Class - X 2020-21

Class - X 2020-21

Class - X 2020-21

FOREWORD

School is a place where students identify their interests, nurture their passions, prepare themselves for a bigger world

and fulfill their dreams.

Learning has no fixed place, time or age. As children we all loved splashing in a puddle on a rainy day, only to learn later

about the Archimedes principle behind it or how we empathized when we would accidentally step on an insect, not

knowing that it might have something to do with Darwin's theory of the survival of the fittest. We are learning all the

time, everywhere and every moment.

Can learning be planned? Yes, it can be and it has to be particularly in a formal set up of education where a testimony is

required that learning has taken place hence, the need for a roadmap to a highly enriching academic session. This

session we have tried to give experiences to our young learners wherein learning experiences are integrated across

various subjects including art and fitness to make it more meaningful and joyous.

With detailed information about various scholastic, co scholastic and co- curricular activities, the roadmap will guide you

every step of the way to your destination.

SCHOOL THEME FOR SESSION 2020-21 IS ‘THE YEAR OF HAPPINESS’

WISHING YOU ALL A JOYOUS SESSION 2020-21

Jaya Bhardwaj

Principal

Class - X 2020-21

CONTENTS

S.NO SUBJECT PAGE NO.

1. English 1

2. Hindi 27

3. Mathematics 54

4. Science 70

5. Social Science 101

6. Sanskrit 131

7. Computers 140

8. Physical Education 155

9. Art & Craft 162

10. Music & Dance 171

11. Activity Calendar 176

Class - X 2020-21

GENERAL GUIDELINES FOR STUDENTS REGARDING NOTEBOOKS AND ASSIGNMENTS

1. Maintain the index of the notebook diligently. Fill in all the columns.

2. Label the work done properly.

3. Be careful about spellings while working in the notebooks.

4. Do corrections after the notebook is corrected by the teacher.

5. Don’t scribble on the pages at the back of your notebook.

6. Don’t tear pages from the notebook for any reason.

7. Maps/Graphs/diagrams should be marked neatly. Labeling of maps/graphs/diagrams should be done with pencil

and in block letters.

8. Worksheet / assignments to be pasted in the notebooks.

Keep dreaming

Keep believing Never give up

Always keep trying and trying Keep learning and achieving...

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Class - X 2020-21

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Objectives

To build greater confidence and proficiency in oral and written communication

To develop the ability and knowledge required in order to engage in independent reflection and inquiry

To use appropriate English to communicate in various social settings

Equip learners with essential language skills to question and to articulate their point of view

To develop sensitivity towards, and appreciation for, other varieties of English like Indian English and the culture they

reflect

To enable the learners to access knowledge and information through reference skills(consulting a dictionary/thesaurus,

library, internet etc)

To develop curiosity and creativity through extensive reading

To facilitate self learning to enable them to become independent learners

To review, organize and edit their own work and work done by peers

1. MONTH WISE DIVISION OF SYLLABUS

Lesson No./Topic Name of the lesson Month

1/FF/Prose 2/FF/Poetry

3/FWF/Prose 4 Grammar

5. Writing

A Letter to God Dust of Snow

A Triumph of Surgery Tenses

Letter to the Editor

March

1/FF/Prose 2/FF/Poetry

3/FF/Poetry

4/FF/Poetry 5/FF/Poetry

6 Grammar 7 Writing

8Writing

Nelson Mandela Fire and Ice

A Tiger in the Zoo

The Thief Story The Midnight’s visitor

Modals Story Writing

Letter of Enquiry

April

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1/FF/Prose 2/FF/Poetry

3/FWF/Prose 4 Grammar

Two stories about flying How to Tell Wild Animals

A Question of Trust Passive Voice

May

1/FF/Prose 2/FF/Poetry

3/FWF/Prose 4/FWF/Prose

5 Grammar

6 Writing

From the Diary of Anne Frank The Hundred Dresses 1& II

Footprints Without Feet The Making of A Scientist

Reported speech

Letter for Placing orders

July

/FF/Prose 2/FF/Poetry

3/FF/Poetry 4/FWF/Prose

5 Grammar 6 Writing

7Writing

The Glimpses Of India The Ball Poem

Amanda The Necklace

Clauses Letter of Complaint

Story Writing

August

1/FF/Prose

2/FFW/Poetry 3 Grammar

4 Writing

Mijbil the Otter

The Hack Driver Integrated grammar

Letter and Story Writing

September

1/FF/Prose

2/FF/Poetry 3/FF/Poetry

4/FF/Poetry 5/FF/Poetry

6/FFW/Prose 6 Grammar

7 Writing

Madam Rides the Bus

Animals The Trees

Fog The Tale of Custard the Dragon

Bholi Subject Verb concord

Letter of Complaint

October

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1/FF/Prose 2/FF/Play

3/FF/Poetry 4/FF/Play

6 Grammar

The Sermon at Benares The Proposal

For Anne Gregory The Book That Saved the Earth

Integrated Grammar

November

2. (a) CHAPTER WISE ACTIVITIES(activities other than the enrichment activities to be taken up during

the teaching and learning process): Details in brief as per the headings below:

Name and Mode of the activity

Learning Objectives Learning Outcomes Methodology /Procedure

Skills developed

WRITING A NOTE

Individual

Related Chapters:

A Letter to God

The Hack Driver

To enable the

learners to use

grammar structures

and other

grammatical forms

accurately and

appropriately

To review, organize

and edit their own work and work done

by peers

Learner is able to

express ideas clearly,

concisely, correctly

and appropriately

Learner is able to plan,

organize and present

ideas coherently

On the basis of their reading of the chapter, students will be

asked to write a note of Gratitude to God and A Note to

Oliver in their notebooks.

Critical Thinking

Problem solving

Life Skills

Creative Writing

SPEECH ON ANY

WORLD LEADER

To enable the

learners to

Learner is able to

speak with accuracy,

The class will be divided into

groups, each group will be asked to speak on any Renowned

Confidence and

coherence in speech

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Group Based on

Nelson Mandela : A Long

Walk to Freedom

communicate

effectively in

English

To enable the

learners to use the

language fluently,

appropriately and

confidently in real

life situations

fluency and clarity

following the overall

rhythm of spoken

English

Learner is able to

express ideas and

opinions with

confidence

Leader who contributed to World Peace in a significant manner.

Communicative

Skills

Organizational Skills

WRITING A DIARY ENTRY

Individual

Related Chapters:

The Hundred Dresses

From the Diary of Anne

Frank

The Necklace

To enable the

learners to use

grammar structures

and other

grammatical forms

accurately and

appropriately

To review, organize

and edit their own work and work done

by peers

Learner is able to

express ideas clearly,

concisely, correctly

and appropriately

Learner is able to plan,

organize and present

ideas coherently

On the basis of their reading of the chapter, students will be

asked to write a diary entry sharing their experiences in their

notebooks.

Analytical Skills

Creative Writing

Imagination

WRITING AN

ARTICLE

Individual

Related Chapters :

The Ball Poem

To enable the

learners to use

grammar structures

and other

grammatical forms

accurately and

Learner is able to

express ideas clearly,

concisely, correctly

and appropriately

On the basis of their reading of

the chapter, students will be asked to write an article on

‘Diversity of India’ and ‘Coping with Loss’ in their notebooks.

Organizational

Skills

Creative Writing

Problem Solving

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The Sermon at Benaras

Glimpses of India

appropriately

To review, organize

and edit their own work and work done

by peers

Learner is able to plan,

organize and present

the ideas coherently

NARRATING AN

INTERESTING EXPERIENCE WITH

ANY ANIMAL

Individual

Related Chapters :

A Tiger in the Zoo

How to Tell Wild Animals

Fog

Animals

To enable the

learners to

communicate

effectively in

English

To enable the

learners to use

language fluently,

appropriately and

confidently in real

life situations

Learner is able to

speak with accuracy,

fluency and clarity

following the overall

rhythm of spoken

English

Learner is able to

express ideas and

opinions with

confidence and

fluency

Each student will be asked to

speak on an Interesting Experience of theirs with any

Animal.

Cognitive skills

Oratory Skills

Life Skills

WRITING AN EXTENSION TO THE

GIVEN STORY

Individual

To enable the

learners to use

grammar structures

and other

Learner is able to

express ideas clearly,

concisely, correctly

On the basis of their reading of the respective chapter, students

will be asked to write an extended paragraph to the story.

Creative Writing

Imagination

Organizational

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Related Chapters :

Mijbil: The Otter

The Thief Story

A Question of Trust

grammatical forms

accurately and

appropriately

To review, organize and edit their own

work and work done

by peers

and appropriately

Learner is able to plan,

organize and present

ideas coherently

Skills

LISTENING ACTIVITY

Individual

Related Chapters :

Madam Rides the Bus

Listen, converse

and understand

the topic and its

main points

To listen and

extract relevant

information with

clarity and

accuracy

Learner is able to

extract relevant

information with clarity

and accuracy

Learner is able to

acquire the ability to listen with

concentration

Each student will be given a

worksheet

They will listen to a

recorded script

They will fill up the

worksheet according to the

listened script that will be

played twice

Comprehension

Skills

Focusing Skills

Attentive Listening

ROLE PLAY

Individual

Related Chapters :

The Proposal

The Book That Saved

To enable the

learners to

communicate

effectively in

English

To enable the

learners to use

language fluently,

appropriately and

Learner is able to

speak with accuracy,

fluency and clarity

following the overall

rhythm of spoken

English

Learner is able to

express ideas and

The class will be divided into

groups; each group will be allotted a part from the play.

They will be given preparation

time. At the end of which, they will present their role play.

Interpersonal

Communication

Team work

Speaking Skills

Performance in

the Act

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the Earth confidently in real

life situations

opinions with

confidence

COMPOSING A POEM

Group

Related Chapters :

The Trees

Fire and Ice

Dust of Snow

To enable the learners

to use grammar

structures and other

grammatical forms

accurately and

appropriately

To review, organize and edit their own

work and work done by peers

Learner is able to

express ideas clearly,

concisely, correctly

and appropriately

Learner is able to plan,

organize and present

ideas coherently

On the basis of their reading of Nature poems, the students will

be asked to compose A Poem on Any Aspect of Nature in their

notebooks

Creative Thinking

Creative Writing

Organizational Skills

Development of

Vocabulary

JAM

Individual

Related Chapters :

Footprints Without Feet

The Making of A Scientist

Amanda

Bholi

To enable the learners

to communicate

effectively in English

To enable the learners

to use language

fluently appropriately

and confidently in real

life situations

Learner is able to

speak with accuracy,

fluency and clarity

following the overall

rhythm of spoken

English

Learner is able to

express ideas and

opinions with

confidence

Each student will be asked to

speak on the given topic for 1 min.

Organizational Skills

Critical Thinking

Communication

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3 (b) Assessment parameters & Rubrics for respective Activity:

LISTENING SKILLS

Assessment

Parameters

Excellent V. Good Good Fair Needs

Improvement

Ability to focus. The student is

attentive, courteous and sensitive to the

ideas, tone and purpose of the

presentation; intellectual curiosity,

attention to the task, and sensitivity to

others help to create a productive climate

in and for the group.

The student is

attentive and courteous;

purposefully and confidently listens

to the presentation.

The student is

courteous and willing to listen

to others; accepts ideas of

others.

The student is easily

distracted; lacks confidence to receive

ideas easily and clearly; uses

language, tone, or nonverbal behaviour

inappropriate for the occasion; is an

insecure member of the group.

The student is not

involved in the activity and lacks

concentration

General under- standing

The student shows a very good general

understanding of all vocabulary and

information, completing all the

questions

The student is mostly attentive

and usually able to listen with good

concentration.

The student finds it difficult

to concentrate on the listening

task, but is able to attend

occasionally

The student is not able to concentrate

on the listening task and is easily

distracted and inattentive.

The student lacks concentration and

displays distraction and inattentiveness

most of the times.

Listening for

details.

The student includes

all the specific

information and details in his/her

answers.

The student is able

to include most

specific information and details in

his/her answers

Although the

student shows a

limited ability to listen for

details, specific information is

Student is not able

to comprehend the

specific details, failing which he is

not able to answer correctly.

The student is unable

to grasp specific

details when listening, and does not include

them in the answers

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occasionally included.

Accuracy of answers.

The content is always accurate and

related to the information given.

Answers are mostly accurate and

related to the information given,

with only a few errors.

The student includes a small

amount of information,

however, a lot is left out or is

not accurate

The student's answers are left out

in between and are not much related to

the content.

The student's answers are mostly left out or

unrelated to the information given.

SPEAKING SKILLS

Assessment Parameters

Excellent V. Good Good Fair Needs Improvement

Content Imparted

content is quite relevant and

replete with required

references, data and examples

Content is interesting to

listen to

Content is

relevant to the knowledge, life

Imparted content is

relevant and replete with

required references, data

and examples most of the times

Most part of the content is

interesting to listen to

Most part of the

content is relevant to the knowledge,

Imparted content is

relevant but does not contain required

references, data and examples.

A part of the

content is interesting to listen

to

Most part of the content is relevant

to the knowledge, life and level of the

Imparted content

lacks in relevance and fails to

generate interest.

Very less part of

the content is interesting

Most part of the content is not

according to the level of the

Imparted content is not

relevant and doesn’t have required

references, data and examples

content is not able to generate interest

Most part of the content

is not relevant to the knowledge, life and level

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and level of the audience

life and level of the audience

audience audience of the audience

Pronunciation, Voice

modulation and Intonation

Learner is able to pronounce

correctly and articulate clearly

Is always

Comprehensible

uses appropriate

intonation

Mostly correct pronunciation and

clear articulation

Can be clearly understood most of

the time

very few phonological errors

Largely correct pronunciation &

clear articulation except occasional

errors

Some expressions

cause stress without compromising with

understanding of spoken discourse.

Frequently unintelligible

articulations

Frequent phonological

errors

Major

communication problem

Insufficient accuracy in pronunciation

many grammatically

errors

Communication is

severely defective

Fluency & Coherence

Speaks fluently almost with no

repetition and hesitation

Develops topic

fully and coherently

Speaks without noticeable effort,

with a minimal repetition

Demonstrates

hesitation to find words or use

correct grammatical

structures and employs self

correction

Topic not fully developed to merit

Is willing to speak at length, however

repetition is little noticeable

Hesitates and self

corrects occasionally

loses coherence

Topic mainly

developed, but u not logically

Usually fluent; produces simple

speech fluently, but loses

coherence in

complex communication

Often hesitates

and/or resorts to slow speech

Topic partly

developed; not always concluded

logically

Noticeably/long pauses

rate of speech is slow

Frequent repetition

and/or self correction

Links only basic sentences;

breakdown of coherence

is evident

Class - X 2020-21

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concluded

Content accuracy

and Clarity in the

usage of active vocabulary

expresses with some flexibility

on a variety of topics such as

family, hobbies, work, travel and

current events

frequently uses complex forms

and sentence

structures

has enough

vocabulary to express

himself/herself

Can express with some flexibility on

most of the topics

Demonstrates

ability to use

complex forms and sentence structures

most of the time

expresses with adequate

vocabulary to express

Communicates with limited flexibility on

most of the topics

Sometimes uses complex forms and

sentence structures

has limited

vocabulary to describe and

express new points

Communicates with limited

flexibility on some of the topics

Complex forms and sentence

structures are rare

exhibits limited

vocabulary to express new ideas

Demonstrates almost no flexibility, and mostly

struggles for appropriate words

Complex forms and

sentence structures are

not used

Uses very basic

vocabulary to express viewpoints.

Time bound delivery of

speech

delivers the required content

within the

stipulated time period with

proper pauses

Has to speak either very fast or slow to

meet the given

time limit; but is able to manage it

without being noticed much

Has to speak either very fast or slow to

meet the given time

limit; able to manage it but can

be noticed

Speaking in a hurry is quite

noticeable

is either too early or too late in delivering the

content

Confidence

imparts vast knowledge with

impressive presentation

Learner is able to display confidence

in delivering the content; but falters

At times displays lack in displaying

fair degree of confidence

Most of the times displays lack of

confidence

Clearly and evidently displays lack of

confidence

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Confidence is

quite evident

Learner is able to cover up any

untoward happening very

effectively

and fumbles evidently

Body language and gestures

Effective use of body language

and gestures add to the

overall presentation

Unable to use effective

and appropriate body language and

gestures at times but manages to

hide the damage .

Body language and gestures are

not used as an impactful tool at

times

Most of the times body language

and gestures are not used as an

impactful tool which is quite

evident

Lacks in using body language and gestures

READING SKILLS

Assessment Parameters

Excellent V. Good Good Fair Needs Improvement

Reading for

understanding

Is focused and able

to read without

distraction

Can easily draw

inferences

Learner is able to

read without

distraction

Learner is able to

draw inferences

Slightly distracted

Learner is able to

draw some

inferences

Distracted reader

Couldn't draw

inferences

Completely distracted

reader

Lacks understanding

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Scanning and

skimming

Thoroughly followed

both techniques of

scanning and

skimming and

understood the

content thoroughly

well

Followed scanning

and skimming at

most of the places

Partially followed

scanning and

skimming

Couldn't follow

scanning and

skimming

Couldn't follow scanning

and skimming at all and

mugged up the

understanding

Ability to

differentiate

between

referential and

inferential

Is completely able

to differentiate

between referential

and inferential

questions and

answered them

accordingly

Learner is able to

differentiate

between

referential and

inferential

questions, but

showed some

lacuna while

answering the

questions

Was partially able

to differentiate

between referential

and inferential

questions but tried

covering up with

clever usage of

language

Couldn’t

differentiate

between

referential and

inferential

questions and

thus the answers

couldn’t be

effective

Couldn’t differentiate

between referential and

inferential questions at

all

Task

completion

within

stipulated time

Easily completed the

task within stipulated

time

Completed the

task within

stipulated time

Able to complete

the task with a little

extra time

Unable to

complete the

task even with

extra time

Couldn't complete the

task at all

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WRITING SKILLS

Long Composition: Story Writing, Article Writing, Informal Letter

Assessment

Parameters

Excellent V. Good Good Fair Needs

Improvement

Format

Correct format with

complete accuracy

The format is

mostly correct

Few errors

could be

spotted in the

format

Mostly inaccurate

format with striking

errors

Completely

inaccurate adherence

to Format

Relevance of the

content

Completely relevant

answer

frequently uses

complex forms and

sentence structures

has enough

vocabulary to express

himself/herself

Relevant answer

with good

explanation

Most part of the

content is

interesting to read

content is

relevant with a

fair degree of

appropriate

explanation

Content has a

limited degree of

relevance

Content has a very

limited degree of

relevance to the topic

of the task

Accuracy No grammatical

errors and good

sentence structure

with no spelling

mistakes

Most of the content

contains no

grammatical errors

and good sentence

formation

Few

grammatical

errors and no

spelling

mistakes

Evident grammatical

errors affecting

sentence formation

Replete with

Grammatical errors

and spelling mistakes

Fluency and

coherence

Complete fluency and

coherence

Fluency and

coherence in writing

Partial

fluency

Lacks fluency

No fluency

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Word limit in

relation to

marks and

Completion of

work within the

stipulated time

Word limit is fully met

and the task is

completed very well

in time

Word limit is met

and

Almost completed in

given time

Word limit is

partially met

but took extra

time

Word limit is not

partially met

Little late to submit

the given task

Word limit is not met

Delayed submission

4. Number of Worksheets planned per chapter: One worksheet for each unit and each topic of Grammar

5. Syllabus for periodic tests

Periodic -I (May)

First Flight Prose: Chapter-1,2&3Poetry: Chapter – 1,2&3

Footprints Without Feet Chapter1,2&3

Grammar Tenses, Modals, Passive Voice

Writing Story Writing, Letter to the Editor, Letter of Enquiry

Periodic -II (September first week )

First Flight Prose: Chapter 4,5,6,7 & 8 Poetry: Chapter 4, 5 & 6

Footprints without Feet Chapter 4, 5, 6 &7

Grammar Cloze gap filling, Editing, Omission, Sentence reordering, Change of Voice & Reported Speech

Writing Story writing, Letter for Placing Orders & Letter of Complaint, Article Writing

Periodic -III (November(7th to 12th) ( December for rest of the classes)

First Flight Prose: Chapter 9 & 10 Poetry: Chapter7,8,9&10

Footprints Without Feet Chapter 8 & 9

Grammar Integrated Grammar covering all the topics taught

Writing Letters of complaint, enquiry, placing orders and Article

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6.(a) Enrichment Activity

Minimum One activity per periodic to be given with details as under:

Name & Mode of the

activity

Learning Objectives

Learning Outcomes Methodology /Procedure

Skills developed

Turncoat

(Individual)

To enhance speaking

skills of the students

To express ideas

clearly, concisely and

coherently

To speak with

confidence with

correct pronunciation

and diction

to organize

information and

communicate with

clarity

Learner is able to

organize information and

communicate with clarity

Thinking skills are

enhanced

Learner is able to view

different situations from

different perspectives

Topics of relevance will be

announced in the class.

Students will be encouraged to

choose any one topic and think for

and against it

2 minutes of preparation time will be

given. 1 minute of speaking time will

be given to each child

Each child will come forward and

speak for and against the same topic

for 30 seconds each. He/she will

change as soon as the teacher will

say ‘Turncoat’.

Cognitive Skills,

Critical Thinking

Analytical Thinking

Language Conventions

Communication

Skills

Self confidence

Making Class Magazine

(Group)

To review, organize

and edit their own

work and work done

by peers

Will be able to plan,

organize and present

ideas coherently

Class discussion about the

magazine.

Some important ingredients of a

magazine like articles, Interviews,

Entertainment and Recipes etc will

Creating leaflets

Organizational skills

Content analysis

Class - X 2020-21

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be discussed in the class

Students will be instructed to make

one page each for their class

magazine.

Listening Activity

(Individual)

Listen, converse and

understand the topic

and its main points

To listen and extract

relevant information

with clarity and

accuracy

Will be able to

distinguish between

main points from

supporting ideas

Each student will be given a

worksheet

They will listen to a recorded script

They will fill up the worksheet

according to the listened script that

will be played twice

Comprehension Skills

Focusing Skills

Attentive Listening

7.(b) Assessment parameters & Rubrics for respective Enrichment Activity:

LISTENING ACTIVITY

Assessment Parameters

Excellent V. Good Good Fair Needs Improvement

Ability to focus. The student is attentive, courteous

and sensitive to the ideas, tone and

purpose of the presentation;

intellectual curiosity, attention to the task,

The student is attentive and

courteous; purposefully and

confidently listens to the presentation.

The student is courteous and

willing to listen to others;

accepts ideas of others.

The student is easily distracted; lacks

confidence to receive ideas easily and

clearly; uses language, tone, or

nonverbal behaviour inappropriate for the

The student is not involved in the

activity and lacks concentration

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and sensitivity to others help to create

a productive climate in and for the group.

occasion; is an insecure member of

the group.

General under- standing

The student shows a very good general

understanding of all vocabulary and

information,

completing all the questions

The student is mostly attentive

and usually able to listen with good

concentration.

The student finds it difficult

to concentrate on the listening

task, but is able

to attend occasionally

The student is not able to concentrate

on the listening task and is easily

distracted and

inattentive.

The student lacks concentration and

displays distraction and inattentiveness

most of the times.

Listening for details.

The student includes all the specific

information and details in his/her

answers.

The student is able to include most

specific information and details in

his/her answers

Although the student shows a

limited ability to listen for

details, specific information is

occasionally

included.

Student is not able to comprehend the

specific details, failing which he is

not able to answer correctly.

The student is unable to grasp specific

details when listening, and does not include

them in the answers

Accuracy of

answers.

The content is

always accurate and related to the

information given.

Answers are mostly

accurate and related to the

information given, with only a few

errors.

The student

includes a small amount of

information, however, a lot

is left out or is not accurate

The student's

answers are left out in between and are

not much related to the content.

The student's answers

are mostly left out or unrelated to the

information given.

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SPEAKING ACTIVITY

Assessment

Parameters

Excellent V. Good Good Fair Needs

Improvement

Content Imparted

content is quite relevant and

replete with required

references, data and examples

Content is

interesting to

listen to

Content is relevant to the

knowledge, life and level of the

audience

Imparted content is

relevant and replete with required

references, data and examples most of the

times

Most part of the content is interesting

to listen to

Most part of the

content is relevant to the knowledge, life

and level of the audience

Imparted content

is relevant but does not contain

required references, data

and examples.

A part of the

content is interesting to

listen to

Most part of the

content is relevant to the

knowledge, life and level of the

audience

Imparted content

lacks in relevance and fails to

generate interest.

Very less part of the content is

interesting

Most part of the content is not

according to the level of the

audience

Imparted content is not

relevant and doesn’t have required

references, data and examples

content is not able to

generate interest

Most part of the content

is not relevant to the knowledge, life and level

of the audience

Pronunciation,

Voice

modulation and Intonation

Learner is able

to pronounce

correctly and articulate clearly

Is always

Comprehensible

Mostly correct

pronunciation and

clear articulation

Can be clearly understood most of

the time very few phonological

Largely correct

pronunciation &

clear articulation except occasional

errors

Some expressions cause stress

Frequently

unintelligible

articulations

Frequent phonological

errors

Insufficient accuracy in

pronunciation

many grammatically

errors

Communication is severely defective

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uses appropriate intonation

errors without compromising

with understanding of

spoken discourse.

Major communication

problem

Fluency &

Coherence

Speaks fluently

almost with no repetition and

hesitation

Develops topic fully and

coherently

Speaks without

noticeable effort, with a minimal repetition

Demonstrates

hesitation to find words or use correct

grammatical structures and

employs self correction

Topic not fully

developed to merit

Is willing to speak

at length, however

repetition is little

noticeable

Hesitates and self

corrects occasionally

loses coherence

Topic mainly

developed, but u

not logically concluded

Usually fluent;

produces simple speech fluently,

but loses

coherence in complex

communication

Often hesitates and/or resorts to

slow speech

Topic partly developed; not

always concluded logically

Noticeably/long pauses

rate of speech is slow

Frequent repetition and/or self correction

Links only basic

sentences;

breakdown of coherence is evident

Content accuracy

and Clarity in the

usage of active vocabulary

expresses with some flexibility

on a variety of topics such as

family, hobbies, work, travel and

Can express with some flexibility on

most of the topics

Communicates with limited

flexibility on most of the topics

Communicates with limited

flexibility on some of the topics

Demonstrates almost no flexibility, and mostly

struggles for appropriate words

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current events

frequently uses complex forms

and sentence structures

has enough vocabulary to

express himself/herself

Demonstrates ability

to use complex forms and sentence

structures most of the time

expresses with

adequate vocabulary to express

Sometimes uses

complex forms and sentence

structures

has limited vocabulary to

describe and express new

points

Complex forms and sentence

structures are rare

exhibits limited vocabulary to

express new ideas

Complex forms and

sentence structures are not used

Uses very basic

vocabulary to express viewpoints.

Time bound delivery of

speech

delivers the required content

within the stipulated time

period with proper pauses

Has to speak either very fast or slow to

meet the given time limit; but is able to

manage it without being noticed much

Has to speak either very fast or

slow to meet the given time limit;

able to manage it but can be

noticed

Speaking in a hurry is quite

noticeable

is either too early or too late in delivering the

content

Confidence

imparts vast knowledge with

impressive presentation

Confidence is

quite evident

Learner is able to cover up any

untoward happening very

Learner is able to display confidence in

delivering the content; but falters

and fumbles evidently

At times displays lack in displaying

fair degree of confidence

Most of the times displays lack of

confidence

Clearly and evidently displays lack of

confidence

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effectively

Body language and gestures

Effective use of body language

and gestures add to the

overall presentation

Unable to use effective

and appropriate body language and

gestures at times but manages to hide the

damage .

Body language and gestures are

not used as an impactful tool at

times

Most of the times body language

and gestures are not used as an

impactful tool which is quite

evident

Lacks in using body language and gestures

WRITING ACTIVITY

Assessment

Parameters

Excellent V. Good Good Fair Needs

Improvement

Format

Correct format with

complete accuracy

The format is

mostly correct

Few errors

could be

spotted in the

format

Mostly inaccurate

format with striking

errors

Completely

inaccurate adherence

to Format

Relevance of the

content

Completely relevant

answer

frequently uses

complex forms and

sentence structures

has enough

vocabulary to express

himself/herself

Relevant answer

with good

explanation

Most part of the

content is

interesting to read

content is

relevant with a

fair degree of

appropriate

explanation

Content has a

limited degree of

relevance

Content has a very

limited degree of

relevance to the topic

of the task

Accuracy No grammatical Most of the content Few Evident grammatical Replete with

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errors and good

sentence structure

with no spelling

mistakes

contains no

grammatical errors

and good sentence

formation

grammatical

errors and no

spelling

mistakes

errors affecting

sentence formation

Grammatical errors

and spelling mistakes

Fluency and

coherence

Complete fluency and

coherence

Fluency and

coherence in

writing

Partial

fluency

Lacks fluency

No fluency

Word limit in

relation to

marks and

Completion of

work within the

stipulated time

Word limit is fully met

and the task is

completed very well

in time

Word limit is met

and

Almost completed in

given time

Word limit is

partially met

but took extra

time

Word limit is not

partially met

Little late to submit

the given task

Word limit is not met

Delayed submission

1. Chapter/ unit wise allocation of marks

SECTION SKILL ASSESSED MARKS

A Reading Skill 20

B Writing Skills & Grammar application 30

C Literature Textbooks 30

Total marks 80

9. Question Paper Design: (Typology of questions with respective weightage)

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BLUE PRINT OF EXAM PAPER

SECTIONA –READING

Q1. A factual passage of 300-350 words with eight very short answer type questions. (8Marks)

Q2. A discursive passage of 350-400 words with four short answer type questions and four MCQs to test vocabulary. (12

Marks)

SECTIONB- WRITING AND GRAMMAR

Q3. Formal letter Complaint/Inquiry/Placing orders/letter to the Editor/Article in about 150-200 words. The questions

will be thematically based on prescribed books. (8Marks)

Q4. A short Story based on given outlines or cue/s in 200 -250 words. (10 Marks)

Grammar may be tested through test types as given below:

Q5. Gap filling with one or two words to test Prepositions, Articles, Conjunctions and Tenses (4 Marks)

Q6. Editing or Omission (4 Marks)

Q7. Sentence reordering or Sentence transformation in context. (4 marks)

SECTION C- LITERATURE TEXT BOOKS

Q8. One out of two extracts from prose/ poetry/drama for reference to context. Four very short answer questions: Two

questions of one mark each. (1x4=4 marks)

Q9. Four short answer type questions from First Flight and Footprints without Feet. (30-40 words each) (2x4=8

marks)

Q10. One out of two long answer type questions from First Flight and Footprints without Feet in about 100-120 words to

assess creativity, imagination and extrapolation beyond the text and across the texts. (8 Marks)

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10. Prescribed Books

Published by NCERT, New Delhi

FIRST FLIGHT- Text for Class X

FOOTPRINTS WITHOUT FEET – Supplementary Reader for Class X

11. Suggested Books (If Applicable)

1. BBC 2. Suggested Reading Topics and Books at the end of the Chapters

12. Links for extended learning: (Related to curriculum )

https://www.studyrankers.com/2014/11/triumph-of-syrgery-class-10th-ncert-solutions.html

https://www.excellup.com/classten/englishten/footprints.aspx

https://www.studiestoday.com/assignment-english-cbse-class-10-english-writing-questions-165808.html

https://www.studyrankers.com/2014/11/triumph-of-syrgery-class-10th-ncert-solutions.htmlhttps://www.excellup.com/classten/englishten/footprints.aspxhttps://www.studiestoday.com/assignment-english-cbse-class-10-english-writing-questions-165808.html

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1. Objectives :

दैनिक जीवि में ह िंदी में बोलिे समझिे के साथ-साथ ललखि ेकी क्षमता का ववकास करिा । ह िंदी के ककशोर साह त्य, अखबार व पत्रिकाओिं को पढ़कर समझ पािा और उिका आििंद उठाि ेकी क्षमता का ववकास करिा। औपचाररक ववषयो और सिंदर्भो में बातचीत में र्भाग ले पाि ेकी क्षमता का ववकास करिा। ह िंदी के जररए अपिे अिरु्भव सिंसार को ललखकर स ज अलर्भव्यक्तत कर पाि ेमें सक्षम बिािा । सिंचार के ववलर्भन्ि माध्यमों में प्रयतुत ह िंदी के ववलर्भन्ि रूपों को समझिे की योग्यता का ववकास करिा। कक्षा में ब ुर्भावषक ,ब ु सािंस्कृनतक सिंदर्भो के प्रनत सिंवेदिशील सकारात्मक सोच बिािा । अपिी मातरृ्भाषा और पररवेश गत र्भाषा को साथ रखकर ह िंदी की रचिाओिं की समझ बिािा। श्रवण और वाचि की योग्यताएिं। प्रवा के साथ बोली जाती ुई ह िंदी को अथथबोध के साथ समझिा। ह िंदी शब्दों का ठीक उच्चारण करिा और ह िंदी के स्वार्भाववक अितुाि का प्रयोग करिा। सामान्य ववषय पर बातचीत करिा और पररचचाथ में र्भाग लेिा। ह िंदी कववताओिं को उचचत लय, आरो -अवरो और र्भाव के साथ पढ़िा। ह िंदी र्भाषा के प्रनत रुचच जागतृ करिा। व्याकरण का समचुचत ज्ञाि एविं व्याकरण र्भाषा का प्रयोग करि ेकी क्षमता का ववकास करिा । शब्द र्भिंडार में वदृ्चध करिा । स्वाध्याय की प्रववृि का ववकास करिा। मौललक लेखि ेत ुप्रेररत करिा । पाठ्यवस्त ुसे सिंबिंचधत ववचारों की स ज अलर्भव्यक्तत एविं उिके व्यव ाररक प्रयोग की क्षमता का ववकास करिा।

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2. Month wise division of syllabus

Lesson No./Topic Name of the lesson Month

स्पशथ गद्य खिंड बड ेर्भाई सा ब माचथ

व्याकरण म ुावरे माचथ

स्पशथ पद्य खण्ड

कबीर (साखी)

मीरा के पद

माचथ

रचिात्मक लेखि सिंवाद लेखि ,पि लेखि, अिचु्छेद लेखि माचथ

सिंचयि रर र काका माचथ

स्पशथ गद्य खण्ड डायरी का एक पन्िा अप्रलै

स्पशथ काव्य खण्ड (पद्य) त्रब ारी के दो े ,मिषु्यता अप्रलै

व्याकरण वातय प्रकार, अशदु्चध शोधि अप्रलै

रचिात्मक ववज्ञापि, सचूिा लेखि ,अपहठत गद्याश । अप्रलै

गद्य खण्ड ततारा वामीरो कथा मई

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व्याकरण शब्द और पद की पररर्भाषा, समास (द्विंद्व ,द्ववग ु,तत्परुुष) मई

सामयिक परीक्षा--1 मई

स्पशथ गद्य खण्ड अब क ााँ दसूरों के दुुःख में दखुी ोिे वाले। जुलाई

स्पशथ काव्य खण्ड पवथत प्रदेश में पावस ,तोप जुलाई

सिंचयि सपिों के से हदि जुलाई

व्याकरण समास (कमथधारय, ब ुव्रीह , अव्ययीर्भाव) जुलाई

स्पशथ गद्य खण्ड पतझड में टूटी पवियािं अगस्त

स्पशथ काव्य खिंड कर चले म किदा अगस्त

अपहठत बोध,व्याकरण

रचिात्मक लेखि

अपहठत गद्यािंश ,रचिा के आधार पर वातय रूपािंतर का अभ्यास

अिचु्छेद लेखि, पि लेखि और सचूिा लेखि का अभ्यास ।

अगस्त

अगस्त

सामयिक परीक्षा --2 अपहठत गद्याश ,गद्य खण्ड और काव्य खण्ड की दो राई कायथ । लसतम्बर

सामयिक परीक्षा --2 लसतम्बर

स्पशथ गद्य खण्ड कारतूस एकाकी लसतम्बर

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स्पशथ काव्य खण्ड आत्मिाण अततूबर

सिंचयि टोपी शतुला अततूबर

अपहठत बोध, व्याकरण शब्द और पद में अिंतर, वातय रूपािंतर का अभ्यास अततूबर

रचिात्मक लेखि पि लेखि , सचूिा लेखि अततूबर

व्याकरण समास , म ुावरे, अशदु्चध शोधि । िवम्बर

रचिात्मक लेखि अिचु्छेद लेखि, पि लेखि , सचूिा लेखि, ववज्ञापि, सिंवाद लेखि । िवम्बर

3. (a) Chapter wise Activities(miscellaneous activities other than the three enrichment activities to be taken up during the

teaching learning process): Give Details in brief as per the headings below:

Name of the activity

Learning Objectives

Learning

outcomes

Methodology

/Procedure

Skills developed

बड ेर्भाई सा ब (म ुावरे)

Group

● व्याकरण सिंबिंधी जािकारी । ● ववषय की पणूथ जािकारी। ● ज्ञाि में वदृ्चध।

पाठ में आए व्याकरण से सिंबिंचधत कायथ को समझI ।

एक या दो ववद्याथी आग ेआकर म ुावरे से सिंबिंचधत सिंकेत देंगे कक्षा में ववद्याथी

वाचि कौशल

● वाचि में शदु्धता । ● उच्चारण की शदु्धता और स्वर की स्पष्टता

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र्भाषा का ववकास

सिंकेतों को समझेंगे और म ुावरा बताएिंगे जैसे परैों पर कुल् ाडी मारिा ववद्याथी परैों पर कुल् ाडी मारि ेका इशारा करेगा और दसूरे ववद्याथी समझकर उिर देंगे।

। ● वाचि के समय ावर्भाव और आत्मववश्वास के र्भाव ।

डायरी का एक पन्िा

सरोक्जिी िायडू और कस्तूरबा गािंधी के जीवि से सिंबिंचधत कुछ तथ्य को उजागर करें।

(Individual)

● इनत ास से सिंबिंचधत घटिाओिं की ववशषे जािकारी।

● र्भाषा का ववकास।

इनत ास से सिंबिंचधत कुछ घटिाओिं की जािकारी प्राप्त ।

व्याकरण का ववकास ोगा।

डायरी का पन्िा पाठ स्वतिंिता सेिानियों पर आधाररत ै ववद्याथी सरोक्जिी िायडू और कस्तूरबा गािंधी की जीवि के कुछ घटिाओिं को ललखकर लाएिंगे और कक्षा में पढ़कर

● प्रर्भावशाली प्रस्तुतीकरण।

● आत्मववश्वास सह त वचि।

● प्रवा के साथ बोली जाती ुई ह िंदी को अथथबोध के साथ वाचि

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सिुाएिंगे।

ततारा वामीरो कथा ककसी अन्य द्वीप सम ू गािंव इत्याहद की लोक कथा पर कक्षा चचाथ

(Individual)

● लोक कथाओिं की रोचकता की जािकारी।

लोक कथाओ के प्रनत रोचकता उत्पि।

बौद्चधक क्षमता का ववकास।

ततारा वामीरो एक लोककथा ै ववद्याथी अन्य द्वीपों या गािंव के लोक कथाओिं के बारे में छािबीि करेंगे और एक ी की लोक कथा कक्षा में सिुाएिंगे।

● वाताथओ और सिंवादों का र्भी स ी वाचि।

● पठि कौशल से स्वयिं के ज्ञाि के निमाथण की क्षमता

अब क ािं दसूरों के दखु में दखुी ोि ेवाल े

(वकृ्षारोपण करें।)

(Group)

● मिषु्य द्वारा प्रकृनत से की जाि ेवाली छेडछाड से ोिे वाली प्राकृनतक आपदाओिं की जािकारी।

वातावरण के प्रनत सचते ोंग े। अत्यचधक पेड कटिे से वातावरण में आए बदलाव को म ससू करिा और ववद्याचथथयों को ज्यादा

मािव प्रकृनत से खखलवाड कर र ा ै क्जससे आए हदि जलजले ,तूिाि और बेवतत के बरसात ेआती ैं। इि सब

● पठि कौशल से आत्मावलोकि।

● पठि कौशल से क ािी अिचु्छेद यािा वणथि जीविी पि आहद को अथथबोध के साथ पढ़ि े

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से ज्यादा पेड लगाि ेके ललए प्रोत्साह त।

चीजों से बचि ेके ललए इिंसाि को ज्यादा से ज्यादा वकृ्ष लगाि ेचाह ए ।अत: ववद्याथी प्रकृनत के बचाव के ललए पेड लगाएिंगे।

की कुशलता

पतझड में टूटी पवियािं (गािंधी जी द्वारा ललखखत पसु्तक सत्य के प्रयोग को पढ़ें और कक्षा में चचाथ करें।)

(Individual)

● आदशथवाहदता और व्यव ाररकता की जािकारी ।

● गािंधीजी के जीवि के बारे में जािेंगे।

● जापानियों की अिोखी झिे की देि के बारे में जािकारी।

गािंधी जी के जीवि में आदशथवाहदताऔर व्यव ाररकता को समझेंगे और अपिे जीवि में आदशथवाहदता को अपिािा।

ववद्याचथथयों को पसु्तकें पढ़ि ेके ललए प्रेररत ककया जाएगा म ात्मा गािंधी जी द्वारा ललखखत पसु्तकों की चचाथ कक्षा में की जाएगी क्जसमें सत्य के प्रयोग ववद्याचथथयों को पढ़िे के ललए क ीिं जाएगी

● लेखि कौशल से ह िंदी र्भाषा के पररचचत और अपररचचत शब्दों की स ी वतथिी का ज्ञाि।

● लेखि कौशल में ववराम चचन् ों का समचुचत प्रयोग का ज्ञाि।

● ललखत े ुए व्याकरण सम्मत र्भाषा का प्रयोग ।

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और उसकी कक्षा में चचाथ र्भी ोगी।

कारतूस (एकािंकी का मिंचि)

(Group)

● इनत ास से सिंबिंचधत घटिाओिं की जािकारी।

रचिात्मक लेखि का ववकास ।

6.कारतूस पाठ एक एकािंकी ै ववद्याचथथयों को ग्रुप में बािंटा जाएगा और कक्षा में ी पाठ को एकािंकी के रूप में ककया जाएगा ववद्याथी अलग-अलग चररिों को अच्छी तर से निर्भाएिंगे।

● मातरृ्भाषा ह िंदी का स ी अिवुाद कर।

● श्रवण कौशल का ववकास ।

● ववश्लेषणात्मक सोच और ताककथ क सोच का ववकास

स्पर्श काव्ि खण्ड

कबीर साखी दो ों को याद करके कक्षा में सिुाएिं ।

● िनैतक मलू्यों पर आधाररत दो े की जािकारी ।

िनैतक मलू्यों के म त्त्व को जीवि में अपिािा

अध्यावपका द्वारा दो े के र्भावाथथ समझाएिं जाएिंगे।

● समय प्रबिंधि का ववकास।

● श्रवण कौशल का

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(Individual)

। उिकी लय व

ध्वनि से उन् ें पररचचत करवाया जाएगा ।ववद्याथी दो े याद कर कक्षा में सिुाएिंगे।

ववकास ।

मीरा के पद ववष्ण ुके 10 अवतारों के िाम A4 साइज शीट पर करें।

(Pair)

● र्भक्तत कालीि कववयों और मीरा की र्भगवाि के प्रनत र्भक्तत र्भाविा से पररचचत ।

र्भक्तत कालीि कववयों की ववस्ततृ जािकारी प्राप्त ।

मीरा पाठ में ववष्ण ुके अलग-अलग अवतारों का वणथि ै अतुः ववद्याथी ववष्ण ुके 10 अवतारों को A4 साइज शीट पर ललखेंगे।

● लेखि कौशल से ह िंदी र्भाषा के पररचचत और अपररचचत शब्दों की स ी वतथिी का ज्ञाि।

त्रब ारी के दो े (दो े याद कर कक्षा में सिुाएिं )

(Individual)

● जीवि मलू्यों पर आधाररत दो ों से सीख की प्राक्प्त ।

जीवि मलू्य पर आधाररत दो े के र्भावाथथ को समझिा ।

प्रत्येक ववद्याथी दो े याद करेगा और कवव त्रब ारी के कोई दो दो े कक्षा में सिुाएिंगे।

● समय प्रबिंधि का ववकास।

● श्रवण कौशल का ववकास ।

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मिषु्यता (दािवीर कणथ ऋवष दधीचच और म ाराज लशवव पर आधाररत एक एक चाटथ बिाएिं।)

(Individual)

● इनत ास में दािवीर कणथ ऋवष दधीचच और म ाराज लशवव की क ानियों से पररचचत ोिा।

इनत ास में ककति े ी दािवीर ुए ैं अतुः उि दािवीरो के बारे में ववस्ततृ जािकारी प्राप्त ।

मिषु्यता पाठ पर आधाररत दािवीर कणथ ,ऋवष दधीचच ,म ाराज लशवव के जीवि से सिंबिंचधत क ािी चाटथ पर ललखेंगे ।ये चाटथ बच्च ेअिकु्रमािंक के अिसुार ी बिाएिंगे।

● इनत ास की क ानियों से पररचचत ोिा।

● र्भाषा का ववकास ।

पवथत प्रदेश में पावस (बाररश झरिे इिंद्रधिषु बादल कोयल पािी पक्षी सरूज ररयाली िल-िूल आहद शब्दों का प्रयोग कर कववता की रचिा करें।)

(Individual)

● पवथत प्रदेश में पावस ऋतु अथाथत वषाथ ऋत ुमैं आए बदलाव की ववस्ततृ जािकारी।

● स्वयिं लेखि से रचिात्मक लेखि का ववकास।

पवथत प्रदेश में वषाथ ऋत ुके की सुिंदरता की आििंदािरु्भनूत।

ववद्याथी को कुछ शब्द हदए जाएिंगे जो शब्द प्रकृनत के साथ सिंबिंचधत ोंग ेववद्याथी उि शब्दों के आधार पर कववता का निमाथण करेंगे । कववता A4 साइज शीट पर बिा कर देंगे।

● प्राकृनतक सुिंदरता के साथ साथ िए शब्दों का ज्ञाि

● लेखि कौशल का ववकास

● र्भाषा का ववकास I

तोप (अपिे श र में क ीिं रखी तो के इनत ास की जािकारी

● इनत ास में यदु्ध के समय प्रयोग की जाि ेवाली तोपों

त्रिहटश समय में प्रयोग की जाि ेवाली तोपों की

य गनतववचध दो दो बच्च ेलमलकर करेंगे और श र में

● ऐनत ालसक घटिाओ की

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प्राप्त कर कक्षा चचाथ )

(Pair)

की ववस्ततृ जािकारी प्राप्त ोगी।

जािकारी और इनत ास में कई तोपों के बारे में ववद्याथी जािकारी ालसल ।

रखें अलग-अलग स्थािों पर तोपों के इनत ास की जािकारी प्राप्त कर कक्षा चचाथ करेंगे। तोपों से सिंबिंचधत जािकारी ववद्याथी को स्माटथ बोडथ पर र्भी हदखाई जाएगी।

जािकारी I ● लेखि कौशल का ववकास I

कर चले म किदा र्भारत और चीि के यदु्ध की ऐनत ालसक पषृ्ठर्भलूम के बारे में बताएिं गे।

(Individual)

● र्भारत और चीि के यदु्ध 1962 की ऐनत ालसक पषृ्ठर्भलूम से पररचचत ोंगे।

र्भारत और चीि के यदु्ध की ऐनत ालसक पषृ्ठर्भलूम को जािेंगे और उस यदु्ध से सिंबिंचधत कुछ जािकारी ालसल करि ेसे ज्ञाि में वदृ्चध ।

1962 में र्भारत और चीि के यदु्ध से सिंबिंचधत घटिाओिं की जािकारी ववद्याथी को दी जाएगी। इसके ललए उन् ें कीकत किल्म र्भी देखि ेको क ा जाएगा। क्जसके आधार पर य गीत ललखा गया ै ।कक्षा में इस गीत को स्माटथ बोडथ पर हदखाया र्भी जाएगा।

● ऐनत ालसक घटिाओ की जािकारी I

● देशर्भक्तत का र्भाव जागतृ ोिा I

● र्भाषा का ववकास I

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आत्मिाण (रवविंद्र िाथ टैगोर के जीवि सिंबिंधी जािकारी ालसल कर कक्षा में चचाथ)

(Individual)

● रवविंद्र िाथ टैगोर की रचिाओिं की जािकारी।

कववता के र्भावाथथ को समझेंगे ।ये प्राथथिा अन्य प्राथथिाओिं से त्रबल्कुल लर्भन्ि ै क्जसमें कवव परमात्मा से दखुों में स ारा ि ीिं मािंगता बक्ल्क ह म्मत मािंगता ै।

रवविंद्र िाथ ठाकुर द्वारा रचचत कववताओिं में से कोई एक कववता कक्षा में सस्वर वाचि करेंगे।

● श्रवण और वचि कौशल का ववकास I

सिंचयि 1 रर र काका (र्भाषण प्रनतयोचगता ववषय समाज में ररश्तो की तया अ लमयत ै )

(Individual)

● समाज मैं ररश्तो की अ लमयत को जािेंगे।

पाठ के द्वारा ववद्याथी एकल पररवार और सिंयतुत पररवार के बारे में र्भी जाििा कक इिके तया-तया िायदे ोत े ैं समाज में आज ररश्तो को लेकर मि में पिप र ी कडवा ट के बारे में र्भी चचाथ ।

रर र काका पाठ पर आधाररत ववद्याचथथयों को एक ववषय हदया जाएगा ।क्जस पर ववद्याथी र्भाषण तैयार करेंगे और कक्षा में इसकी प्रनतयोचगता करवाई जाएगी। र्भाषण का ववषय र ेगा -'समाज में ररश्तो की अ लमयत।'

● श्रवण और वचि कौशल का ववकास I

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सपिों के से हदि पाठ में से म ुावरे छािंट कर ललखें )

(Individual)

● बचपि की शरारत ेऔर ववद्यालय में त्रबताए ुए पलो की चचाथ पाठ के माध्यम से ोगी।

●

ववद्याथी लेखक के द्वारा अपिे बचपि की चचाथ और उिकी शरारती को पढ़कर आििंद लेंगे और अपिी कुछ रातों की चचाथ र्भी कक्षा में करिा।

बचपि में खेले गए कुछ परुािे खेलों की चचाथ करते ुए कुछ खेल ववद्याचथथयों को ग्राउिं ड में ले जाकर खेले जाएिंगे।

● लेखि कौशल का ववकास I

टोपी शतुला

(लेख प्रनतयोचगता ववषय लमिता का जीवि में म त्व)

(Group)

● टोपी शतुला पाठ के माध्यम से जात पात सिंबिंचधत रे्भदर्भाव लमटाि ेपर जोर।

टोपी शतुला पाठ के द्वारा धमथ की आड में आपसी ररश्तो में कडवा ट का वणथि और लमिता में धमथ जानत का कोई स्थाि ि ीिं , इसका वणथि ककया गया ै। मािवता का ववकास, आपसी मेलजोल का ववकास, बालसलुर्भ व्यव ार को जाििा I

पाठ में आए म ुावरों को रेखािंककत कर A4 साइज शीट पर म ुावरे ललखेंगे और उिकी कक्षा में चचाथ कर बोडथ पर सजाएिंगे।

● लेखि कौशल का ववकास I

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3 (b) Assessment parameters & Rubrics for respective Activity: लेखन तथा वाचन कौर्ल सम्बन्धित गयतववधििों हेत ु:-

मलूिाांकन के आिार बब ांद ु:

प्रकार अयत उत्तम उत्तम सराहनीि अच्छा प्रिास सिुार आवश्िक

(1) ववषय र्भाव के अिरुूप- (कववता स्वरचचत कववता ) वाद-वववाद, कववता लेखि क ािी लेखि इत्याहद।

ववषय र्भाव के अिरुूप ववषय के अिकूुल ।

ववषय से टकर ककसी अन्य ववषय पर वाचि व लेखि ।

ववषय के अिरुूप वाचि या लेखि का िा ोिा।

ववषय सामग्री का ज्यादा प्रर्भावशाली िा ोिा

(2) लयात्मकता एविं र्भावात्मकता प्रस्तुनत

लय और र्भाव का परूा ध्याि रखा गया।

लय और र्भाव का ध्याि।

कववता स्वरचचत िा ोिा।लय और र्भावात्मकता का ध्याि रखा गया ।

कववता का स्वरचचत िा ोिा। र्भावात्मक और लयात्मकता की ओर ध्याि देि ेकी आवश्यकता

र्भाव और लय का अर्भाव।

(3) उच्चारण की शदु्धता व स्वर की स्पष्टता।

शदु्ध उच्चारण व स्पष्ट स्वर

शदु्ध उच्चारण। उच्चारण की शदु्धता पर ध्याि देि ेकी

उच्चारण की शदु्धता में कमी।

उच्चारण में शदु्धता की कमी ।

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आवश्यकता। कववता,र्भाषण या लेखि इत्याहद

(4) ावर्भाव प्रर्भावशाली प्रस्तुतीकरण

प्रस्तुतीकरण सरा िीय ।

प्रस्तुतीकरण में कमी ।

प्रस्तुनत में िहुटयािं । प्रस्तुतीकरण का प्रर्भावशाली िा ोिा और बीच-बीच में र्भलू जािा ।

(5) आत्मववश्वास और प्रस्तुतीकरण।

आत्मववश्वास सह त। आत्मववश्वास की कमी (क ीिं-क ीिं रुकिा

आत्मववश्वास की कमी।

आत्मववश्वास की कमी।

आत्मववश्वास की कमी ोिा।

4. Number of Worksheets planned per chapter: एक कािश ताललका प्रयत पाठ। 5. Syllabus for periodic tests

● Periodic -I (May)

सामनयक परीक्षा - 1 ेतु पाठ्यक्रम। कुल अक -40

● बड ेर्भाई सा ब ● कबीर ● रर र काका ● अपहठत गद्यािंश (कुल 8 अिंक )

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● वातय रूपािंतर (3 अिंक ) ● अशदु्चध शोधि (2 अिंक) ● शब्द व पद में अिंतर( 1 अिंक ) ● पि लेखि ,ववज्ञापि (5,5 अिंक के ) ● पाठ सिंबिंधी प्रश्ि उिर कुल 16 अिंक के पछेू जाएिंगे।

● Periodic -II (September first week )

सामयिक परीक्षा- 2 का पाठ्िक्रम। कुल अांक - 80

अपहठत गद्यािंश। ( कुल अिंक 10 ) व्यव ाररक व्याकरण। ( कुल अिंक 16 )

● शब्द और पद में अिंतर। (1 अिंक ) ● रचिा के आधार पर वातय रूपािंतर ( 3 अिंक) ● समास। ( 4अिंक ) ● अशदु्चध शोधि। (4 अिंक ) ● म ुावरे। ( 4 अिंक)

पाठ्िपसु्तक स्पर्श तथा परूक पसु्तक सांचिन। (कुल अांक 28) स्पशथ गद्य खिंड। ( कुल अिंक 11)

● बड ेर्भाई सा ब ● डायरी का एक पन्िा ● ततारा वामीरो कथा

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● अब क ािं दसूरों के दखु में दखुी ोि ेवाल े● पतझड की टूटी पवियािं

काव्य खिंड। ( कुल अिंक 11 ) ● साखी (कबीर ) ● मीरा के पद ● दो े ( त्रब ारी ) ● मिषु्यता ● तोप

सिंचयि परूक पसु्तक। ( कुल अिंक 6 ) ● रर र काका ● सपिों के से हदि

रचनात्मक लेखन। ( कुल अांक 26 ) ● अिचु्छेद लेखि (अिंक 6) ● पि लेखि। (अिंक 5) ● सिंवाद लेखि। ( अिंक 5 ) ● सचूिा लेखि। ( अिंक 5 ) ● ववज्ञापि लेखि। ( अिंक 5)

● Periodic -III (November(7th to 12th) ( December for rest of the classes)

सामयिक परीक्षा-3 का पाठ्िक्रम कुल अांक -40

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● अपहठत गद्यािंश। अिंक 8

● पतझड में टूटी पवियािं। अिंक 14

● पवथत प्रदेश में पावस

● कर चले म किदा

● टोपी शतुला।

● म ुावरे ,समास ,अशदु्चध शोधि ,वातय प्रकार। अिंक 8

● ववज्ञापि ,सिंवाद लेखि ,सचूिा लेखि। अिंक 10

Note: Mention the percentage of syllabus to be tested in final examination. (Specific for each class)

कक्षा दसवीां में सांपरू्श पाठ्िक्रम परीक्षा में आता है।

6.(a) Enrichment Activity

Name of the activity

Learning Objectives

Learning Outcomes

Methodology /Procedure

Skills developed

सामयिक गयतववधि 1 आज से सिंबिंचधत कुछ ववषयों पर पीपीटी

● िवीि प्रणाली के प्रनत जागरूकता ।

● ज्ञाि का ववस्तार ।

● अलर्भव्यक्तत तथा प्रस्तुतीकरण

● र्भाषाई दक्षता एविं

छािों को 10 -10 के समू में बािंट कर प्रत्येक दल को एक एक ववषय हदया जाएगा डायरी का पन्िा ,समास, म ुावरे और ववज्ञापि

● तय समय में कायथ करिा सीखिा ।

● ववषय सिंबिंधी ज्ञाि

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रोल ििंबर : 1 से 10 डायरी का पन्िा 11 से 20 समास 21 से 30 म ुावरे 31 से 40 ववज्ञापि

● सकारात्मक दृक्ष्टकोण का ववकास ।

● ववषय की समझ ● प्रकाशि अलर्भव्यक्तत व

आत्मववश्वास

सिंबद्धता ● स र्भाचगता तथा सकक्रय योगदाि

पर एक -एक पीपीटी तयैार करेंगे।

में वदृ्चध । ● क्जज्ञास ुप्रववृि का

ववकास।

सामयिक गयतववधि 2 र्भाषण प्रनतयोचगता ववषय “लशक्षा रटि ववद्या ि ीिं”

● शदु्ध उच्चारण कौशल का ववकास ।

● प्रस्तुतीकरण शलैी का ववकास ।

● सटीक वातय क्रम बद्धता का ववकास ।

● आत्मववश्वास में वदृ्चध। ●

● अलर्भव्यक्तत तथा प्रस्तुतीकरण ।

● र्भाषाई दक्षता

● आत्मववश्वास एविं ाव-र्भाव

● प्रर्भावशीलता तथा क्रमबद्धता

प्रकक्रया--- ववद्याचथथयो को ववषय के बारे में सिंके्षप में समझाया जाएगा ।

र्भाषण के ललए कम से कम 1 लमिट और अचधकतम समय 2 लमिट र ेगा�