.
Wrong spelling of ‘lept’ instead of ‘leapt’ and ‘lep’ instead of
Can you find examples of humorous poems in
‘leap’ and ‘nonplus’ for ‘nonplussed’
your own language(s)?
Assonance: repetition of vowel sounds in a line ‘roars at you as
you’re dyin’ Find out the idiomatic expressions in English
or your mother tongue on the animals
mentioned in the poem.
23
Sub-topics Teaching-Learning Process Pointers for Assessment Materials Required
Period 3 Teacher tries to help students to recall

Activating prior their childhood memories of repeatedly
lost things which the students consider
knowledge
valuable than money.
 Who is your favourite player,

favourite movies, and
favourite actor?
 Who do you like most?
- In your family.
 Have you ever
received gifts?
 What is your most
precious gift?
 Have you ever lost it?
 How did you feel then?
 What is your favourite thing?
 Have you ever lost a thing
repeatedly?
 Which game do you play
most? – expected answer
Cricket.
 What happens when you
play cricket at home?
24
 Have you broken
anything while playing?
 What do you lose most
all the time while
playing?
 Do you always find it?
 What do you do if you
cannot find it?
 How do you feel if you
don’t find the ball?
 What do you do then?
Announcement of the topic There is a poem which tells about
a young boy experiencing grief
The Ball Poem when he lost a much beloved
possession – a ball.
The Ball Poem

by John Berryman
Page no: 46 John Allyn McAlpin
Berryman (born John Allyn Smith, Jr.;
Whole class Activity: October 25, 1914 – January 7, 1972) was an
American poet and scholar. He was a major
figure in American poetry. His best-known
work is The Dream Songs.
25
Model reading by the teacher Teacher shows a variety of balls
to get answers from the students
Cricket ball
The teacher recites the poem Volley ball
aloud following appropriate Basket ball
stress, intonation and rhythm Base ball
while the students listen to Football
him/her carefully.
Chorus reading by the Students Students recite the poem

following appropriate stress,
intonation and rhythm modelling
after teacher.
Students take pleasure in reading
the poem.
The central idea of the poem is to

Oral Narration create an awareness of the pain of 1. What did the boy lose?
loss and the courage it takes to 2. Identify the poet of The
accept the loss something dearer Ball Poem
to them. a. Carolyn Wells
b. John Berryman
 The boy has a very deep 3. Who is ‘I’ in the poem?
emotional attachment and 4. Dime is...
memories associated with the 5. What is ‘epistemology
ball. He regrets over the loss of loss?’
of the ball. 6. Did the boy cry?
7. Can anything replace
the loss to the boy?
26
 The ball symbolises
‘life.’
 Realisation of no
compensation for the
loss of dear ones.
 Learning from
losing.
 Accepting the loss and
keep moving.
 Responsibility is learnt
through the inevitable
loss and thus growing
up.
 Standing up despite
loss.
poetic devices The following poetic devices are

found in the poem ‘The Ball
Poem’
 Anaphora: repetition
focussed on the first lines of
a poem.
Ex: What and What from lines 1
&2
Merrily and Merrily from line 3
&4
And and And from line 14 and
18.
 Caesura: use of
punctuation to separate lines of
verse.
Ex:
27
Merrily over — there it is in
the water! (line 4)
His ball went. I would not
intrude on him; (line 9)
 Imagery: makes readers
connect to the poem
emotionally and physically.
Ex:As he stands rigid, trembling,
staring down
All his young days into the
harbour where (Lines 7 & 8.)
Thinking about the Poem
The teacher asks the students 1. What does “in the world Fill in the following blanks with appropriate
about the comprehensibility of of possessions” mean? letters
the poem. 1. E t_mology
Questions from Page no: 47. 2. P_sse_s_ons
3. Re_pon_ibil_ty
2. Have you ever found 4. B_un_ing
something that has been 5. T_emb_ing
lost for a long while? 6. D_sp_rat_
Write a paragraph about 7. Ha_bo_r
the joyful incident. 8. Intr_d_
28
LESSON PLAN: SUPPLIMENTARY
CLASS:X
NAME OF THE LESSON: THE MIDNIGHT VISITOR
NO OF PERIODS :3
AUTHOR: ROBERT ARTHUR
The following curricular goals and competencies will be developed through this lesson plan.
GOAL :1
To develop reading comprehension and summarizing skills by engaging a variety of texts (stories, plays, essays) and uses various strategies to
write for different audiences.
GOAL: 2
Develops the concepts for effective oral and written communication in different situations (formal & informal)
GOAL:3
Explores different forms of literature (sample from early to contemporary period)
GOAL:4
Develops the ability to recognize basic linguistic aspects (word and sentence structure) and use them in oral and written expressions.
PERIODS & TOPICS COMPETENCES LEARNING OUTCOMES

CG-1 LO:1
Knowledge and describes the various
PERIOD: 1 C.1.2: Identifies main points summarizes after a characteristics of
Prerequisites careful reading of the text and responds coherently. Text.
L0:2
Activating prior knowledge: C.1.2 Understands and elicits meanings of the words in
Uses strategies to organize ideas and information to different contexts.
write for an intended purpose and audience.
LO:3
Reads with understanding information in his
environment outside the schools as in hoardings,
29
Introduction to the Title and advertisements, products, labels, visiting market
lesson. place etc
CG-2
C2:2 Asks a variety of questions on social experiences LO:4
using appropriate language. Organizes and structures thoughts, presents,
 Announcement of
C2:3 Shares ideas and critics on various aspects of information and various opinions in variety of Oral
the topic
the topic. forms
 Reading aloud by the CG-3

teacher. C3.1 Identifies, analyses, and appreciates the different
Segment -I possible meanings. LO:5
Students will be able to identify and analyze the
key elements of a suspenseful story, including
conflict. rising action, climax, and resolution.
PERIOD: 2
Segment -II
Reading aloud by
students LO:6
Students will be able to understand the importance
of quick thinking and resourcefulness in
C4.1 overcoming challenges
PERIOD: 3 Interprets understands and applies basic linguistics
Segment III aspects LO:7
Reads silently with comprehension and interprets
layers of meaning.
LO:8
Communicates thoughts, ideas, views, and
opinions, verbality and no verbality
LO:9
Students will be able to appreciate the complexities
of the spy thriller genre and challenges faced by
secret agents.
30
Overview
Conclusion
Moral Protagonist
The
Midnight
Summer
Dream
Irony characters
31
PERIODS & TOPIC Teaching Learning process Pointers for Assessments Material Required
PERIOD I The teacher directs the students towards the text by making them
Pre-requisites: share their experiences.
Activating prior
knowledge  Have you ever been afraid of the dark? CHARTS
 What about the sound of footsteps in the night? OLD -ENGLISH mid -niht,
 What are your fears? from MID- ‘among ”in the
 What do you think you were confronted with? known middle of niht means night
or unknown or unknown visitor? and darkness…. etc
ANNOUNCEMENT Let us explore and experience the theme of fear, suspense, and
OF THE TOPIC unknown thriller.
“THE MIDNIGHT VISITOR”
32
ABOUT THE The teacher introduces the author 1. Who is Robert
AUTHOR Arthur?
Robert Jay Arthur Jr. (November 10, 1909 – May 2, 1969) was a
writer of speculative fiction known for his work with The 2. Write a short note
Mysterious Traveler radio series and for writing The Three. about Arthur?
3. What is Robert
Arthur’s other
famous works?
MODEL A. The teacher reads the full lesson aloud with proper stress 1. In English you may
READING BY intonation, pronunciation, pause, and asks the students to listen come across
THE carefully. Sherlock Holmes
TEACHER Hercule Poirot or
Segment -I
Mrs. Marple
2. Have you ever

watched any
movies featuring
James Bond?
3. Name some
detective or Agent
The teacher introduces the setting &characters of the lesson movies?
1. AUSABLE
2. FOWLER
3. MAX 4. How is AuSable
different from other
secret agents?
33
Comprehension The teacher progress asking questions and comprehend the Every James Bond
passage 5. Who is fowler and Gunbarrel (EVOLUTION)
what is his 4K All (you tube)
authentic thriller of
the day?
How has max got in?
1. Who arrived at the house

at midnight?
2. Where did the stranger

Articles are used to specify or refer to nouns. For example, in the seek shelter?
story, the writer says that "AuSable was a secret agent." This
means that AuSable belonged to the category of individuals who 3. What did the stranger
engage in clandestine activities. reveal about himself?
4 Give few examples of

articles from the lesson
The Midnight Visitor.
34
PERIOD -2 Questions comprehension Link 2
Reading The students were asked to read the lesson and comprehend
Segment -I the passages and difficult words (read and find out) 1) What does Max want 42kkwU?si=CC1thHS2
from AuSable? Link 3 Link 4
2) How does AuSable
manage to make Max
As students read, teacher encourages them to identify believe that there is a CHARTS
recurring themes, such as espionage, deception, and the nature Vocabulary building:
balcony attached to his
of good and evil. Introduce and discuss the
room? meaning of key vocabulary
terms from the story, such as
3) What does AuSable’s "gloomy," "chuckled,"
plan to get rid of Max "passably," and "wheezed."
reveal about his
character?
4) What does the setting

of the story reveal
about the characters?
PERIOD -3 1) Creative writing: Prompt Prepare a comic strip fot the
Segment-3 students to write a short story lesson.
The teacher poses open ended and thought-provoking or a a poem inspired by the
Think about it questions to take the learner beyond facts. Comprehends and suspenseful and mysterious
(pages 18&w19) completes the textual exercises. elements of "The Midnight
Visitor.
2) Compare and contrast "The
Writing activity Midnight Visitor" with other
Reading and detective stories or ghost
writing skills stories, focusing on
similarities and differences in
Introducing Introducing HAIKU plot, characterization, and
Can be fun and engaging experience. Haiku is a short, three- themes.
HAIKU line poem of Japanese origin that captures a fleeting moment in 3) Write a short about any
nature. It is characterized by its simplicity. lady agent?
35
4) Give examples from
your experience and write
a story?
1) What is Haiku?
1) Give few
examples of
Haiku.
36
LESSON PLAN
CLASS - 10
UNIT - 4
Prose – From the Diary of Anne Frank - 7 periods.
Poem - Amanda – 3 Periods
Supplementary Reader – A Question of Trust - 3 Periods
Note: This unit plan covers NCERT Prose, Poetry, Supplementary Reader and Workbook
Total Number of periods: 13
The following Curricular Goals and Competencies will be developed through this unit -
CG 1 : Develops reading comprehension and summarising skills by engaging with a variety of texts (stories,
poems, extracts of plays, essays, articles and news reports) and uses various strategies to write for different
audiences.
CG 2 : Develops the capacity for effective oral and written communication in different situations ( formal and informal).
CG 3 : Explores different forms of literature (samples from early to contemporary)
CG 4: Develops the ability to recognise basic linguistic aspects (word and sentence structure) and use them in oral and written
expression.
CG 5: Develops an appreciation of the distinctive features of the particular language, including its alphabet and
script, sounds, rhymes, puns and other wordplays and games unique to the language.
On completion of this unit, the learners will be able to:
Learning Outcomes
1. Before you Read CG - 2 LO 1: Read to skim and scan a text with the help of questions. .
(Pre-requisites)
C - 2.3: Shares ideas and critiques on the various LO 2: Demonstrate the ability to independently address both
aspects of the social and cultural surroundings in oral personal questions and those posed by peers through the
and written forms. synthesis of relevant background knowledge and additional
research.
Pre-reading Activity CG – 2 LO 4: Identify the topic, supporting details and theme of the
text.
C - 2.2: Asks a variety of questions on social LO 5: Do the activity on Pg. No. 48 and 49.
experiences using appropriate language
(open-ended / close-ended, formal/ informal,
relevant to context, with sensitivity)

aspects of the social and cultural surroundings in oral
and written forms.
Reading Aloud CG - 5 LO 3: Read the text with fluency and understanding.

C - 5.1: Understands the phonetics and the script of LO 4: Apply the information processing skills by expanding
the language, the number of vowels and consonants vocabulary and comprehension abilities through deliberate practice.
and how they interact and are used.
LO 5: Develop communication skills.
2. Reading Text CG 1 LO 6: Summarize a given text by incorporating the main points

Segment 1 from a given text
(“Writing in a C - 1.1: Identifies main points, summarizes after a
LO 7: Identify the topic sentence, main idea and the supporting
diary…Kitty.”) careful reading of the text and responds coherently.
details of the text.
(Textbook Pg. No.
C - 1.2: Uses strategies to organise ideas and
50) LO 8: Use strategies like concept map/graphic organiser to
information to write for and an unintended purpose
organise ideas for a given purpose and audience.
and audience.
LO 9: Ask a variety of questions like open-ended/close-ended and
contextual questions based on reading of the text.
CG 2
LO 10: Speak about their immediate socio-cultural surroundings.
context with sensitivity)

and written forms.
3. Reading Text CG 1 LO 11: Discuss texts in which characters, events and settings,
Segment 2 C - 1.1: Identifies main points, summarizes after a cause-effect are portrayed in different ways (collaborative reading)
(“Since no careful reading of the text and responds coherently.
LO 13: Draw connection between personal experiences and the
one…inherited
C - 1.2: Uses strategies to organise ideas and given text and share responses with others (Connecting text to
traits.”)
information to write for and an unintended purpose self)
(Textbook Pg.
and audience.
No. 51-53)
CG 2

and written forms.
4. Reading Text CG 1 LO 14: Analyses the text critically by using text processing
Segment 3 C - 1.1 : Identifies main points, summarizes after a strategies. For example, monitoring, predicting, confirming, re-
(“Mr careful reading of the text and responds coherently. reading and reading on and self-correcting.
Keesing…Yours,
C - 1.2 : Uses strategies to organise ideas and
Anne”)
information to write for and an unintended purpose
(Textbook Pg. No.
and audience.
53-54)
Thinking About the CG 3 LO 15: Understands that there are different types of questions and
Text categorise them.
C - 3.1: Identifies and appreciates different forms of
LO 16: Accurately answer questions about explicitly stated
literature such as samples of prose, poetry and
information in the given text.
LO 17: Make inferences and draw conclusions from the given text.
CG 4
linguistic aspects (rules), such as sentence structure,
punctuation, tense, gender and parts of speech.
5. Thinking about CG 4 LO 18: Define phrasal verbs and use them in sentences correctly.
Language C - 4.1: Interprets, understands and applies basic
LO 19: Identify contractions in text and explain why contractions
linguistic aspects (rules), such as sentence structure,
are used.
LO 20: Demonstrate understanding of making contractions.
LO 21: Recognise and understanding the meaning of idioms.
LO 22: Appreciate and value the use of idioms.
LO 23: Identify compound words and use them in context to

represent the meaning of the words.
6. Speaking CG 2 LO 24: Use appropriate English grammar and vocabulary in a given

C - 2.2: Asks a variety of questions on social conversation.
and written forms.
Writing CG 2 LO 25: Acquire imaginative skills and techniques required for diary
C - 2.3: Shares ideas and critiques on the various entry.
LO 26: Use sequences of sentences and paragraphs that are linked
and written forms.
smoothly to demonstrate knowledge of diary entry.
CG 4
C - 4.1: Interprets, understands and applies basic LO 27: Use appropriate sentence structure, tense, gender and parts
linguistic aspects (rules), such as sentence structure, of speech.
7. Listening CG - 5 LO 28: Determine the topic and main theme of what they listen to.
C - 5.1: Understands the phonetics and the script of
the language, the number of vowels and consonants LO 29: Determine the topic and main theme of what they listen to.
and how they interact and are used.
CG - 2 LO 30: Recognise supporting details of the spoken/oral text.

C - 2.1: Listens critically and reads different news
articles, reports and editorials to express opinions.
Overview
This graphic organiser will give us an overview of the different elements of the Reading Passage
P1: Activating
Prior Knowldge
and Before you
Read
P7: Listening, P2: Reading
Feedback and Segment 1 -
Assessment, ("Writing in a
Assignment diary...'Kitty'")
From the
Diary of
P3: Reading
Anne Segment 2 -
P6: Speaking
Frank ("Since no
and Writing
one...inherited
traits.")
P4: Thinking about

P5: Thinking the Text and
Reading Segment 3
about - ("Mr.
Language Keesing...Yours,
Anne.")
Class: 10 Chapter: The Diary of Anne Frank
Activating Prior In order to activate the background knowledge of the learners

Knowledge the following activity is conducted in the class.
(Pre-requisites)
Picture Reading Visual Activity 1: 1. How many pictures do you find  The teacher writes
Activity The students are asked to observe the picture and answer the here? these details on the
2. Match the following description to
following questions – blackboard
the relevant picture –
i. Products made from milk
Picture A - ii. Pages of a diary  Pictures
iii. A book in which one keeps a
daily record of events and  Notebooks
experiences
Answers –  IFPs
i -Picture C
ii – Picture B QR Code:
iii – Picture A
Picture Courtesy -
https://www.google.com/imgres?imgurl=https%3A%2F%2F2.gy-118.workers.dev/%3A443%2Fhttps%2Fope
nclipart.org%2Fdownload%2F321567%2Fsimplediary.svg&tbn
id=EB6Dyq-x5kTbIM&vet=12ahUKEwjZoMe45-
2CAxVsbmwGHb37DtQQMygCegQIARB0..i&imgrefurl=https%
3A%2F%2Fopenclipart.org%2Fdetail%2F321567%2Fdiary-
book&docid=pDNaYL13clswfM&w=766&h=800&q=diary%20cl
ipart&hl=en-GB&ved=2ahUKEwjZoMe45-
2CAxVsbmwGHb37DtQQMygCegQIARB0
Link
Picture B -
Picture Courtesy -
https://www.google.com/url?sa=i&url=https%3A%2F%2F2.gy-118.workers.dev/%3A443%2Fhttps%2Fcomm
ons.wikimedia.org%2Fwiki%2FFile%3ADiary_of_Cristian%2C_
Etienne_%2528%2526_others%2529_Wellcome_L0041316.jp
g&psig=AOvVaw3orUkwk9T2tqxGMQJK4tLI&ust=170150519
8951000&source=images&cd=vfe&opi=89978449&ved=0CBIQ
jRxqFwoTCJiWl5vn7YIDFQAAAAAdAAAAABAD
Picture C – Dairy
Picture Courtesy -
https://www.google.com/imgres?imgurl=https%3A%2F%2F2.gy-118.workers.dev/%3A443%2Fhttps%2Fdo
mf5oio6qrcr.cloudfront.net%2Fmedialibrary%2F9685%2FiStoc
k-
544807136.jpg&tbnid=dun8ViZNJCiJ2M&vet=12ahUKEwjckuG
o6O2CAxWszaACHfQeD4EQMygAegQIARBr..i&imgrefurl=http
s%3A%2F%2Fwww.health.harvard.edu%2Fblog%2Fdairy-
health-food-or-health-risk-
2019012515849&docid=sSeNAeYg72Q0YM&w=2072&h=144
6&q=dairy&hl=en-
GB&ved=2ahUKEwjckuGo6O2CAxWszaACHfQeD4EQMygAeg
QIARBr
Picture Reading Visual Activity 2 1. Who do you see in the picture?  The teacher writes
Activity 2. How does the girl look? the expected
3. Comment on her smile.
answers on the
4. What is the description given on
blackboard/IFPs
this cover page?
5. Who is the girl in the picture?
6. Is she Anne Frank?  Students take notes
Picture Courtesy -
https://www.google.com/url?sa=i&url=https%3A%2F%2F2.gy-118.workers.dev/%3A443%2Fhttps%2Fwww
.flickr.com%2Fphotos%2Fjvk%2F338547623&psig=AOvVaw0
Wjr2guV6m3w8nSxZ2q4bo&ust=1701505679629000&sourc
e=images&cd=vfe&opi=89978449&ved=0CBIQjRxqFwoTCPit7
uTo7YIDFQAAAAAdAAAAABAD
Pre-reading 1. What is the introduction about?  The teacher writes
Before you Read
Activity 2. Is it a biography? the expected
(Textbook Pg. No. The teacher asks the students to read the text under the 3. What is meant by a biography? answers on the
48) 4. Whose biography is given in this
heading ‘Before you read’ and complete the activity on Pg. blackboard/IFPs
text?
No. 49. 5. When and where did Anne write
this story?  Students take notes
6. What is the meaning of
concentration camp system?
7. Who is Otto?
8. What happened to Anne in the
camp?
9. Who discovered Anne’s diary after
her death?
10. Who gave her the diary?
11. Why did Otto consider it as a
unique record?
12. What is ‘The Diary of a Young Girl’
about?
13. What was recorded in her diary?
14. In which language was it written
initially?
15. How did the diary become popular?
Reading aloud by
The teacher reads the entire text aloud with proper
Teacher
pronunciation, stress, pause and intonation and the whole class
listens to the teacher’s articulation.
Introduction to the Theme – Main idea or the message an  Textbook
Theme (Concept Concept Map author is trying to convey
Map) Setting – When and where the story  Charts
The teacher draws the attention of the students to the concept takes place
map. The teacher further asks them the following questions to Protagonist – The leading character  IFPs
connect them to various elements of the reading passage as Cause – An active disagreement
depicted in the concept map. between people with opposing  The teacher writes
principles these points on the
Effect – The act pf finding an answer or blackboard
solution to a conflict
Climax – A large event that changes  Students take notes
the outcome of the entire story
Setting
Climax Protagonist
Theme
/ Title
Other
Effect
Characters
Cause
Announcement of We would now read the passage from ‘The Diary of Anne  Title to be written
Title Frank’ to know the gist of the text. on blackboard/IFP.
About the Author Anne Frank, a Jewish teenager, wrote a diary of her family’s two
years in hiding (1942-44) during the German occupation of the
Netherlands in World War II, and the book was first published
in 1947, two years after Anne’s death in a concentration camp.
Reading aloud by The teacher reads the entire text aloud with proper
Teacher pronunciation, stress, pause and intonation and the whole class
listens to the teacher’s articulation.
Reading aloud by
The teacher asks the students to read aloud individually
Students
according to the teacher's demonstration.
Class: 10
Lesson: The Diary of Anne Frank
Period No: 02
Reading with A. Identification of keywords -  Textbooks

1. How many keywords have
comprehension The teacher asks the students to circle/highlight the  Notebooks
youlisted out?
words dictated by the teacher in their texts. The spelling,  Thesaurus
meaning, form, pronunciation, antonyms, synonyms and 2. What are the meanings of  Dictionary
usage of these words are practised in the class. thesewords?  IFPs
3. Practice the pronunciation
Keywords:
of each and every word as
persecutions, concentration camp, survivor, chronicles,
demonstrated by the
eventually, intimate, renowned, Holocaust, depressed,
brooding, confide, plunge, adorable, emigrated, plunked, teacher.
heartbreaking, solemn, quaking, forthcoming, outburst, 4. Name the antonyms
fogey, annoyed, chatterbox, jolted, trait, incorrigible, and synonyms of these
exhausted, ridiculous.
words.
5. Try to use these words
in your own sentences.
B. The teacher divides the entire text into three

1. What is the title of this passage?  The teacher writes
segments to administer the process of reading
2. What makes writing in a diary a the expected
efficiently in the classroom. strange experience for Anne Frank?
● Reading Segment – 1 3. Why does Anne want to keep a answers on the
(“Writing in a diary…Kitty.”) diary? blackboard/IFPs.
A. In segment 1 the teacher asks the students 4. Was Anne right when she said that
toread the text individually. the world would not be interested  Students take notes.
in the musings of a thirteen-year-
During the individual reading stage, the
old girl?
teacherasks the students to follow these
5. “Paper has more patience than
steps. people”. Who said these words?
Close Reading Activity: 6. Why was Anne depressed?
7. Why did Anne want to keep a
□ Read the text at least twice to gather
diary?
meaning and determine the author's 8. Give a brief sketch of Anne’s
purpose. family?
□ Get the gist of what the text is about. 9. How did Anne name her diary?
□ Circle words you aren't sure of and try to 10. What did Anne consider her diary
figure them out using contextual clues. to be?
Comprehension Check
□ On completion of this activity the teacher

comprehension.
□ Talk to each other about what you think it
means.
Class: 10 Lesson: The Diary of Anne Frank
Period No: 03
Reading with The teacher divides the entire text into threesegments Comprehension –
comprehension 1. What is the meaning of the  The teacher writes
to administer the process of reading efficiently in the
classroom. word ‘adorable’? these points on the
2. What does Anne say about her blackboard
● The teacher divides the class into groups for the
Reading Segment – 2 father?
purpose of shared reading in the Collaborative
(“Since no one 3. Who is Margot?  Students take notes
reading stage since the learners:
would…inherited 4. What tells you that Anne loved
● learn to read cooperatively in pairs or groups
traits.”) her grandmother?
● Talk to each other about what they think the text
5. Who does Anne address as
means.
Dearest Kitty?
6. Why did the entire class quake
● Give ongoing feedback by deciding click (I get it),
in its boots?
clunk(I don't get it) at the end of each paragraph
7. Why was Mr Keesing annoyed
● Get the gist of the most important parts of the text
with Anne?
8. What extra work did Mr.
Comprehension Check
Keesing give Anne for the first
● On completion of this activity the teacher poses some
time, and why?
questions to check their comprehension.
9. Was Anne good at maths?
● Talk to each other about what you think it means.
10. Name the title of the
● The teacher consolidates the answers to all these
assignment that Mr. Keesing
questions and writes them on the blackboard
gave her the first time.
Class: 10
Period No: 04
Reading with Comprehension – ● The teacher writes
comprehension Reading Segment – 3 1. Do you think Mr. Keesing was a strict teacher? the expected
(“Mr. Keesing had a good laugh…Yours, What made Mr. Keesing allow Anne to talk in answers on the
Anne.”) the class? blackboard
2. How did Mr. Keesing react after reading Anne’s
 Scaffolded reading ‘A Chatterbox’? ● Students take notes
The teacher conducts the Scaffolding 3. How did Anne make fun of Mr. Keesing? What
Reading stage where the learners was the result?
acquire knowledge through interaction 4. What kind of girl was Anne Frank?
and develop communication. 5. Briefly assess her character,
Steps during this Stage 6. Anne says teachers are most unpredictable.
o define key vocabulary words using a What does this statement tell you about Anne
dictionary Frank as a person?
o discuss key words 7. How did Mr. Keesing react to Anne’s last
o chunk the text essay?
o read and discuss as they go on 8. There are some examples of diaries or journal
o they can use first language entries in the ‘Before you read’ section.
o makes use of visuals/realia/graphic Compare these with what Anne writes in her
organizers diary. What language was the diary originally
o connects to the background written in? In what way is Anne’s diary
knowledge different?
o identifies the sentence structures or 9. How does Anne feel about her father,
starters, example: because grandmother, Mrs. Keepers and Mr. Keesing?
 Extrapolative Reading What do these tell you about her?
The teacher conducts an extrapolative 10. Does she treat Kitty as an outsider or insider?
reading stage to make the learners guess,
deduce, figure out, predict and conclude.
 Comprehension Check
o On completion of this activity the
teacher poses some questions to
check their comprehension.
Thinking about the Text The teacher poses the following questions 1. Was Anne right when she said that the world ● Textbooks
(Questions given in the would not be interested in the musings of a ● Notebooks
to the students to check their overall
textbook - Pg. No. 54) thirteen-year-old girl? ● IFPs
comprehension of the passage. 2. There are some examples of diary or journal
entries in the ‘Before You Read’ section. ● The teacher writes
Compare these with what Anne writes in her the expected
diary. What language was the diary originally answers on the
written in? In what way is Anne’s diary blackboard
different?
3. Why does Anne need to give a brief sketch ● Students take notes
about her family? Does she treat ‘Kitty’ as an
insider or an outsider?
4. How does Anne feel about her father, her
grandmother, Mrs Kuperus and Mr Keesing?
What do these tell you about her?
5. What does Anne write in her first essay?
6. Anne says teachers are most unpredictable. Is
Mr Keesing unpredictable? How?
7. What do these statements tell you about Anne
Frank as a person?
(i) We don’t seem to be able to get any closer,
and that’s the problem. Maybe it’s my fault that
we don’t confide in each other.
(ii) I don’t want to jot down the facts in this
diary the way most people would, but I want
the diary to be my friend.
(iii) Margot went to Holland in December, and I
followed in February, when I was plunked down on
the table as a birthday present for Margot.
(iv) If you ask me, there are so many dummies that
about a quarter of the
class should be kept back, but teachers are the
most unpredictable creatures on earth
(v) Anyone could ramble on and leave big spaces
between the words, but the trick was to come up
with convincing arguments to prove the necessity
of talking.
Workbook activity Workbook Activity 1 Students will read the text with a title ‘Foreword
a) The teacher asks the students to read from The Diary of Lena Mukhina’ given on pg no.45
the text 1 with a title ‘Foreword from in workbook and answer the questions given on pg
The Diary of Lena Mukhina’ given on no.46&47 in workbook in their own words.
pg no.45 in workbook and answer the
questions given on pg no.46&47 in
workbook.
The teacher asks the students to read the
Students will read the text with a title ‘A Journal of
text 2 with a title ‘A Journal of the Plague the Plague Year’ given on pg no 48 in workbook
Year’ given on pg no 48 in workbook and and answer the questions given on pg no.49&50 in
answer the questions given on pg no.49&50 workbook in their own words. IFP
in workbook.
English Reader
Class: 10
Period No: 05
Thinking about I. Compound Words ● The teacher writes

language The teacher presents the structure, meaning and use of important grammar
compound words with regard to the given examples,
1. Vocabulary points on the
and the students are asked to match the compound
Textbook Pg. No. 55 blackboard.
words under A with their meanings under B, and use
each in a sentence.
● Students take
notes.
2. Grammar II. Phrasal Verbs 1. What is a phrasal verb? ● The teacher writes
Textbook Pg. No.  The teachers asks the students to study the 2. What are the two structures of important grammar
definition of a phrasal verb and guess their phrasal verbs?
55, 56 points on the
meanings in the given illustrations. 3. Give examples.
blackboard.
 The students recognise the two structures of
phrasal verbs
 Verb + preposition. Example – got on (2 ● Students take
parts) notes.
 Verb + prepositions. Example – ran out of
(3 parts)
● Activity 1 – Students are asked to look up the
dictionary to get the meanings of the phrasal
verbs given on Pg. No. 56
● Activity 2 – Students have to find the sentences
in the lesson that have the phrasal verbs given on
Pg. No. 56 (textbook) and match them with their
meanings. They have to review and note that two
parts of a phrasal verb may occur separated in
the text.
III. Idioms
● Activity 1 - Students are asked to read the
sentences on Pg. No. 56 and consult a dictionary
to find meanings of the idiomatic expressions. 1. What is meant by a contracted
form in grammar? Give some
IV. Contracted Forms examples.
● Children notice that contracted forms are also
written with an apostrophe to show a shortening
of the spelling of ‘not’, ‘would’ etc. Example –
short form of ‘I would’ is ‘I’d’.
● Activity 1 – Students make a list of the
contracted forms in the text and re-write them as
full forms of two words.
● Activity 2 – Students find in the text the
contracted forms that stand for two different full
forms and say what these are.
Workbook activity Workbook Activity 2 a) Students will choose a word IFP
a) The teacher asks the students to choose a word or expression that
or expression that completes each of the completes each of the English Reader
sentences given on pg no.50 in workbook. sentences given on pg
no.50 in workbook.
Note books
b) The teacher asks the students to read the
idiomatic expressions from the lesson, ’Anne b) Students will read the
Frank’ and make sentences using the idiomatic idiomatic expressions from https://www.goodreads
expressions given on pg no.51 in workbook. the lesson, ’From the diary .com/quotes/1039434-
of Anne Frank’ and make if-i-were-asked-under-
sentences using the what-sky-the-human-
c) The teacher asks the students to fill in the blanks expressions given on pg mind
using the contracted forms of the verbs given on no.51 in workbook in their
pg no.51 in workbook. own words.
c) Students will fill in the
d) The teacher asks the students to read the quote blanks using the contracted
from Max Miller, forms of the verbs given on
find out the errors and write the correct words in pg no.51 in workbook.
the space provided on pg no.52 in workbook.
d) Students will read the quote
from Max Miller,
find out the errors and write
the correct words in the
space provided on pg no.52
in workbook.
Class: 10
Period No: 06
Speaking and Writing Students study the text given on Pg. No. 58 and 59 1. How many characters are there in ● The teacher
under speaking activity and try to make this extract this conversation? writes important
sound more like a real conversation by changing some of 2. Identify the discourse features of grammar points
verbs back into contracted forms. this conversation. on the
3. Quote some contracted forms that blackboard.
Speaking Activity They also speak out the lines. you have identified.
(Textbook Pg. No. 58 and ● Students take
59) notes.
Workbook activity 3 Students will listen to the poem i.e,

Workbook Activity 3
Speaking taken from The Diary of Lena Mukhina English Reader
The teacher will recite the poem i.e, taken from The Diary and identify the qualities mentioned.
of Lena Mukhina and ask the students to identify the They will think of a person who has IFP
qualities mentioned. some of these qualities and speak
Teacher asks them to think of a person who has some of about them with their partners in their Library books
these qualities and speak about them with their partners. own words.
Writing Activity The students keep a diary for a week recording the ● The teacher
events that occur. Using the hints given on Pg. No. 59, writes important
they shall share their diary with the class. grammar points
on the
blackboard.
● Students take
notes
Workbook activity 3 a) The teacher asks the students to write about the a) Students will write about the
means of reporting today by comparing how the means of reporting today by IFP
news of plague was reported in those times (from comparing how the news of
the passage ‘A Journal of the Plague Year’ by plague was reported in those
Daniel Defoe) in the space given on pg no.55 in times (from the passage ‘A English Reader
workbook. Journal of the Plague Year’ by
b) The teacher asks the students to write a report on Daniel Defoe) in the space Library books
any one of the topics –conservation of given on pg no.55 in workbook
environment, plantation of trees, waste in their own words. Magazines
disposable, water harvesting, and the cleanliness b) Students will write a report on
drive under Swachh Bharat Abhiyan carried out in any one of the topics –
Charts relevant to
their locality given on pg no.55 in workbook. conservation of environment,
plantation of trees, waste the topic
disposable, water harvesting,
and the cleanliness drive under
Swachh Bharat Abhiyan carried
out in their locality given on pg
no.55 in workbook in their own
words.
Class: 10
Period No: 07
Listening The students listen to the teacher’s reading of an extract 1. What is the difference between ● The teacher evaluates
from ‘The Diary of Samuel Pepys’ given on Pg. No. 60, the pages of your diary and the the students’ pages
and complete the blanks in the summary on Pg. 59. teacher’s diary? and gives corrective
2. Can you identify the grammatical feedback on the
errors that you have made while grammatical mistakes.
making a comparison with your
teacher’s pages of the diary? ● Students take note of
the points made by
the teacher.
Workbook activity Workbook Activity 3 Students will listen to the YouTube Source: 8th September
3 Listening link on ‘The Seige of Leningrad’ 1941: Start of ‘The Seige
The teacher asks the students to listen to the YouTube given on pg no.53 in workbook, make of Leningrad’
link on ‘The Seige of Leningrad’ given on pg no.53 in notes in the first box and write a https://www.youtube.com/
workbook, make notes in the first box and write a narrative account of it in the second watch?v=5n2ym0LHyRU)
narrative account of it in the second box given on pg box given on pg no.53 in workbook in
no.53 in workbook. their own words.
Feedback and Assignment – What you can do
Assessment 1. Students can be asked to make a diary jotting for the
previous day.
2. The teacher could also write a diary entry describing
what happened in school on the previous day, to
share with the class.
These students’ pages are to be collected by the teacher
and put on the notice board together with teacher’s page
for everyone to read.
Workbook activity
The teacher divides the class into groups and asks them Students will find about “The Bengal IFP
Workbook activity to find about “The Bengal feminine of 1943” which was a feminine of 1943” which was a major
major famine in the Bengal province in India during World feminine in the Bengal province in English Reader
Project
War 2. India during World War 2.
The teacher also asks the students to collect the They will also collect the information Charts relevant to the text
information on the points on The Bengal famine of 1943 on the points on The Bengal famine
for the project given on pg no.56 in workbook and of 1943 for the project given on pg E-Patasala
prepare a poster using pictures using pictures by giving a no.56 in workbook and prepare a
title of their choice. poster using pictures using pictures
by giving a title of their choice. Diksha app
POEM
Title: Amanda!- 3 Periods
The following Curriculum Goals and Competencies will be developed through this poem.
Goal – 1 - Develops reading comprehension and summarizing skills by engaging with a variety of texts (Stories, Poems, Extracts of Plays,
Essays, Articles and News Reports). And uses various strategies to write for different audiences.
Goal-2- Develops the capacity for effective oral and written communication in different situations
Goal – 3 – Explores different forms of literature.
Goal – 4 – Develops the ability to recognize basic linguistic aspects (Word and sentence structure) and use them in oral and written expression.
Goal – 5 - Develops an appreciation of the distinctive features of the particular language, including its alphabet and scripts, sounds, rhymes,
puns, and other word plays and games unique to the language
OVERVIEW
Overview
Period 1
Prerequisites
Amanda
Period 2
Period 3
Poetic Devices
Oral Discussion
and
and
Illustration of
Writing activity
the Poem
Period / Topics Curricular Goals and Competencies Learning Outcomes
Period – 1 C.2.2: Asks a variety of questions on social experience using LO -1:
Pre-requisites appropriate languages. Reads literary texts for enjoyment /
pleasure compares, interprets and
Activating prior knowledge, C.1.1: Identifies main points, summarize the text and responds appreciates characters and themes.
Motivation , Introduction of the title coherently with the poet’s intention.
and Introduction to the theme of LO-2:
the poem. C.1.2: Uses strategies to organize ideas and information to write Reads aloud and recites poem with
for an intended purpose and audience. proper stress, pause, tone and
intonation by following proper rhyme
Period - 2 C.3.1: Identifies and appreciates different forms of literature and rhythm.
(Poetry)
Read and comprehend (Stage-2) LO-3:
C.4.1: Interprets, understands and applies basic linguistic aspects Identifies and appreciates significant
(rhyme scheme) and figures of speech. literary elements / Poetic devices such
as metaphor, symbolism, rhyme
C.5.1: Understands the phonetic scripts of the languages, the scheme, Assonance etc .
Period-3 number of vowels and consonants and how they interact and are
Oral and written activity used.
LO-4:
C.5.2: Engage in the use of puns, rhymes, alliteration and other Reads silently with comprehension
wordplays in the language, to make speech and writing more and interprets layers of meaning.
enjoyable.
LO-5:
C.2.2: Asks a variety of questions on social Understands and elicits meanings of
Experiences using appropriate language. the words in different contexts by
using dictionary, thesaurus and digital
C.2.3: Shares ideas and critiques on the various aspects of their facilities.
social and cultural surroundings in oral and written form.
Sub-topics Teaching-learning Pointers for assessment Materials required
Process
Period-1 To engage learners' prior knowledge, the 1. What do you see in the picture?
teacher conducts the following activity.
2. How do you feel after seeing the picture?
Activity Activity-1
Prior-Knowledge The teacher shows the picture of a 3. Is the affection of a mother unique in your
mother and daughter and elicits their opinion?
ideas/thoughts/perceptions and 4. What makes mothers love great and
imagination. unique?
5. What is the role of a mother in Child’s
life?
6. Who is the first teacher in our life?
7. Have you ever felt bad when your mother
insists you to do something?
Source
8. Can we live happily without mother’s love Pinterest (Pingtree)
and care?
9. “Mother is the Symbol of Sacrifice’
Express your views on this.
10. There is a Telugu movie called
‘Matrudevobhava’, How did you feel after CHARTS
watching this movie?
IFP
1. What do you see in the picture?
Activity -2
2. What kind of attributes do you find in the
The teacher shows the picture of a mermaid?
mermaid and elicits their
ideas/thoughhts/perceptions and 3. Do you think mermaids really exists?
imagination 4. Where do mermaids live?
5. Are mermaids amphibians?
6. Are mermaids friendly to humans like
dolphins?
7. Do you think mermaids are dangerous? Source
Pinterest Freepik
8. What kind of aquatic animals you love https://youtu.be/RU1FVQC-
most? OR4?si=UceptXOl0rcDi_t4
Note: clip from the movie
1.Do you like fairy tales? ‘Sahasa Veerudu Sagaarkaanya’)
2.Name some fairy tales?
3.Guess which character in the fairy tales matches with
the picture?
https://youtube.com/
Activity -3 watch?v=NOQzvzGylUI&feature
The teacher shows the picture of a 4.How is Rapunzel's hair?
=shared
Rapunzel and elicits their ideas 5.What is the colour of Rapunzel’s hair? Rapunzel story link
/thoughts/perceptions and imagination. 6.Can you tell outline of the Rapunzel’s story?
7.Is it a real story?
9.Is Rapunzel a princess or a fairy?
Teacher shows the picture of a nagging 1o.Name some fairy tales/bed time stories do you like
most?
mother and daughter. Teacher uses
discussion/oral activity to elicit evidence
of learning. Topics:
1. Mother’s love is unconditional. She loves,
Think -Learners look at the image and cares and pampers.
Think -Pair -Share think about it for a minute.
2. Mother should raise their children in a
Pair -Learners share their thoughts with strict manner. She has to insist her children to
their peers participate in the discussion learn good things. Source , (Pinterest behance)
on mother shows love and insists
children to learn good things and
inculcate good habits.
Share - They will express their
opinions/views in the class
Announcement of the https://youtu.be/GrkrUeys9qU?s
title of the poem The teacher introduces a small girl i=aHdpH9SbDFplvCrf
Amanda called Amanda a day dreamer who
longs for freedom. (Note: Speech on mother from the
Introduction to the Robin Klein: movie Life is beautiful)
poet
Robin Mc Maugh Klein is an Australian

author of books for children. She was
born on 28th February 1936 in New
Southwales. ’Half way across the
Galaxy”, ’turn left’ and ‘Boss of the
PERIOD - 2 year Award’ are some of her famous
Introduction to writings. 1.Write synonyms and antonyms for the given
difficult words Teacher will introduce key words to the words
students
 Hunch 3.Check the pronunciation for the given key
words
 Slouching
 Languid .DICTIONARY
 Drifting
2.THESAURUS
 Hushed
 Tranquil 3.TEXT BOOK
 Nagged 4.IFP
The teacher writes the possible
Model reading by the meanings on the board
teacher
The teacher reads he poem completely
to have an overall view of the poem.
(Poem given in the textbook page
number page number 61-62)
The teacher reads the poem with proper
stress, intonation, rhyme and rhythm.
Students listen to the teacher and follow
TEXTBOOK
the tone and articulation.
IFP
DIKSHA APP
Teacher provides meanings to the
e-pathashala
difficult words
Chorus Reading by 1. Who is Amanda?
students
2. How old do you think Amanda is?
Students will follow with teacher and try
to recite the poem with proper stress, 3. Who is addressing Amanda?
intonation, rhyme and rhythm. 4. What kind of life Amanda wants to lead?
Analysis and 5. What does the speaker ask Amanda not to

Interpretation of the Teacher gives a brief account of the do her nails?
Poem entire poem in a bird’s eye view. 6. What suggestions has she received
This poem is about a small girl named regarding her posture?
Amanda. She is struggling to get liberty
7. What could Amanda do if she were a
in her life. Amanda was pointed out by
mermaid?
her mother for biting her nails, for
sitting in a wrong posture. She was 8. Does Amanda like Chocolates?
asked to complete her homework and to 9. Why was Amanda warned not to eat
keep her room tidy. Her mother’s chocolates?
constant nagging made her sad. Amanda
imagines herself as a mermaid who 10. Does Amanda pay attention to the
leads calm and relaxed life in the speaker?
beautiful green sea. She was not allowed 11. Who was Rapunzel?
to eat chocolates as they cause pimples.
12. Is the speaker nagging/speaking in a
She imagines herself as an orphan who
convincing manner?
is free from parent’s nagging. She
imagines herself as a Rapunzel Who 13. Have you ever felt like Amanda?
leads calm and peaceful life in the tower
14. What is the central theme of the poem
alone. The central theme of the poem is
‘freedom’.
WORK SHEET
PERIOD - 3 The teacher explains different figures of Identify the rhyming words
Thinking about the speech and asks them to identify in the given poem
poem Metaphors in the poem. 1. _____________________
2. _____________________
3. _____________________
1.Find the metaphor in the poem.
The students will open the textbooks

and identifies the metaphors from the
poem – AMANDA
Assessment
1. How old do you think Amanda is? How do
you know this?
2. Who do you think is speaking to her?
3. Why are Stanzas 2, 4 and 6 given in
parenthesis?
4. Who is the speaker in Stanzas 2, 4 and 6?
5. What could Amanda do if she were a
mermaid?
6. Is Amanda an orphan? Why does she say
so?
Supplementary Reader
Title: A question of Trust- 3 Periods
CG2
C2.1 Describes characteristics of works of literature from different time periods (contemporary & future)
C2.2 Analyses a literary text by close reading critiquing form and style interpreting
C2.3 Composes literary text by using appropriate literary devices
CG3
C3.2 Analyses and evaluates the different written material
C3.3 Argues with proper rationale by carefully evaluating premises
C3.1 Uses language to develop reasoning and argumentation skills by engaging with a variety of written material
Learning Outcomes:
LO1 To develop the habit of reading for information and pleasure
LO2 To draw inferences from what they have read
LO3 To relate the given text to their previous knowledge
LO4 To learn to read critically
LO5 To develop the confidence to ask and answer questions
LO6 To enhance the technical and technological developments in the coming era
Sub-Topics Teaching –Learning Process Pointers for assessment Materials required
Period-1 The teacher asks the following questions to 1. How many words are there in the list? Black board
Introduction of the elicit responses with regard to values in the 2.Define the term values? Supplementary Reader
theme society. 3.In which way we can behave with people? Charts relevant to the text
4.What are the values we find in the IFP
society? Audio –Video content from
5.How do we keep trust on people? E-Patasala
6.Name the values in the family?
7.Can we trust all the people?
8.How do we know that they are trusted
people?
BrainStorming is the technique used by the

teacher.
Mind Map:
Given below is a list of words that indicate
the values in the society.
The teacher presents the mind map elicit the Black board
responses on that map. Supplementary Reader
Dictionary
The teacher announces the topic as ‘A Charts related to the text
question of Trust’to the learner by eliciting Audio –Video content from
the responses from them. E-Patasala
IFP
The teacher asks the students to observe the
map given in the table. 1.Review of values mentioned in the map.
2.Classify the each value given in the
picture?
3.Do you keep trust on almighty?
4.Is our society a trusted one?
Questions on Comprehension :
1.What kind of person was Horace Danby?
Reading aloud: 2.How old is Horace Darby?
The teacher reads the passage aloud and asks 3.Is he good and respectable? Black board
the students to read the passage aloud with 4.What does Horace Danby like to collect? Supplementary Reader
correct stress, pause and intonation. 5.Why does he steal every year? Dictionary
6.How much money is there in the safe? Charts related to the text
Independent Reading 7.How many books were coming in the Audio –Video content from
Before the students read the segment 1, they autumn for sale? E-Patasala
have to 8.What was lying in the small kitchen? IFP
Period -2 9.Where was the safe?
Reading Segment_-1 a) Read the introductory characters 10.Did Horace hear any voice?
Read and find out- in the play
Every one taught that b) Read Wh- questions given under
Horace Danby -------------- the sub reading, Read and Find
--------------------------
out which guides the learners in
from the top of the house
just now. their reading and comprehension
of the text
c) The teacher progresses asking
questions on comprehension
Black board
Supplementary Reader
Dictionary
Charts related to the text
Audio –Video content from
E-Patasala
Soon after the discussion of the
IFP
comprehension on part 1, the students are
asked to read the Wh- questions given on
part 1
(Read and find out and try to get the
meanings out of the text).
The teacher asks the following questions to

1. Who was standing in the door way?
check how well they have read.
2. How was the lady?
3. What was the first thought of Horace?
4. To whom did the lady complain?What
was the complaint?
5. What did Horace do at that time?
6. What did the lady pick up?
7. What happened after the third day?
8. Was
9. Did the police arrest Horace on third
day?
10. What did Horace do in the prison?
11. What is the present position of Horace
in the prison?
PERIOD - 3
The teacher poses these open ended
Reading segment 2 and thought-provoking questions to Black board
It was quiet,kindly voice-- take the learners beyond the factual Supplementary Reader
-------------------------------- comprehension and also to Dictionary
------------------------- Charts related to the text
contemplate on the issues that the
He gets very angry when Audio –Video content from
any one talks about text raises and also come in the E-Patasala
honour among thieves. people or in the society. IFP
The teacher asks these questions

under this section in order to
encourage the learners to express
their own ideas in a creative and
coherent way. This discussion will
encourage the learners to develop a
constructive analysis of the relevant
issues and events that happened in
the present society.
The teacher asks the students to write an

essay
On the topic to examine the students
understanding levels.
Black board
Do intentions Justify actions? Supplementary Reader
The teacher asks the students to know the Dictionary
beliefs in the society. Do you think that there are situations in Charts related to the text
which it is excusable to act less than Audio –Video content from
honestly? E-Patasala
IFP
The teacher gives some questions as an Activity:

assignment to know the feedback on that The students are asked to complete the
concept given table with the values that the persons
mentioned in the lesson.
Writing Activity:
Reading and Writing Horace -
skills Lady -
Activity:
1.Write the qualities of Horace?
2.Is the lady good in the lesson ?
Do we trust her?
Teacher’s Reflections –

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DEPARTMENT OF SCHOOL EDUCATION

STRUCTURED LESSON PLANS

A Teacher Resource Book for

STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING (SCERT)

Shri Praveen Prakash IAS Shri S. Suresh Kumar IAS

Shri B. Srinivasa Rao IAS

Shri K. Ravindranath Reddy MA., B.Ed.

Mrs. P. Usha Kumari

Sri. G. Daniel Sri. J. Mamatha Prasad

Sri. K. David Brainard Sri. P.S.S. Siva Kumar

With great hope and appreciation,

Shri Praveen Prakash, IAS

Government of Andhra Pradesh is committed to implement best initiatives to enhance rthe

With sincere optimism and appreciation,

Shri B Srinivasa Rao, IAS

Centre for Research in Schemes and Policies

1. Organised a Structured Pedagogy workshop was organized in collaboration with CRISP

3. Organised a Capacity Building workshop from 11th to 14th October 2023 in

c. helped them to learn to develop competency-based lesson plans that integrate

ELEMENTS OF THE STRUCTURED LESSON PLANS

1. Topic and Learning Outcomes, along with associated Indicators

Within these sections, the following elements have been covered:

HOW TO USE THESE LESSON PLANS

Broad Aims of School Education

Broad Aims of Education:

NATURE OF THE SUBJECT: ENGLISH

NCERT Curricular Expectations for the Secondary Stage:

ENGLISH Curricular Expectations

Language Education in schools must specifically aim to achieve:

Prose: A LETTER TO GOD - 7 Periods

Poem: DUST OF SNOW – 2 Periods

Poem: FIRE AND ICE – 2 Periods

Supplementary Reader: A TRIUMPH OF SURGERY – 3 Periods

Total No. Of periods: 14

CG 3: Explores different forms of literature (samples from early to contemporary)

3. Reading Text CG-1:

LO 16: Identifies the language conventions in the sentence

5. Thinking about C.G 4: LO 17 – Identifies various uses of vocabulary in different

Period- 1 In order to activate the

Picture Reading Visual Activity 1: Whole class

communication you know. 2. Complete the

Modes of communication are away from home?

5. How is money transaction

 Could you guess the crop

Oral Narration: Teacher develops context of the

Teacher gives an overall view of the

Introduction to the  What tool is the farmer

 Who is the person standing

Teacher lists the names of in the field?

was happy? Why/Why not?

 Who do you think the person

writing the letter?

 When you face a challenge or

pain, whom do you approach?

(To pray God)

Why do we pray? (To seek

The present story ‘A Letter to God’ is

López y Fuentes, a Mexican writer,

revolves around the idea of having