Class 10 English lesson plans

Jawahar Navodaya Vidyalaya, Bhongaon, Manipuri
Competency Based Lesson/Unit Plan
1. Name of theTeacher Mohd Tariq Khan
2. Designation TGT- English
3. Subject English Class X Section A & B
4. Lesson/UnitName A letter To God
No. of periods required 03 Duration --------From - - - - - - - - 0 5 /04/23 & 08/04/05/23
A. Learning Outcomes (Specific to the lesson mapped with NCERT learning outcomes):
This lesson focuses on the highlighted parts of the following learning outcomes: •
1- . Reads with comprehension the given text/materials employing strategies like skimming, scanning, predicting, previewing,
reviewing, inferring, and summarizing 2- • Explains
specific features of different literary genres for interpretation and literary appreciation
3- • Reads literary texts for enjoyment/pleasure and compares, interprets and appreciates characters, themes, plots, and incidents
and gives opinion.
B.
At the end of the class discussion, students are expected to:
4- Show understanding of explicit and implicit meanings and perspectives in literary texts
5- Interpret layers of meaning • Construct meaning by drawing upon inferences
C. Details of Pedagogical Strategies/Process (Art integrated /Sports integrated/ Story telling based/Toy based /Any other
pedagogy): Sports integrated, Fun activity based
D. Topic of the lesson for presentation by the students (once in a week by rearranging classroom setting suitable for group work):
E. Name 21st
Century Skills to be developed:
Critical thinking, Analytical thinking, Collaboration, Skill of Judgment, Conversation skill
F. Activities/Experiments/Hands-on-learning/Projects:
Editing Task, Matching Items, Chart Making
G. Interdisciplinary linkage and infusion of Life Skills, Values, Gender Sensitivity and Environmental Awareness:
H. Resources (including ICT):
1. Black board, Colored Chalk, Duster 2. Diksha App material 3. Reference books.
4. Beehive Textbook in English for Class X, Chapter 1: A letter To God
5. An image of futuristic learning to project or hand out
6. Annotatable sheets with a section of the story printed on them –
Lesson Activities Assessment
Introductory activity
Write ‘ Have you ever heard about a letter to God?’ on the board.
Give learners 1 minute thinking time. After 1 minute, use name sticks (no hands up approach) to ask a learner to provide an answer.
Continuing using the name sticks, ask others in the class to choose whether to ‘add to’, ‘change’, ‘develop’ or ‘challenge’ (ACDC) the previous
learner’s response. Gather as many ideas as possible and write any relevant words and phrases on the board as a mind map.
Assessing prior knowledge then start
The author of the story,” A Letter to God” is G.L. Fuentes. He was one of the greatest writers of that time. He was a Mexican poet, novelist and
also journalist. The story revolves around the idea of having unquestionable faith in God. The story here is the one taking place in a Latin American
country. Lencho, a farmer, who is the protagonist of the story, writes a letter to God. In the letter, he seeks help from the Almighty as he
discovers his entire crop yield has been destroyed by a devastating hailstorm. Although his wishes get fulfilled partially, if not completely, he

remains ungrateful in the end. Moreover, he questions the honesty and modesty of the post-masters. However, these were the only beings who
actually helped him with money (anonymously) in the name of God.
Main activity Organise learners into small groups (3–4 learners). Display
an image about what school/learning may look like in the future.
Guide learners through the ‘See–Think–Wonder’ strategy: • Tell learners they have 1 minute to note what they can SEE in the image, i.e.
What can you actually see in this image? • Tell learners they have 1 minute to note what they THINK about the image, i.e. What do you
think of when looking at this image? • Tell learners they have 1 minute to note what they WONDER about the bigger implications of the
image, i.e. What bigger ideas does the image suggest? What big questions does it make you ask?
Learners collaborating to improve learning
Ask a member of each group to read out what they wrote under SEE, then what they wrote under THINK, and then what they wrote
under WONDER.
Using activity and discussion to elicit evidence of learning
Lencho was a dedicated farmer. He was expecting a decent harvest. However, to his grief, a hail storm came and destroyed his harvest completely.
Lencho was very sad. However, he had a strong belief in God. He was certain that God would help him. Also, he was an extremely straightforward
man. Although working for a long time on the farm, he knew writing. Thus, he composed a letter to God. In the letter, he asked God to send him
one hundred pesos. At that point, he went to the post office and put his letter into the post box.
The postman removed the letter from the letter-box. He read the address on it and laughed very much. Also, he rushed to the postmaster and
demonstrated to him that strange letter. Moreover, the postmaster also laughed in the same way when he saw the address of God. However, on
reading the letter, he got very serious. He lauded this man who had unquestioned faith in God and decided to help him in terms of money. He asked
the employees of the post office to give charity. Moreover, he gave a part of-of his salary too. However, they were able to collect only a little more
than 50 pesos as requested for by Lencho. The postmaster put the money in an envelope. It was addressed to Lencho.
On Sunday, Lencho once again came to the post-office. He asked if there was a letter for him. The postmaster took out the letter and handed it
to Lencho. Lencho was not surprised after seeing the money. But when he counted the money, he became angry on God. He was sure that God could
not have made a mistake. He took paper and ink and wrote one more letter to God. Then he put it into the letter-box. After Lencho had left the
place, the postmaster and the employees read the letter. In it, Lencho had complained to God that he had received only seventy pesos. Also, he
requested God to send him the rest of the money this time. However, he asked God not to send the money through the mail. He wrote that the
post-office employees were a bunch of crooks and thus might have stolen the money. Conclusion of A letter to God
We learnt that Faith has the power to give us what we want, to fulfil our needs However, one must realise that humanity still prevails.
Question 1.What objects did Lencho call “New coins”?
Answer: Lencho called the “rain-drops’ as new coins. Question
2.Where was Lencho’s house located?
Answer:Lencho’s house was located at the crest of a low hill.
Question 3.What could be seen from Lencho’s house?
Answer:The fields of the ripe com could be seen from his house.
Question 4.What did the earth need?
Answer:The earth needed some rain.
Question 5.Why did Lencho keep gazing at the sky?
Answer:Lencho expected rain and so he kept on gazing at the sky.
Question 6.When did it start raining?
Answer:It started raining when the family was having dinner. Question 7.How did Lencho
feel when it started raining?
Answer:Lencho was very happy and felt that the raindrops were coins, promising money. Question
8.Was the rain really a blessing?
Answer:No, the rain proved to be a curse. Question
9.What destroyed the crop?
Answer:The hailstorm which lasted for an hour destroyed the crops. Question
10.How did Lencho and his family react to the calamity?
Answer:They were filled with sorrow but they had faith in God. Question
11.What was the only ‘One hope’ Lencho bad?
Answer:His only one hope was help from God. Question
12.How did Lencho appeal to God?
Answer:Lencho wrote a letter to God, asking for one hundred pesos.

Plenary
Ask learners to swap their paragraphs with a partner and give feedback on ‘what went well’ (WWW) and ‘even better if’ (EBI) focusing
particularly on the success criteria. Peer-assessment against success criteria. Using plenary activity to elicit evidence of learning Key
competencies
Collaborative learning. Communication Critical thinking
I. Assessment items for measuring the attainment of learning outcomes in the class and as home assignments (Teacher should
plan Assessment Items and link the same with learning outcomes mentioned in ParaA):
Items No of
Items
Sl.No. of
LO
Items No. of
Items
Sl.No. of
LO
Online Quiz 1 -1,2,4,5 Power Point
Presentation
01 -1 - 6
Portfolio - - Puzzle - -
Multiple choice Questions 5 1,2,4,5 Group Project 4 3,4,5
Very Short Answer Questions - - Individual Project
Short Answer Questions - - Any other Item
Long Answer Questions - -
Competency based Questions 5 5
Note: The teacher will keep the records of all assessment items.
J. Remedial Teaching Plans/Plan for unfinished portion of previousunit: NA
K. Inclusive Practices (Activities/Support measures for Differently able students): NA
(Signature of the teacher) (Signature of the Principal)
Jawahar Navodaya Vidyalaya, Bhongaon Manipuri
1. Name of theTeacher Mohd Tariq Khan
4. Lesson/UnitName Dust Of Snow
No. of periods required 01 Duration----------------From 0 4 /04/23 To 04/04/23
AA. Learning Outcomes (Specific to the lesson mapped with NCERT learning outcomes):
1- Reads literary texts for enjoyment/pleasure and compares, interprets and appreciates characters, themes, plots, and incidents and gives
opinion
2- Identifies and appreciates significant literary elements, such as, metaphor, imagery, symbol, simile, personification, onomatopoeia, intention or
point of view, rhyme scheme, themes, titles, etc
4- Able to explain the meaning of words in context
5- Able to interpret layers of meaning

6- Able to comment on a writer’s use of language and structure to achieve their effects
BB. Details of Pedagogical Strategies/Process (Art integrated /Sports integrated/ Story telling based/Toy based /Any other pedagogy): Sports
integrated, Fun activity based
CC. Topic of the lesson for presentation by the students (once in a week by rearranging classroom setting suitable for group work):
DD. Name 21st
Critical thinking, Analytical thinking, Collaboration, Skill of Judgment, Conversation skil
EE. Activities/Experiments/Hands-on-learning/Projects:
FF. Interdisciplinary linkage and infusion of Life Skills, Values, Gender Sensitivityand EnvironmentalAwareness:
GG. Resources (including ICT):
1. Black board, Colored Chalk, Duster
2. Diksha App material
3. Reference books.
4. Resources needed Beehive Textbook in English for Class X, Chapter 1: Dust of Snow (poem)
HH. Lesson Activities Assessment
Organize learners into small groups (3–4 learners) and give each group a set of examples of the following devices: • similes • metaphor • alliteration.
There should be at least three examples of each device.
Examples could include: • His eyes sparkled like diamonds. • Her hair was a sheet hanging over her ears. • She sells seashells on the seashore.
Once learners have organized all their examples, ask them to feed back as a whole class. You could read out each example and ask learners to respond in a
particular manner, for example: • Stand up if you think it is a simile. • Raise your hand if you think it is a metaphor. • Stay seated (with hands down) if you
think it is alliteration.
Still in their small groups, ask learners to look at the example metaphors and draft their own definition of ‘metaphor’. Challenge learners to add their own
example of a metaphor to their definition. Ask each group to share their definition (and example) and record each definition on the board. Use all learners’
feedback and discussion to reach a consensus on a whole-class definition.
Discuss about the poet with the taught Robert Frost was a famous American poet. He was born in San Francisco on March 26, 1874. His father belonged to
New England, and his mother was a Scottish emigrant from Edinburgh. By 1920s, Frost was the most celebrated poet in America. His poetical works’ A Boy’s
Will’ (1913), ‘North of Boston’ (1914), New Hampshire’ (1923), ‘A Further Range’ (1936) ‘Steeple Bush’ (1947) and ‘In the Clearing’ (1962) increased his
fame and honour. The poem ‘Dust of Snow’ was published in ‘New Hampshire’ in 1923. This collection gave him the Pulitzer Prize.
II. Main activity
Read the poem ‘The Road Not Taken’ as a class. Ask learners to identify any words they don’t understand and write them on the board. Challenge learners to
work out the meanings from the context and using prior knowledge. In their small groups, ask learners to summarize and act out the narrative of the poem.
Explain that the intention is for learners to express their literal understanding of the poem.
‘Dust of Snow’ is a small poem written by the famous American poet, Robert Frost. The poem is set on a wintry day. In the first stanza, the poet describes a
simple natural happening. The snow is falling heavily. The snowy flakes have covered the top of the trees. The poet is standing under a hemlock tree. The
movement and alighting of a crow on that tree, make the dust of snowfall on the poet.
The crow, a symbol of ill omen and the hemlock tree, associated with a person, is not auspicious things. However, in the second stanza, the falling of snowflakes
and the scene leave a tremendous effect on the mental state and mood of the poet. So far, the day has been quite gloomy and wastage for him. But this
ordinary natural happening suddenly brings the desired change in his mood. It gladdens his heart. He realises that the falling of snowflakes on him has saved
the day. Now he has no regret as the whole of the day has not gone waste. The moments of the snowfall and their effect have saved the day. They have
brought a change in his mood and gladdened and uplifted his spirits.
In their books, ask learners to write down a word or phrase about how this poem makes them feel or what it makes them think about.
Now explain to learners that the poem is an extended metaphor. Refer learners back to the beginning of the lesson and their own definition and examples of
metaphor, and explain the meaning of an extended metaphor.
In their books, ask learners to write answers to the following questions:
1. What is the significance of setting the poem in the snow?
2. What do the snow, crow and hemlock tree in the road symbolise?
3. What is the poet suggesting by saying choosing ‘changed the mood’?
4. What lesson is the poet trying to teach us.
JJ. Plenary
In their books, ask learners to write down a new word or phrase about how this poem makes them feel or what it makes them think about.
Ask learners to compare their response with what they wrote earlier and discuss the following question with a talk partner: •
How does knowing the metaphorical meaning affect your view of the poem?
KK. Assessment items for measuring the attainment of learning outcomes in the class and as home assignments (Teacher should plan
Assessment Items and link the same with learning outcomes mentioned in ParaA):
Items No of
Items
Sl.No. of
LO
Items No. of
Items
Sl.No. of
LO

Online Quiz 1 -1,2 Power Point Presentation 01 -1 -2
Multiple choice Questions 5 1,2 Group Project 4 12
Very Short Answer Questions -1-4 - Individual Project 1
Short Answer Questions -1-4 - Any other Item
Long Answer Questions -1-4 -
LL. Remedial Teaching Plans/Plan for unfinished portion of previous unit: NA
MM. Inclusive Practices (Activities/Support measures for Differently abled students): NA
1- Name of theTeacher - Mohd Tariq Khan
2- Designation TGT- English
3- Subject English Class X Section A & B
4- Lesson/UnitName Fire And Ice
No. of periods required 01 Duration -----------From0 3 /04/23 To 03/04/23
NN. Learning Outcomes (Specific to the lesson mapped with NCERT learning outcomes):
1- Reads literary texts for enjoyment/pleasure and compares, interprets and appreciates characters, themes, plots, and incidents and gives opinion
2- Identifies and appreciates significant literary elements, such as, metaphor, imagery, symbol, simile, personification, onomatopoeia, intention or
point of view, rhyme scheme, themes, titles, etc
OO. Details of Pedagogical Strategies/Process (Art integrated /Sports integrated/ Story telling based/Toy based /Any other pedagogy): Sports
PP. Topic of the lesson for presentation by the students (once in a week by rearranging classroom setting suitable for group work):
QQ. Name 21st
RR. Activities/Experiments/Hands-on-learning/Projects:
SS. Interdisciplinary linkage and infusion of Life Skills, Values, Gender Sensitivity and Environmental Awareness:
TT. Resources (including ICT):
2. Diksha App material 3. Reference books.
4. Resources needed Beehive Textbook in English for Class X, Chapter 1: Fire And Ice (poem)
UU. Lesson Activities Assessment
Organise learners into small groups (3–4 learners) and give each group a task to think the style of the poem.

The little lyric is extremely compact. Not a single syllable is wasted. The aim is aphorism — brevity. For Frost truth remains ambiguous. The question goes
unanswered. The subject is highly sublime. The treatment or language is very simple. The rhyme scheme of the poem is a, b, a, a; b, c, b, c, b.
Discuss about the poet with the students Robert Frost was a famous American poet. He was born in San Francisco on March 26, 1874. His father belonged
to New England, and his mother was a Scottish emigrant from Edinburgh. By 1920s, Frost was the most celebrated poet in America. His poetical works’ A
Boy’s Will’ (1913), ‘North of Boston’ (1914), New Hampshire’ (1923), ‘A Further Range’ (1936) ‘Steeple Bush’ (1947) and ‘In the Clearing’ (1962)
increased his fame and honour. The poem ‘Dust of Snow’ was published in ‘New Hampshire’ in 1923. This collection gave him the Pulitzer Prize.
`Fire and Ice’, is an extremely compact little lyric. Not a syllable is wasted. The theme of the poem is the age-old question. The question is whether the world
will end in fire or in ice. The poet decides that any of the two options would achieve its purpose sufficiently well. The poet shares the common belief that
everything that exists will have its end too. People are divided on this issue. Some think that the natural element of fire will cause the destruction of this
world. Others believe that ice will be the cause of the end. Putting in terms of human emotions, the element of ‘fire’ stands for passions, desires and love.
Unbridled passions and desires can cause the end of the world. The poet has experienced both these emotions. It doesn’t matter how the world will end. Even
hate born out of cold and icy reason is sufficient to cause destruction and the end of the world.
VV. Main activity
Read the poem ‘The Road Not Taken’ as a class. Ask learners to identify any words they don’t understand and write them on the board. Challenge learners to
work out the meanings from the context and using prior knowledge. In their small groups, ask learners to summarize and act out the narrative of the poem.
Explain that the intention is for learners to express their literal understanding of the poem.
Explanation 1
‘Fire and Ice’ is a symbolic poem by Robert Frost. The poet wants to aware the humanity that everything will end one day as a result of human misdeeds’.
The poet says that both fire and ice are destructive. Fire of violent desires will put the world to an end. If the world had to perish twice then it will be-
perished by-. the hatred between man and man. Ice has been presented as a symbol of hatred.
Explanation (2) :
1.End of the World: It is certain that this world will come to an end. The poet shares the belief of the people that everything that exists now will end sooner
or later. The poet deals with a very sublime subject — the end of the world.
2. Two Different Beliefs: The poet talks about the two different beliefs regarding the end of this material world. Some say that this world will ‘end in the
fire’. The world will be reduced to a fireball in the end. There are others who think that this world will end in ice, freezing all kinds of life into death and
destruction.
3. Poet’s View: The poet sides with those who believe that this world will end in fire. The poet links these two very powerful elements of nature to human
emotions and human behaviour. ‘Fire’ is a symbol of human passions.
WW. Plenary
XX. Assessment items for measuring the attainment of learning outcomes in the class and as home assignments (Teacher should plan
Items No of
Items
Sl.No. of
LO
Items No. of
Items
Sl.No. of
LO
YY. Remedial Teaching Plans/Plan for unfinished portion of previous unit: NA
ZZ. Inclusive Practices (Activities/Support measures for Differently able students): NA

Name of the Teacher - Mohd Tariq Khan Designation TGT- English
Subject English Class X Section A & B
Lesson/UnitName Nelson Mandela- A Long Walk To Freedom
No. of periods required 03 Duration ---------From1 0 /04/23 To 13/04/23
AAA. Learning Outcomes (Specific to the lesson mapped with NCERT learning outcomes):
1- . Reads with comprehension the given text/materials employing strategies like skimming, scanning, predicting, previewing, reviewing, inferring,
and summarizing 2- Explains specific features of different literary genres
for interpretation and literary appreciation 3- Reads literary texts for
enjoyment/pleasure and compares, interprets and appreciates characters, themes, plots, and incidents and gives opinion.
4-Reads, comprehends, and responds to complex texts independently
5- Collects evidences and discusses in groups for reading autobiographies, history and science based
literary texts
6- Draws references from books, newspapers, internet, etc., and interprets using analytical skills.
7- • Uses language appropriate to purposes and perspectives.
BBB. At the end of the class discussion, students are expected to:
9- Interpret layers of meaning • Construct meaning by drawing upon Inference
10- Show understanding of explicit and implicit meanings and perspectives in both literary and non-
fiction texts
11- Communicate a personal response supported by textual reference
12- Able to discrete summarise task on a part / an aspect of a text - Identifying the main points or
significant details of a text
CCC. Details of Pedagogical Strategies/Process (Art integrated /Sports integrated/ Story telling based/Toy based /Any other pedagogy): Sports
DDD. Topic of the lesson for presentation by the students (once in a week by rearranging classroom setting suitable for group work):
EEE. Name 21st
FFF. Activities/Experiments/Hands-on-learning/Projects:
GGG. Interdisciplinary linkage and infusion of Life Skills, Values, Gender Sensitivity and Environmental Awareness:
HHH. Resources (including ICT):
3. Reference booKS.
4. Beehive Textbook in English for Class X, Chapter 2: Nelson Mandela- A Long Walk To Freedom
Write ‘When did South Africa get freedom?’ on the board.
Continuing using the name sticks, ask others in the class to choose whether to ‘add to’, ‘change’, ‘develop’ or ‘challenge’ (ACDC) the previous learner’s
response. Gather as many ideas as possible and write any relevant words and phrases on the board as a mind map.
Main activity Organise learners into small groups (3–4 learners). Display an image of Nelson
Mandela.
Guide learners through the ‘See–Think–Wonder’ strategy: • Tell learners they have 1 minute to note what they can SEE in the image, i.e. What can you
actually see in this image? • Tell learners they have 1 minute to note what they THINK about the image, i.e. What do you think of when looking at this

image? • Tell learners they have 1 minute to note what they WONDER about the bigger implications of the image, i.e. What bigger ideas does the image
suggest? What big questions does it make you ask?
Ask a member of each group to read out what they wrote under SEE, then what they wrote under THINK, and then what they wrote under WONDER.
Begin reading the text, modeling good reading practices. After a short period, invite learners to take turns reading the remaining text.
During reading aloud activities, support good use of pause, tone and intonation by praising learners who clearly demonstrate it and by reading sections yourself
to demonstrate good practice before passing back to another learner.
During the reading, pause to check understanding of challenging vocabulary through questioning.
Put key words and concepts on the board with explanations. Begin reading ‘
Teacher giving success criteria and modelling to move learning forwards.
Using their annotations, ask learners to individually write a paragraph responding to the following question:
Plenary
Ask learners to create their own definition of a hero. This could be verbally shared or written down.
This should build on the outputs from of the introductory activity and summarise their personal thinking as a result of the discussion on heroes after engaging
with the two Mandela texts.
Collaboration Communication Emotional Development Social Responsibility
Assessment items for measuring the attainment of learning outcomes in the class and as home assignments (Teacher should plan Assessment Items and link
the same with learning outcomes mentioned in ParaA):
Items No of
Items
Sl.No. of
LO
Items No. of
Items
Sl.No. of
LO
Online Quiz 1 -1,2,4,5 Power Point Presentation 01 -1 - 9
III. Remedial Teaching Plans/Plan for unfinished portion of previousunit: NA
JJJ. Inclusive Practices (Activities/Support measures for Differently abled students): NA
1- Name of theTeacher Mohd Tariq Khan
4- Lesson/UnitName A Tiger In The Zoo
No. of periods required 01 Duration-------------------From 1 3 /04/23To 14/04/23
1- . Reads with comprehension the given text/materials employing strategies like skimming, scanning, predicting, previewing, reviewing, inferring,

and summarizing. 2- • Explains specific features of different literary
genres for interpretation and literary appreciation 3- • Reads literary texts for
enjoyment/pleasure and compares, interprets and appreciates characters, themes, plots, and incidents and gives opinion.
4-Appreciates nuances and shades of literary meanings, talks about literary devices like onomatopoeic
sounds, symbols, metaphors, alliterations, comparisons, allusions and the poet’s or the writer’s point of view.
5- • Identifies significant literary elements such as figurative language — metaphor, imagery, symbol, simile, intention or point of view, rhyme
scheme, etc.
BB. At the end of the class discussion, students are expected to:
7- • Interpret layers of meaning • Construct meaning by drawing upon Inferences
8-Shows understanding of explicit and implicit meanings and perspectives in both literary and non-fiction texts (if
the dominant focus is placed on ‘appreciates nuances’)
9- Comments on writer’s use of language and structure in literary and non-fiction texts
CC. Details of Pedagogical Strategies/Process (Art integrated /Sports integrated/ Story telling based/Toy based /Any other pedagogy): Sports
DD. Topic of the lesson for presentation by the students (once in a week by rearranging classroom setting suitable for group work):
EE. Name 21st
FF. Activities/Experiments/Hands-on-learning/Projects:
GG. Interdisciplinary linkage and infusion of Life Skills, Values, Gender Sensitivity and Environmental Awareness:
HH. Resources (including ICT):
3. Reference booKS.
4. Beehive Textbook in English for Class X, Chapter 2: A Tiger In The Zoo
Write ‘ Describe the tiger in the Zoo and in the Wild?’ on the board.
Continuing using the name sticks, ask others in the class to choose whether to ‘add to’, ‘change’, ‘develop’ or ‘challenge’ (ACDC) the previous learner’s
response. Gather as many ideas as possible and write any relevant words and phrases on the board as a mind map.
Main activity Organize learners into small groups (3–4 learners). Display an image of a
tiger .
Guide learners through the ‘See–Think–Wonder’ strategy: • Tell learners they have 1 minute to note what they can SEE in the image, i.e. What can you
actually see in this image? • Tell learners they have 1 minute to note what they THINK about the image, i.e. What do you think of when looking at this
image? • Tell learners they have 1 minute to note what they WONDER about the bigger implications of the image, i.e. What bigger ideas does the image
suggest? What big questions does it make you ask?
Ask a member of each group to read out what they wrote under SEE, then what they wrote under THINK, and then what they wrote under WONDER.
Model good reading by reading the poem aloud to the class, making it as dramatic as you can (e.g. through appropriate use of intonation, pace, word emphasis).
Discuss the learners’ initial response to the poem – ask them to share their emotional reactions to the tiger.
Organize learners into groups of three. Give each group a printed copy of the poem and highlighter pens in three different colours. Ask the learners to
highlight:
words associated with aggression/anger in one colour
words associated with imprisonment or freedom in a second colour
words associated with descriptions of the tiger in a third colour. This should include words associated with sight, sound and texture.
Explain to learners that if some words/phrases fit into two categories, they can highlight them twice.
Begin reading ‘
Once each group has highlighted their text, ask them to use a pen or pencil to annotate the poem, identifying any examples of literary devices, for example:
“pads of velvet” – metaphor
“his brilliant eyes / at the brilliant stars” – repetition
“Where plump deer pass” – alliteration
Teacher giving success criteria and modeling to move learning forwards.
Plenary

Ask learners to swap their paragraphs with a partner and give feedback on ‘what went well’ (WWW) and ‘even better if’ (EBI) focusing particularly on the
success criteria. Peer-assessment against success criteria. Using plenary activity to elicit evidence of learning Key competencies
Ask the class to vote again on whether they think:
zoos are fine as they are.
zoos should be banned across the world
zoos should be allowed for research/conservation purposes only and under very tight regulations.
If any learners have changed their minds during the lesson ask them to explain their reasoning.
II. Assessment items for measuring the attainment of learning outcomes in the class and as home assignments (Teacher should plan
Items No of
Items
Sl. No. of
LO
Items No. of
Items
Sl.No. of
LO
JJ. Remedial Teaching Plans/Plan for unfinished portion of previous unit: NA
KK. Inclusive Practices (Activities/Support measures for Differently abled students): NA
1- Name of the Teacher - Mohd Tariq Khan
4- Lesson/Unit Name – Two stories about Flying3.1.1.His First Flight
No. of periods required 03 Duration From 0 9 /07/23To 13/07/23
reviewing, inferring, and summarizing. 2- • Explains
and gives opinion.
literary texts
6- • Draws references from books, newspapers, internet, etc., and interprets using analytical skills.
BB. -At the end of the class discussion, students are expected to:
8- To inculcate the moral values.
9-To enhance the vocabulary
10-To enable the learners to extrapolate from the given text.
11 To enable the students to share their personal experiences
12- To enhance their LSRW skills -
13- To make them understand that to succeed one has to put in hard work
14- To make them understand that continuous practice makes a man perfect
15- To teach them that one has to try regardless of a possibility of a failure.
16-To enable the students to imbibe- Courage, Curiosity Confidence, Eagerness to learn bravery

CC. Details of Pedagogical Strategies/Process (Art integrated /Sports integrated/ Story telling based/Toy based /Any other
pedagogy):
Sports integrated, Fun activity based Activity (To introduce the lesson):
Parental encouragement and discipline play a great role in shaping the destiny of the young children. Do
you agree?
Activity (To Support learning): How can you conquer your fear?
Activity (to assess learning): Do you think a human baby also finds it a challenge take its first steps?
EE. Name 21st
1. Black board, Colored Chalk, Duster2. Diksha App material
3. Reference books. 4. Beehive Textbook in English for Class X, Chapter 3: His First Flight
Write ‘What will we do to succeed?’ on the board.
Bravery and cowardice are the relative terms. One is coward as long as fear encompasses
him / her. In this story the young seagull poses to be a coward incarnate. His other three elder brothers and sister had already flown. The
entire family member boosted him to fly, but he couldn‘t. Mother took final decision to put before him bait. It worked; he dived for a scrap of
fish.
Main activity - Organise learners into small groups (3–4 learners).
Display an image of Seagull. He opened his wings and found himself flying. This was the way he was taught to make hisfirst flight. Hence,
we can say parental encouragement and discipline play a great role in shaping the destiny of the young children.
Begin reading ‘
Teacher giving success criteria and modeling to move learning forwards.
Plenary
Share your initial attempts at learning a skill. You could describe the challenges of learning to ride a bicycle or learning to swim.
Assessment items for measuring the attainment of learning outcomes in the class and as home assignments (Teacher should plan
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LLL. Inclusive Practices (Activities/Support measures for Differently able students): NA
4- Lesson/Unit Name- Two stories about Flying 3.1.2. The Black Aeroplane
No. of periods required 03 Duration--- From1 4 /07/23To 17/07/23
reviewing, inferring, and summarising 2- • Explains specific
features of different literary genres for interpretation and literary appreciation
and gives opinion.
literary texts
6- Draws references from books, newspapers, internet, etc., and interprets using analytical skills.
-To inculcate the moral values
-To enhance the vocabulary
-To enable the learners to extrapolate from the given text
-To enable the students to share their personal experiences
-To enhance their LSRW skills
-To make them understand that to succeed one has to put in hard work
- To make them understand that continuous practice makes a man perfect
Activity (To introduce the
lesson): Do you believe in mystery?
Activity (To Support learning): Share your experiences when you took risk in your life.
-What can be an alternative ending to this story?
EE. Name 21st

3. Reference booKS.
4. Beehive Textbook in English for Class X, Chapter 3: His First Flight
Write ‘ What do you mean by Mystery?’ on the board.
The story revolves around the mystery. The narrator was on his way to England hoping to have a good English breakfast with his family.
But he saw great storm clouds ahead of him. There were huge, mountain shaped clouds. The narrator risked to enter in the clouds. No sooner
he entered in the clouds everything turned black. He saw another aeroplane without lights on its wings. The pilot waved his hand to the
narrator and asked him to follow him. The narrator followed the pilot of another aeroplane as his compass, radio went dead. Even there was
not enough fuel in his tank. With the help of another pilot, he landed safely and when he went to receptionist to thank the pilot he was
informed by the lady that there was no any other plane flying in the sky that night.
Begin reading ‘
Plenary
Who do you think helped the narrator to reach safely? Discuss this among yourselves and give reasons for your answer.
-Define the values that reflect from the action of the pilot of the old Dakota aero plane when he wanted to thank the pilot of the black
aero plane.
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NNN. Inclusive Practices (Activities/Support measures for Differently abled students): NA

1- Name of theTeacher - Mohd Tariq Khan Designation TGT- English
3- Lesson/Unit Name -How To Tell Wild Animals
No. ofperiodsrequired 01 Duration -From 1 8 /07/23To 19/07/23
AA- Learning Outcomes (Specific to the lesson mapped with NCERT learning outcomes):
reviewing, inferring, and summarizing. 2- • Explains
and gives opinion.
4- Appreciates nuances and shades of literary meanings, talks about literary
devices like onomatopoeic sounds, symbols, metaphors, alliterations, comparisons, allusions and the
poet’s or the writer’s point of view.
5- • Identifies significant literary elements such as figurative language — metaphor, imagery, symbol, simile, intention or point of
view, rhyme scheme, etc.
BB- At the end of the class discussion, students are expected to:
6- -understand the identifying features of few animals appreciate a different
genre (humour)
7- -enjoy reading the poem for pleasure
8- -enrich vocabulary and use the same correctly.
9- -respect diversity-get well versed with imagery and rhyme scheme
CC- Details of Pedagogical Strategies/Process (Art integrated /Sports integrated/ Story telling based/Toy based /Any
otherpedagogy): Sports integrated, Fun activity based
Activity (To introduce chapter):
1.Share your experience of jungle Safari( if any)
2.What is the special feature of Bengal Tiger, Chameleon and crocodile?
Activity (to support learning)
There are various ways to give lighter touch to scary objects or things. Ithappens when people try to make them feel comfortable.
Recall any
incident when your parents tried to present things in a lighter way so as to not to give you stress.
DD- Topic of the lesson for presentation by the students (once in a week by rearranging classroom setting suitable for group work):
LL. Name 21st
MM. Activities/Experiments/Hands-on-learning/Projects:
NN. Interdisciplinary linkage and infusion of Life Skills, Values, Gender Sensitivity and Environmental Awareness:
OO. Resources (including ICT):
3. Reference books. 4. Beehive Textbook in English for Class X, Chapter 4: How To Tell Wild Animal 5. An image of futuristic learning to
project or hand out
Write ‘Describe the animals you have seen’ on the board.
Continuing using the name sticks, ask others in the class to choose whether to ‘add to’, ‘change’, ‘develop’ or ‘challenge’ (ACDC) the previous
learner’s response. Gather as many ideas as possible and write any relevant words and phrases on the board as a mind map.
Main activity Organise learners into small groups (3–4 learners). Display an images of
Animals .
This humorous poem tells about the strange habits and behaviours of some wild animals. The poet suggests some dangerous ways to
identify wild animals and gives a beautiful description of the Asian Lion and the Bengal Tiger. Then he points
out about the Leopard and the Bear. He describes the Hyena for its smiling face and the crocodile for its tears. Then the poet describes how
the Chameleon changes its colour.

Begin reading ‘
Using their annotations, ask learners to individually write a stanza responding to the following question:
Plenary - Ask learners to swap their paragraphs with a partner and give feedback on ‘what went well’ (WWW) and ‘even better if’ (EBI)
focusing particularly on the success criteria. Peer-assessment against success criteria. Using plenary activity to elicit evidence of learning Key
competencies
Ask the class to vote again on whether they think:
- Information will be shared about identifying features of other animals.
If any learners have changed their minds during the lesson ask them to explain their reasoning.
PP. Assessment items for measuring the attainment of learning outcomes in the class and as home assignments (Teacher should
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QQ. Remedial Teaching Plans/Plan for unfinished portion of previous unit: NA
RR. Inclusive Practices (Activities/Support measures for Differently abled students): NA
(Signature of the teacher) (Signature of the Principal )
1. Name of the Teacher - Mohd Tariq Khan
4. Lesson/UnitName The Ball Poem
No. of periods required 02 Duration - From2 7 /07/23To 28/07/23
1- : • Reads literary texts for enjoyment/pleasure and compares, interprets and appreciates characters, themes, plots, and incidents
and gives opinion
2- • Identifies and appreciates significant literary elements, such as, metaphor, imagery, symbol, simile, personification, onomatopoeia,
intention or point of view, rhyme scheme, themes, titles, etc.

BB. At the end of the class discussion, students are expected to:
7- -understand the importance of loss and responsibility in life. -analyze that the world is full of possessions and money is an external
item.
8- -understand and accept that all throughout their life, they will be forced to do things that they don't want to do; and they will
lose or have to give up the things that they love.
9- -learn to be strong and get on with their lives - no matter how much it hurts inside.
10- - learn to accept situations and to let go.
11- Details of Pedagogical Strategies/Process (Art integrated /Sports integrated/ Story telling based/Toy based /Any other
12- Topic of the lesson for presentation by the students (once in a week by rearranging classroom setting suitable for group work):
CC. Name 21st
Critical thinking, Analytical thinking, Collaboration, Skill of Judgment, Conversation skill Activities (to introduce the lesson):
Warm up questions:
A class room discussion on – -Have you ever lost something you liked very much? Describing how you felt then, and saying whether
— and how — you got over your loss.
Activities (to support learning):-It is very difficult to accept the loss of our near and dear ones in real life, despite knowing the
fact that we are mortals and subject to death. Still when someone dies in our society, people approach to console the disheartened
heart. Why do you think it is difficult to accept the reality?
DD. Activities/Experiments/Hands-on-learning/Projects:
EE. Interdisciplinary linkage and infusion of Life Skills, Values, Gender Sensitivity and Environmental Awareness:
FF. Resources (including ICT):
3. Reference books.4. Resources needed Beehive Textbook in English for Class X,
Chapter : The Ball Poem (poem)
GG. Lesson Activities Assessment
Organise learners into small groups (3–4 learners) and give each group a set of examples of the following devices: • similes • metaphor •
alliteration.
‗ The Ball Poem is a very subtle and beautiful poem about a little boy‘s growing up. The poet sees this little boy one day when he has just
lost his ball. The loss of his ball is teaching him that in life,we often lose things and they cannot be easily replaced. Such lessons are a part of
growing up, and everyone has to learn them at some point in time or the other. However, it is painful for the poet to watch the boy in his
sad state. He is sure that the ball, as well as the person who whistles by the boy, feels the same way as he does.
HH. Main activity
What does the poet say the boy is learning from the loss of the ball? Try to explain this in your own words.
II. Plenary
JJ. Assessment items for measuring the attainment of learning outcomes in the class and as home assignments (Teacher should
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KK. Remedial Teaching Plans/Plan for unfinished portion of previous unit: NA
LL. Inclusive Practices (Activities/Support measures for Differently abled students): NA
4- Lesson/Unit Name The Diary Of A Young Girl
No. of periods required 04 Duration - From 0 4 /08/23To 07/08/23
-To activate their prior knowledge about Anne Frank and the Holocaust
-To write in formal tone, to be precise and to the point.
- To inculcate habits and to improve vocabulary
-To understand the first person narrative style
-To sharpen writing and speaking skills
-To understand the characters and their role in the novel
-To understand elements of humour in the novel
-To understand the plot and the theme of the novel
-To critically think about identity
-To empathize and relate to Anne Frank
-To understand the importance of teacher
1- Understand student teacher relationship
2- Acceptance of situations and facethem with a lot of courage and find solutions toproblems in life
3- Decision making in most adverse conditions
4- Understand child psychology
5- empathy
6- care and concern
7- spreading peace and brotherhood
8- developing compassion

9- Building rapport
10- Unbiased approach
CC. Details of Pedagogical Strategies/Process (Art integrated /Sports integrated/ Story telling based/Toy based /Any
otherpedagogy): Sports integrated, Fun activity based
Warm up Activity:
- corona virus made us experience the most adverse conditions of our life. Being in Lockdown there was constant fear in the minds of people
about the well-being of our family members. How did you cope up with the situation and in what way you motivated your family members?
DD. Topic of the lesson for presentation by the students (once in a week by rearranging classroom setting suitable for groupwork):
EE. Name 21st
GG. Interdisciplinary linkage and infusion of Life Skills, Values, Gender Sensitivityand EnvironmentalAwareness:
3. Reference booKS.
4. Beehive Textbook in English for Class X, Chapter 4: From The Diary Of Anne Frank
Write ‘ What are your feeling about a teacher?’ on the board.
This lesson is an excerpt from ―
The Diary of a Young Girl‖ or ―
The Diary of Anne Frank‖ . It is anautobiography that was first published
in 1947. In this, Anne expresses her thoughts in a diary which was gifted to her on her thirteenth birthday. She names the diary ―
kitty‖
which she considers as her only true friend. She mentions about her childhood incident when she was studying in school and all the students
were eagerly waiting for the result. She mentions her Maths teacher who made her write essays to improve his talkative nature.
Plenary
i) Do you read novels? Specify the genre-mystery, horror, fiction, romance, adventure etc.
ii) Who is your favourite author and why?
2. Novel will be briefed to the students to understand the sufferings of the Jews.
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OOO. Remedial Teaching Plans/Plan for unfinished portion of previous unit: NA
PPP. Inclusive Practices (Activities/Support measures for Differently abled students): NA
4- Lesson/ Unit Name Amanda
No. of periods required 02 Duration – From 0 8 /08/23To 09/08/23
1- To make poetry reading / listening an enjoyable experience
2- -To inculcate an appreciation for poetry and the poem in this unit
3- -To connect learning with the learner's context and experiences
4- -To learn the use of imperatives
5- -To enable the students understand and enjoy the theme and language by reading Amanda
6- -To enable the students to be specific in reflection, expression and individual opinion and deeper
Understanding of Amanda
7- -To enable the students know more about the poet or background of the poem.
8- -To enable the students enrich their vocabulary.
9- -To enable the students acquire a few grammar items, stress patterns, punctuation, pronunciation, rhyme and rhythm.
AB. At the end of the class discussion, students are expected to:
10- -To make poetry reading / listening an enjoyable experience
11- -To inculcate an appreciation for poetry and the poem in this unit
12- -To connect learning with the learner's context and experiences
13- -To learn the use of imperatives
14- -To enable the students understand and enjoy the theme and language by reading Amanda.
15- -To enable the students to be specific in reflection, expression and individual opinion and deeper
understanding of Amanda.
16- -To enable the students identify the connection to words or phrases that resonate with other things.
17- -To enable the students know more about the poet or background of the poem.
18- -To enable the students enrich their vocabulary.
19- -To enable the students acquire a few grammar items, stress patterns, punctuation, pronunciation, rhyme and rhythem.
Details of Pedagogical Strategies/Process (Art integrated /Sports integrated/ Story telling based/Toy based /Any other pedagogy):
Sports integrated, Fun activity based
Topic of the lesson for presentation by the students (once in a week by rearranging classroom setting suitable for group work):
AC. Name 21st
Warm up questions:
A class room discussion on – -Have you ever been nagged? Describing how you felt then, and saying whether — and how — you
responded.
Do you know the story of Rapunzel? Do you wish to be like her? Why?
Activity/Assignment: Every child feels that she/he is controlled and instructed not to do one thing or another. You too may feel
that your freedom is curtailed. Write down some of the things you want to do, but your parents/ elders do not allow you to. How do
you react when your freedom is curtailed?

AD. Activities/Experiments/Hands-on-learning/Projects:
AE- Inter-disciplinary linkage and infusion of Life Skills, Values, Gender Sensitivity and Environmental Awareness:
AF- Resources (including ICT):
Chapter : Amanda (poem)
MM. Lesson Activities Assessment
-To introduce imperatives and their conversion in narration, the teacher can give few imperative sentences in class, in direct speech, then ask
the students to change them along with
NN. Main activity
*Every child feels that she/he is controlled and instructed not to do one thing or another. You too may feel that your freedom is curtailed. ---
Write down some of the things you want to do, but your parents/ elders do not allow you to. How do you react when your freedom is curtailed?
OO. Plenary
PP. Assessment items for measuring the attainment of learning outcomes in the class and as home assignments (Teacher should
plan Assessment Items and link the same with learning outcomes mentioned in Para A):
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QQ. Remedial Teaching Plans/Plan for unfinished portion of previous unit: NA
RR. Inclusive Practices (Activities/Support measures for Differently abled students): NA

Lesson/Unit Name Glimpses of India 7.1. A Baker from Goa
1- -To enable the students comprehend the chapter, enhance their vocabulary, expressions and
communicate their ideas.
2- -understand the age old traditional method of baking bread.
3- -gain knowledge of words like ‗ poder‘, ‗bolinhas‘, ‗bol, ‗kabai‘
4- -get to know about the nostalgic childhood memories
5- -understand the record of monthly accounts by the bakers of Goa.
The students will be able to –
1- know the expressions used in the lesson and their usage.
2- appreciate the old methods of baking bread in Goa.
3- respect traditions.
4- respect values, beliefs and customs of others
5-develop their imaginative and analytical skills.
6-To enable the students to Imbibe respect traditions.
7- -recollect childhood memories.
8- -respect values, beliefs and customs of others.
9--develop inquisitiveness – towards people, culture and old methods.
10-understand that tradition is deep rooted in our culture.
Warm up Activity:
1- Activities (to introduce the lesson):
Warm up questions:
Which place do you like to visit and why?
2-Activity (to support learning)
-A Video will be shown on ‗Bakers of Goa‘
-A guest lecture by Mrs. Arti Vishwakarma based on the same.
-The students will find out the answers of these questions-
Q. How many tourists visit Goa every year?
Q What is famous food of Goa?
Q. What other business they have except tourism?
EE. Name 21st
3. Reference books.
4. Beehive Textbook in English for Class X, Chapter 6: A Baker Of Goa

Write ‘ Have you ever visited Goa?’ on the board.
Chapter Description-
This lesson is a pen-portrait of a traditional Goan village baker who still has an important place in the society.
What changes take place in the life of the baker with the passage of time a glimpse is
presented in this extract.
Goa is a place which has the varied culture of French, English and Portuguese. Here in this lesson the description of a village hacker reminds
us of the old Portuguese days.
Plenary
Bakers of Goa are losing their importance and culture, which other traditions of the different places that are
almost diminished.
Assessment Items and link the same with learning outcomes mentioned in Para A):
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QQQ. Remedial Teaching Plans/Plan for unfinished portion of previous unit: NA
RRR. Inclusive Practices (Activities/Support measures for Differently abled students): NA
Lesson/Unit Name Glimpses of India 7.2. Coorg
To enable the students-
1- familiarize the students with a tourist place of India.

2- make them feel the beauty of Coorg.
3- enhance their knowledge about the geography of Coorg.
4- make them aware of the people of Coorg.
5- tell them about its location, historical background, climate etc.
6- know about its famous tourist spot and destinations.
7- read and identify the main points of the text.
8- use new words and their meanings.
9- comprehend the chapter.
1-gain knowledge of the attractions of Coorg.
2-know about the people, India‘s largest Tibetan settlements, main crop, sports activities and animals in Croog.
3-enhance their vocabulary and expression.
4-appreciate the tea gardens
5-acquire knowledge and enjoy the text related to Tea
5-express well based on the knowledge of the text.
Activities (to introduce the lesson):
Warm up questions:
The students who have visited to coorg, will share their experiences.
A Video on Coorg will be shown to the students.
Activities (to support learning):
The Coorgis are the descendants of the Greeks of the Arabs and are still able to maintain their traditional practices. Do you agree that
following these practices today is important?
EE. Name 21st
3. Reference books.
4. Beehive Textbook in English for Class X, Chapter 6: Coorg
Write ‘ Have you ever visited Coorg?’ on the board.
Coorg is the smallest district and a coffee producing area in the Karnataka State of India. It is situated
midway between Mysore and the coastal town of Mangalore.
This land is famous for its rainforests and spices. It looks like a piece of heaven on the earth. It is a hilly place
of brave men, beautiful women and wild creatures. It is also known by the name of ‗Kodagu‘. We can reach
Coorg from Mangalore, Bangalore, or Mysore by rail, road or by air.
It is the home of evergreen forests, spices and coffee plantations.
It rains heavily during the monsoons and the visitors keep away. But the months from September to March are
very pleasant. The air breathes of refreshing coffee.
Plenry

Give examples to show the traditional valour and courage of the people of coorg. -know about the people,
India‘s largest Tibetan settlements, main crop, sports activities and animals in Croog.
-enhance their vocabulary and expression
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SSS. Remedial Teaching Plans/Plan for unfinished portion of previous unit: NA
TTT. Inclusive Practices (Activities/Support measures for Differently abled students): NA
Lesson/Unit Name Glimpses of India 7.3. Tea From Assam
1- To test student‘s prior knowledge and use it as scaffold to promote comprehension of the text
2-To encourage students to use different words to express themselves
3-To enable the students to share their personal experiences
5-To sensitize the students to the feeling on an individual
6-To give information about something crucial.
7- appreciate the tea gardens

8- acquire knowledge and enjoy the text related to Tea -express well based on the knowledge of the text.
9- gain knowledge of the origin of Tea.
10- enhance their vocabulary and expressions.
11- understand that the tea pluckers are different from other farm labourers.
12- gain information of the various stages of growing tea.
13- know stories related to the origin of Tea from the text.
Warm up questions:
-Describe a tea garden.
A - Video on Tea gardens will be shown to the students.
Activities (to support learning):
R- Rajvir was so excited to visit Assam that he studied many things about the place before visiting.
Do you try to gather knowledge before going anywhere?
EE. Name 21st
3. Reference books.
4. Beehive Textbook in English for Class X, Chapter 6: Tea From Assam
Write ‘ Have you ever visited Assam?’ on the board.
The story revolves around the tea garden of Assam. In this extract Pranjol, a youngster
from Assam is Rajvir‘s classmate at a school in Delhi. Pranjol‘s father is the manager of a teagarden
in Upper Assam and Pranjol has invited Rajvir to visit his home during the summer vacation.
Plenary
Q. Write a travelogue of any place you have visited recently.
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UUU. Remedial Teaching Plans/Plan for unfinished portion of previous unit: NA
VVV. Inclusive Practices (Activities/Support measures for Differently abled students): NA
4- Lesson/ Unit Name - The Trees
1-To compare the natural forests to the artificial ones that man has created inside his house to suit the purpose.
2-To imagine the tree as a symbol of mankind
3-To revise about various poetic devices like Imagery, Personification, Simile, Free verse.
4-To do strengths‘ and weaknesses‘ study of their own personality.
5-To comprehend the poem locally and globally.
6-To infer the meaning of unfamiliar words and phrases.
7-To enable the students to imbibe-
Concern for Mother Earth Sensitivity Mother Nature is inevitable
Tree as a symbol of mankind Empathy Understanding
develop thought, critical analysis on the basis of the text read
Importance of freedom Equality
8-To compare the natural forests to the artificial ones that man has created inside his house to suit the purpose.
9-To imagine the tree as a symbol of mankind
10-To revise about various poetic devices like Imagery, Personification, Simile, Free verse.
11-To do strengths and weaknesses study of their own personality.
12-To comprehend the poem locally and globally.
13-To infer the meaning of unfamiliar words and phrases.

AC. Name 21st
Activity (To introduce the poem):
Quick Speak- What comes to your mind when you read the title of the poem? Do you remember about the conflict between human and nature
studied in ch-1 ‗A Letter to God‘?
Can there be a forest without trees? Imagine. If yes, how it will be?
Activity (To Support learning):
-Read the poem ‗On Killing a Tree‘ by Gieve Patel (Beehive – Textbook in English for Class IX,
NCERT). Compare and contrast it with the poem you have just read.
Chapter : Trees (poem)
SS. Lesson Activities Assessment
- Main activity
The poem ―Trees‖ by Adrienne Rich is a symbolic poem which tells about the plants who want to escape the
walls of the house and want to move in the forest. The trees are the symbolic representation of being women who want to move out of the
enclosed walls of the society and escape in the world of freedom.
The poet objectively describes the escape of the plant to its new environment.
TT. Plenary
- Do you think that the trees are right in asserting for the freedom and breaking the boundaries? Is it important? How?
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UU. Remedial Teaching Plans/Plan for unfinished portion of previous unit: NA
VV. Inclusive Practices (Activities/Support measures for Differently abled students): NA

Lesson/Unit Name Mijbil the Otter
1-Describe a repeated action in past
2 -learn about noun modifiers
3- learn about phrases that indicate a particular quantity of something that is not usually countable
4 - read and identify the main points of the text.
5 -use new words and their meanings
-Empathise with animals
-Learn to take care about animals
-Learn to be responsible towards other life forms.
7-The students will be able to –
-Describe a repeated action in past
- learn about noun modifiers
· -learn about phrases that indicate a particular quantity of something that is not usually countable.
· - read and identify the main points of the text.
· - use new words and their meanings.
· - comprehend the chapter
· -Empathize with animals
· - Learn to take care about animals
.-Learn to be responsible towards other life forms
CC. Details of Pedagogical Strategies/Process (Art integrated /Sports integrated/ Story telling based/Toy based /Any other pedagogy):
discussion about Bruno in their previous class IX lesson
‗The Bond of Love‘ relating to this lesson.
Warm up activity
· Introductory video will be shown
· Activities (to support learning): Revision of collective nouns for group of animals
EE. Name 21st

3. Reference books.
4. Beehive Textbook in English for Class X, Chapter 7: Mijbil The Otter
The lesson revolves around the otter Mijbil and his master; the author himself, the meeting of the two, how
it grows into a bond of love and their eventful journey from Bsara in Iraq to London and then the encounter of the otter with the
other humans including children and elders and their different interpretations of the animal.
Plenary
Q.1 What ‗experiment‘ did Maxwell think Camusfearna would be suitable for?
Q2. What guesses did the Londoners make about what Mij was?
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WWW. Remedial Teaching Plans/Plan for unfinished portion of previous unit: NA
XXX. Inclusive Practices (Activities/Support measures for Differently abled students): NA

4- Lesson/ Unit Name -- Fog
-know about Haiku-A Japanese poem of seventeen syllables
-understand that nature is more powerful than anything that humans can produce
-understand that change is an unavoidable and natural process
-appreciate imagery and metaphor used in poem and understand their relevance.
- analyse the poem through appropriate inferential questions
-enhance their vocabulary and comprehension of the poem.
appreciate nature and find beauty in it
-respect nature
8- The students will be able to –
-understand the powerful nature and worth of natural occurrences.
-revise different types of poem read earlier and know about Haiku
-appreciate poem and understand metaphor
-know how natural occurrences could be beautifully expressed in verses.
-understand change is unavoidable
AC. Name 21st
Activity (To introduce chapter):
Warm up questions:
1. Name some natural phenomenon occurring around.
2. What is the science behind Fog?
Activity (to support learning)
1. Discussion on different types of poem (sonnet, ballad, parable, Acrostic) and specifically detailing
about ‗Haiku‘.
Compose a Haiku of your own and share
3. Reference books.4. Resources needed Beehive Textbook in English for Class X, Chapter: Fog (poem)
WW. Lesson Activities Assessment
Write ‘ What are the features of Cat and fog?
- Main activity
In this poem the poet, Carl-Sandburg has portrayed the nature and its silent working. The poet tells that the fog comes silently and slowly
like a cat. When it comes it does not disturb us. It sits silently as a cat does. It goes on falling and looking silently over harbor and city. (Then
it moves on all at once with a gust of wind). It is a fine example of the use of metaphor in the poetry.

XX. Plenary
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YY. Remedial Teaching Plans/Plan for unfinished portion of previous unit: NA
ZZ. Inclusive Practices (Activities/Support measures for Differently abled students): NA
Lesson/Unit Name - Madam Rides the Bus

To enable the students- -
1- To develop the skill of communication.
2- -To enable them to speak in grammatically correct language and with proper expression.
4-To enable the students to think of an alternative ending to the story.
5-To enable them to use new words and phrases in expression.
feel sensitive towards the feelings of an individual.
enjoy a light-hearted literature.
realise the lessons and experiences that travelling gives us
7-The students will be able to –
-develop the skill of communication.
-Speak in grammatically correct language and with proper express
-extrapolate from the given text
-think of an alternative ending to the story.
-use new words and phrases in expression.
-feel sensitive towards the feelings of an individual.
-enjoy a light-hearted literature.
-realise the lessons and experiences that travelling gives us
CC. Details of Pedagogical Strategies/Process (Art integrated /Sports integrated/ Story telling based/Toy based /Any other pedagogy):
EE. Name 21st
· How do you consider the behaviour of a person, who behaves in a more matured way than their
age? Will you appreciate their behaviour or will you comment on them?
· Activity (to support learning): discussion about a journey that was unforgettable in some way?
What made it memorable?
3. Reference books.
4. Beehive Textbook in English for Class X, Chapter 7: Madam Rides The Bus
This is a sensitive story of an eight-year-old girl‘s first bus journey into the world outside her village. The girl
Valli, at a very tender age, tries to understand the mystery of life and death. The outside world for Valli is
charming and fascinating but mysterious. She longs to experience it by herself.
Plenary
Are you concerned about traffic and road safety? What are your concerns? How would you make road travel
safer and more enjoyable?

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YYY. Remedial Teaching Plans/Plan for unfinished portion of previous unit: NA
ZZZ. Inclusive Practices (Activities/Support measures for Differently abled students): NA
7- Lesson/ Unit Name -- The Tale Of Custard The Dragon
To Enable the students :-
-To enable the students to comprehend the text.
-To enable them to verbally communicate.
-To enable them to enhance their writing skills.
-To enrich vocabulary and its usage within appropriate context.
-To enable them express themselves in grammatically correct language.
-To develop a love for literature in students.
-To introduce the students with life and works of Ogden Nash.
Be brave Help others Not to boast
Develop compassion Infer that good deeds are rewarded.
8- The students will be able to –

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