ARMY PUBLIC SCHOOL KIRKEE
2011-2012
ENGLISH
CLASS IX
April- May 2011
No of days - 22+6 =28
No of periods – 33
Lesson Name:
How I Taught My Grandmother To Read
-Sudha Murty
Explanation of the lesson:
 A twelve year old girl reads a story from a weekly magazine to her grandmother.
 The grandmother is very eager to know the story as she identifies herself with the
protagonist.
 Once when the narrator was away for her cousin’s wedding, the illiterate grandmother
felt helpless as there was no one to read the story out to her.
 When the narrator returned, the grandmother expressed her desire to learn the Kannada
alphabet.
 The 62 year old lady said there was no age bar for educating oneself.
 The lesson began and she read, recited, wrote and revised everything sincerely.
 She met her deadline on Saraswati puja (dussera) when she finished learning perfectly.
 The narrator gifted her the novel Kashiyatre.
 The old lady read the name of the novel and the publication house errorlessly.
 On her part she gifted a frock material and touched her granddaughter’s feet saying that
she was touching the feet of her Guru.
Learning outcome:
LWBAT
 Realize that education is a lifelong gift and there is no age bar for learning.
 Understand that even small children can do their part in spreading the light of
education.
 Infer that without education one feels helpless and dependent.
 Realize that if one is illiterate one is a burden on the family and society.
 Recognize the backwardness of the Indian society with regard to female education
 Criticize the gender discrimination prevalent in the Indian society.
Writing task
 Article writing:
 Diary entry:
Display lesson of love, faith and trust.
Lucia writing a diary about her past life and present situation.
Listening activity
 They listen to a story of a young girl about a special day followed by questions based on
it.
Formative assessment
 Oral questions (Conversation type with MCOs.)
e.g.
Why did the women at the temple discuss the latest episode of ‘Kashi Yatra’?
I.
To pass their time.
II.
The writer, Triveni was very popular.
III.
They could relate with the protagonist serials.
IV.
Women have habit of discussing serials.

Questions requiring brief answers.
e.g. What made Triveni a popular writer?
Why did the grandmother depend on her granddaughter to know the story?

Questions requiring discussion (extrapolator)
e.g.
‘Adult Education’ ways to implement it.
CLASS IX
April- May 2011
No of days - 22+6 =28
No of periods – 33
Lesson Name:
The Brook
-Alfred Lord Tennyson
Explanation of the poem:
 The brook originates from the mountains.
 As it comes down it makes a roaring noise.
 Flowing through hills and valleys it chatters.
 It passes through various places and different kinds of terrain.
 As the wind ruffles the water, the sunbeams hitting it seem to dance, forming a network
pattern.
 The brook carries with it flowers, fish, foamy flakes.
 When it enters the plain, it slows down and appears to steal by.
 It waters Philip’s farm before joining the overflowing river.
Learning outcome:
LWBAT understand
 That brook is a symbol of life.
 That it counters many problems in its journey.
 That it faces all changes and still manages to carve a path of itself.



That there is a parallelism between a brook’s journey and a man’s life.
The stress on the refrain: “for men may come and men may go but I go on forever.”
Emphasis on the transitory life of human beings and eternal life of the brook.
Writing task
Compose a poem on any inanimate object and make it come alive.
Listening task
 Listen to poem on a similar theme by Mary Howitt and compare the Fly to Vikram Seth’s
Nightingale.
Class discussion (activity)
 ‘list out any two images that come alive through skilful use of words’.
Formative assessment
 Oral questions (conversation type with MCQs)
e.g. the message of the poem is that the life of a brook is ……….
i.
Temporary
ii.
Short lived
iii. Eternal
iv.
Momentary


Questions requiring brief answers.
e.g.
How does the brook ‘sparklie’?
Where does it finally meet the river?
Questions requiring discussion (extrapolator)
e.g. “The Brook’s journey though short, is eventful and significant.” How far do you
agree with this statement? Give reasons In support of your answer?
JULY 2011
No of days - 25
No of periods – 28
Lesson Name:
The Solitary Reaper
-William Wordsworth.
Explanation of the lesson:
 The Solitary Reaper is the idealization of a peasant girl, working in harmony with her
peaceful surroundings, in her field.
 The poet watches her quietly as she cuts and binds the grain, singing a soulful melody as
she works. He finds her voice far sweeter than the Cuckoo or even the Nightingale.
However he cannot understand the meaning of the song and tries to understand its theme.
All he can guess is that it is probably a sad song.
 Wordsworth listens to it with rapt attention and carries it in his heart till long afterwards.
Learning outcome:
LWBAT
 Explain the poetic devices used in the poem.
 Choose a part from the poem in which the poet compares the reaper’s song with that of
the nightingale and cuckoo.
 Point out which part of the poem they liked and explain why.
 Support Wordsworth’s choice of words to describe the melancholy strain of the reaper
that touched him gently.
 Appreciate and recite the poem.
Writing task
Describe a memorable scene which has struck you and filled you with wonder.
Class discussion (activity)
 The poet did not understand the language of the song and yet he made guesses about the
theme of the song. Discuss what he wondered about.
Formative assessment
 Oral questions (conversation type with MCQs)
e.g. When the poet saw the girl she was…..
i.
playing
ii.
sowing
iii.
reaping
iv.
plucking flowers

Questions requiring brief answers.
e.g.
What does the poet compare the reaper to?
What does the poet say about the reaper’s song as he climbs up the hill?
Extrapolatory Question:
The words of a song need not necessarily be understood for it to be appreciated. Explain this
statement with reference to ‘Solitary Reaper’.
CLASS IX
April- May 2011
No of days - 22+6 =28
No of periods – 33
Name of the lesson – The Road Not Taken.
Poet- Robert Frost
Key concepts.





‘The Road Not Taken’ speaks of one of the basic problems of making the right choice.
The options are many, and man has to decide on only one option.
The two roads that lie in front of the poet are equally tempting .
After deliberating for a while the poet finally adopts one of them.
The poem ends with the poet saying that after some years he may sigh with relief that his
choice has been right and he has met with success or he may sigh with regret that if he
had taken the other road he might have been better off.
Learning outcome:
LWBAT understand
 Realize that life may often offer more than one choice and one has to be very discreet
while opting for one path.
 Take responsibility for the choice made by him.
Writing task
 Using other nouns as metaphor for life write a small paragraph.
Class activity (Group discussion)
 Would you make choices that are acceptable and less ‘risky’ or follow the beaten track?
Why?
Formative assessment
 Oral questions (conversation type with MCQs)
e.g. The speaker the other road because…..
i.
It was familiar.
ii.
It was a beaten track.
iii. It assured safety.
iv.
It promised adventure.


Questions requiring brief answers.
e.g.
Describe the two roads that the author finds?
Did the poet regret his choice? Why? Why not?
Questions requiring discussion (extrapolator)
e.g. Suppose you are asked to make a choice about your career. Which one will you
prefer- the beaten track or the one less travelled upon- and why?
Name of the lesson- A Dog Named Duke
Author- William D Ellis
Key concepts
 The story is about a dog who helped his master to achieve his objective.
 Hooper used to be highly motivated and result orientated ‘hard working’ zone sales
manager.
 An accident reduced him to a paralyzed cripple.
 Duke taught and helped him to cope with the challenge and led him to accept the changed
mode of life.
 Hooper could walk down to office with duke help. But Duke, his beloved dog, what
happened to him………….
Learning outcomes
LWBAT
 Describe how faithful, loving dogs are as pets.
 Paint a pen picture of Duke.
 Analyze how pets prove their usefulness and inspire us to fight.
Writing task
 Diary entry: by Charles Hooper on the day he received the order of appointment as
National sales Manager.
 Article : Coping With Loss.
Listening activity
 They listen to an excerpt from a news telecast on National Channel and complete the
table given.
Formative assessment
 Oral questions (Conversation type with MCOs.)
e.g.
Duke never jumped on chuck again because……
i.
Duke was paralyzed and unable to jump.
ii.
Chuck was angry with him.
iii. Duke realized that chuck was not well.
iv.
Marcy did not allow duke to come near chuck

Questions requiring brief answers.
e.g.
# Why is Chuck’s appointment as the Assistant National Sales Manager
considered as a tribute to Duke?
# Chuck was a favoured young man. Explain.?

Questions requiring discussion (extrapolator)
e.g.
#Duke was an extraordinary dog. Discuss.
AUGUST 2011
No of days - 25
No of periods – 28
Name of the drama- Villa For Sale
AuthorKey concepts
 Juliette puts up her villa for sale.
 Gaston and Jeanne, husband and wife arrive as customers.
 Gaston is not keen on buying as he feels that his in-laws will take possession of the house
from April – September every year.
 Juliette takes Jeanne on a tour of the house. Gaston refuses to join them.
 Mrs. Al Smith, an American, walks in, finds Gaston in the living room and assumes he is
the owner of the house.
 She is assertive from the beginning, states that she has no time to listen to anything,
wants to buy the house and asks Gaston to name the price.
 Gaston tries to put her in the picture but Mrs. Al Smith says that she is not interested in
seeing the house or listening to the details. She wants to buy it as it is close to the Prince
Town Studio.
 Then Gaston decides to grab the chance and make quick money. He quotes the price of
the villa as three hundred thousand francs, one hundred thousand more than what Juliette
had agreed to sell the villa for.
 She gives him the cheque and leaves.
 Juliette and Jeanne return. Jeanne agrees ti give up her idea of buying the villa and
prepares to leave but Gaston stops her.
 He says that on the second thought they felt that he should buy the house.
 He gives a cheque with the previous date on it and thus earns a hundred thousand francs.
Learning outcomes
LWBAT
 Summarize the events that occur in the play leading to its climax.
 Compare the various characters of the play.
 Criticize a few characters and support the actions of the same.
 Design a different ending of the play.
Writing task
 Diary entry: by Jeanne when she realizes how Gaston has betrayed everyone.
Formative assessment
 Oral questions (Conversation type with MCOs.)
e.g.
Gaston was not keen on buying the villa because…..
i.
It was very expensive.
ii.
He had not liked the Villa.
iii.
iv.
He thought that Jeanne’s parents will take possession of the house.
He did not want to make any deal with Juliette as he disliked her.

Questions requiring brief answers.
e.g.
# Why does Gaston change his mind about buying villa?
# How does Gaston earn a hundred thousand francs?

Questions requiring discussion (extrapolator)
e.g.
# Who is better in business- Gaston or Juliette?
SEPTEMBER 2011
No of days - 6
No of periods – 7
Key Concepts
 The chieftain of Ulva’s island and Lord Ullin’s daughter reached the shore of Lochgyle.
 They urged a solitary boatman waiting there to ferry them across the shore as Lord Ullin
and his men were chasing them and if they were discovered the chieftain would be killed.
 There was a tempest in the sea and just as the couple started rowing away, huge waves
started rocking the boat.
 This terrible scène greeted Lord Ullin’s eyes when he reached the shore.
 Shocked by the realization that he was about to lose his daughter, he started wailing.
 It was too late, the couple lost their life.
Learning outcomes
LWBAT
 Recite the poem with proper intonation and pronunciation.
 Express their views on lovers’ elopement.
 Analyze how Lord Ullin’s anger changed to wailing and why.
 Develop sympathy for the lovers.
 Predict what would happen if the lovers were saved.
 Judge and criticize the character of Lord Ullin.
Writing task
 Diary entry: by one of Lord Ullin’s horsemen after returning from the fatal shore.
Formative assessment
 Oral questions (Conversation type with MCOs.)
e.g.
the two lovers were running because……
i.
They wanted to go and settle in a different country.
ii.
They were enjoying the weather.
iii. Lord Ullin was against their love.
iv.
They wanted to undertake a voyage.

Questions requiring brief answers.
e.g.
Why did the boatman agree to ferry them across the sea?
Why did Lord Ullin say he would forgive the chieftain?

Questions requiring discussion (extrapolator)
e.g.
Is the lovers’ elopement justified?
.