ramjas public school (day boarding) anand … canterville ghost—(novel) oscar wilde ... 5. term ii...

RAMJAS PUBLIC SCHOOL (DAY BOARDING)

Anand Parbat, Delhi-110005

ANNUAL CURRICULUM PLAN (2016-2017)

SUBJECT: ENGLISH CORE CLASS:XI

S.No. U.T./TERM Task

Marks

Learning

Objectives Methodology Skills to be developed

1. UNIT

TEST_I

Reading Skills: Comprehension &Vocabulary

Advanced Writing Skills: Notice Writing

Grammar: Tenses, Nominalisation,Prepositions

Literature : Hornbill --

The Portrait of a Lady

‘We’re Not Afraid To Die .....If We Can All Be Together’

Poetry – A Photograph

30 Reinforcement

and assessment

of the content

and skills taught

in class.

Individual

assessment

through a pen

paper test

Reading

comprehension,

vocabulary and

grammar skills

Global

comprehension

of the literature

content taught

Critical /

analytical

thinking

2.

Term -I

Reading Skills: Comprehension & Vocabulary

Note Making and Summary Writing

Advanced Writing Skills:

Notice Writing

Posters

Letter Writing (business/ official letters-making enquiries,

registering complaints ;letters to the editor

Article/ Speech/ Report/ Narrative

Grammar: Determiners, Tenses, Modals, Voice

Error Correction, editing tasks

Re-ordering of sentences

Transformation of sentences

Literature: Hornbill -- Prose

80 Reinforcement

and assessment

of the content

and skills taught

in class.

Individual

assessment

through a pen

paper test

Reading

comprehension,

vocabulary and

grammar skills

Global

comprehension

of the literature

content taught

Critical /

analytical

thinking

The Portrait Of A Lady

We ‘re Not Afraid To Die...If We

Can All Be Together

Discovering Tut: The Saga Continues

The Ailing Planet

The Browning Version

Poetry

Childhood

Father To Son

A Photograph

Snapshots—

The Summer Of The Beautiful White Horse

The Address

The Canterville Ghost—(Novel) Oscar Wilde

Chapter 1—4

3.

Unit Test-II

Reading Skills : Comprehension & Vocabulary

Advanced Writing Skills: Report Writing /SPEECH / Article

Grammar: Determiners, Tenses, Words Often Confused, Modals.

Literature: Hornbill—(Poetry) The Voice of The Rain

Snapshots—(Prose) Albert Einstein At School

Mother’s Day

30 Reinforcement

of the content

and skills taught

in the class.

Individual

assessment

through a pen

paper test

Reading

comprehension,

vocabulary and

grammar skills

Global

comprehension

of the literature

content taught

Critical

/analytical

thinking

4. Unit test-III Reading Skills : Comprehension & Vocabulary

Advanced Writing Skills : Advertisements, Posters

Grammar: Tenses, Clauses, Transformation of sentences

Literature: Snapshots- (Prose) The Birth

Ranga’s Marriage

(Poetry) The Melon City

30 Reinforcement

of the content

and skills taught

in the class.

Individual

assessment

through pen

and paper test

5. Term II The Canterville Ghost –Chapter 1—7

The entire syllabus covered till the Unit Test III

80 Reinforcement

of skills and

content taught

in the class.

Individual

assessment

through pen

and paper test

6. Term I & II Assessment of Speaking Skills

10 To enable

learners to

speak using

appropriate

stress and

intonation

patterns.

To make them

adopt different

strategies to

convey ideas

effectively

according to

purpose, topic

and audience.

Individual

presentation by

learners to the

class.

To understand and

respond to lectures

speeches etc.

To acquire the ability

of self expression.

To develop

confidence to

converse in English

on any subject of

importance.

To develop fluency

and spontaneity.

To participate in

group

discussions/interviews

To enable them

to express and

argue a point of

view clearly

and effectively.

To make the

learners

participate in

spontaneously

spoken

discourse in

familiar social

situations.

making short oral

presentations on a

variety of topics.

7. Term I &II

Assessment of Listening Skills

10 To enable the

learners to

listen to a

conversation

/talk and

understand the

topic and the

main points.

To listen for

specific

information

requires.

To understand

and interpret

spontaneously

the spoken

discourse in a

familiar social

situation

Individual

assessment

through a

worksheet and

an audio clip.

To understand and

respond to lectures

speeches etc.

Too take/ make notes

from reference

material, recorded

talks etc.

To improve basic

comprehending skills.

To build overall

confidence.

To develop ability

and knowledge

required to engage in

independent reflection

and enquiry.

A. Term I & II Reading Skills: Comprehension & Vocabulary

Note Making & Summary Writing

20 To improve the

learners

comprehending

skills.

To enable the

learners to

answer

precisely and

aptly.

Worksheets,

class-

assignments,

test papers.

To read and

comprehend text

prescribed and non

prescribed in various

genres—fiction,

science fiction,

drama, poetry,

biography,

autobiography, travel

and sports literature.

B. Term I& II

Writing Skills & Grammar

20

+10

To enable the

learners to

acquire basic

grammatical

correctness by

practising all

the important

sections

prescribed in

the syllabus.

To develop a

clear knowledge

of the formats

for writing

letters, articles,

speeches,

reports, notices

and designing

posters and

advertisements.

Class

discussion,

brainstorming,

active

interaction,

lecture method.

Use of work

sheets, model

test papers and

assignments.

Develop the ability to

write expository/

argumentative write-

ups explaining or

developing a topic,

arguing a case etc

To write

formal/informal

letters and

applications for

different purposes.

To learn the use of

passive forms in

scientific and

innovative writings.

To learn the use of

various tense forms

for different kinds of

narration..

C. Term I LITERATURE : HORNBILL (PROSE)

The Portrait Of A Lady

To enable the

learners to

appreciate a

literary genre

(prose) and the

writer’s style of

writing .

To make the

learners

appreciate the

story in terms

of plot, setting

and

characterisation.

To develop new

vocabulary.

To make

specific and

global

comprehension

of the text read.

To enable

readers to

recall, reason

and appreciate

To promote

habit of self

learning, a

multi- skill

learner centred

activity based

approach with

many

variations is

adopted.

Incorporating

learning

activities like

role- play,

dramatization,

group

discussion,

writing etc.

Using Extra

Marks SLM on

the Smart

Board and

linking it with

the text.

Class

Reading with correct

word stress, sentence

stress and intonation.

Reading for

understanding

/comprehension both

global and specific.

Developing writing

skills by integrating

literature with

language.

Writing for self

expression .

Building vocabulary,

deducing the meaning

of unfamiliar terms

used in the context.

Developing thought

and critical analysis

on the basis of the

text read.

Developing writing

skills /appreciation.

Understanding of

human values.

literary

conversation,

infer and

analyse.

To develop

ability and

knowledge

Required to

engage in

independent

reflection.

To develop the

capacity to

appreciate

literary use of

English and

also use English

creatively and

imaginatively.

discussion on

author’s life

and works, the

setting, plot,

characterisation

and themes in

the story.

Reinforcement

of the content

read through

class task/

home task/

work sheets.

Understanding of

literary devices/

figures of speech.

WE ‘RE NOT AFRAID TO DIE IF WE CAN ALL BE

TOGETHER....

To enable the

learners to

appreciate a

literary genre

(prose) and the

writer’s style of

writing .

To make the

learners

appreciate the

story in terms

of plot, setting

To promote

habit of self

learning, a

multi- skill

learner centred

activity based

approach with

many

variations is

adopted.

Incorporating

learning




Reading for

understanding

/comprehension both


Developing writing


literature with

language.

Writing for self

and

characterisation.

To develop new

vocabulary.

To make

specific and

global

comprehension

of the text read.

To enable

readers to

recall, reason

and appreciate

literary

conversation,

infer and

analyse.

To develop

ability and

knowledge

Required to

engage in

independent

reflection.

To develop the

capacity to

appreciate

literary use of

English and

also use English

creatively and

imaginatively.

activities like

role- play,

dramatization,

group

discussion,

writing etc.

Using Extra

Marks SLM on

the Smart

Board and

linking it with

the text.

Class

discussion on

author’s life

and works, the

setting, plot,

characterisation

and themes in

the story.

Reinforcement

of the content

read through

class task/

home task/

work sheets.

expression .



of unfamiliar terms


Developing thought


on the basis of the

text read.

Developing writing


Understanding of

human values.

Understanding of

literary devices/

figures of speech.

DISCOVERING TUT : THE SAGA CONTINUES To enable the

learners to

appreciate a

literary genre

(prose) and the

writer’s style of

writing .

To make the

learners

appreciate the

story in terms

of plot, setting

and

characterisation.

To develop new

vocabulary.

To make

specific and

global

comprehension

of the text read.

To enable

readers to

recall, reason

and appreciate

literary

conversation,

infer and

analyse.

To develop

ability and

To promote

habit of self

learning, a

multi- skill

learner centred

activity based

approach with

many

variations is

adopted.

Incorporating

learning

activities like

role- play,

dramatization,

group

discussion,

writing etc.

Using Extra

Marks SLM on

the Smart

Board and

linking it with

the text.

Class

discussion on

author’s life

and works, the

setting, plot,

characterisation

and themes in

the story.




Reading for

understanding

/comprehension both


Developing writing


literature with

language.

Writing for self

expression .



of unfamiliar terms


Developing thought


on the basis of the

text read.

Developing writing


Understanding of

human values.

Understanding of

literary devices/

figures of speech.

knowledge

Required to

engage in

independent

reflection.

To develop the

capacity to

appreciate

literary use of

English and

also use English

creatively and

imaginatively.

Reinforcement

of the content

read through

class task/

home task/

work sheets.

THE AILING PLANET To enable the

learners to

appreciate a

literary genre

(prose) and the

writer’s style of

writing .

To make the

learners

appreciate the

story in terms

of plot, setting

and

characterisation.

To develop new

vocabulary.

To make

specific and

global

To promote

habit of self

learning, a

multi- skill

learner centred

activity based

approach with

many

variations is

adopted.

Incorporating

learning

activities like

role- play,

dramatization,

group

discussion,

writing etc.

Using Extra




Reading for

understanding

/comprehension both


Developing writing


literature with

language.

Writing for self

expression .



of unfamiliar terms


Developing thought


comprehension

of the text read.

To enable

readers to

recall, reason

and appreciate

literary

conversation,

infer and

analyse.

To develop

ability and

knowledge

Required to

engage in

independent

reflection.

To develop the

capacity to

appreciate

literary use of

English and

also use English

creatively and

imaginatively.

Marks SLM on

the Smart

Board and

linking it with

the text.

Class

discussion on

author’s life

and works, the

setting, plot,

characterisation

and themes in

the story.

Reinforcement

of the content

read through

class task/

home task/

work sheets.

on the basis of the

text read.

Developing writing


Understanding of

human values.

Understanding of

literary devices/

figures of speech.

THE BROWNING VERSION To enable the

learners to

appreciate a

literary genre

(prose) and the

writer’s style of

To promote

habit of self

learning, a

multi- skill

learner centred

activity based




Reading for

understanding

/comprehension both

writing .

To make the

learners

appreciate the

story in terms

of plot, setting

and

characterisation.

To develop new

vocabulary.

To make

specific and

global

comprehension

of the text read.

To enable

readers to

recall, reason

and appreciate

literary

conversation,

infer and

analyse.

To develop

ability and

knowledge

Required to

engage in

independent

reflection.

To develop the

capacity to

approach with

many

variations is

adopted.

Incorporating

learning

activities like

role- play,

dramatization,

group

discussion,

writing etc.

Using Extra

Marks SLM on

the Smart

Board and

linking it with

the text.

Class

discussion on

author’s life

and works, the

setting, plot,

characterisation

and themes in

the story.

Reinforcement

of the content

read through

class task/

home task/

work sheets.


Developing writing


literature with

language.

Writing for self

expression .



of unfamiliar terms


Developing thought


on the basis of the

text read.

Developing writing


Understanding of

human values.

Understanding of

literary devices/

figures of speech.

appreciate

literary use of

English and

also use English

creatively and

imaginatively.

(POETRY) --- A PHOTOGRAPH To enable

learners to

appreciate a

literary genre i e

poetry

To enable the

learners to

appreciate

Shirely

Toulson’s

simple and

poetic style.

To make the

learners

comprehend the

literal as well as

figurative

meaning of the

poem

To enable the

learners to

understand the

literary devices

/ figures of

speech used in

Using the Extra

Marks SLM

on the smart

board.

Class

discussion on

the poet’s life


rhyme and rhythm.

Reading for

understanding /

comprehension both


Developing writing


literature with

language.

Writing for self

expression.



of unfamiliar lexical

terms in the context.

Developing thought


on the basis of the

text read.

Understanding of the

human values.


literary devices /

figures of speech

the poem.

To develop an

understanding

of the themes

conveyed in the

poem.

Photograph—as

a means of

remembrance

that takes one

through the

journey down

the lane

The nostalgic

mood of the

poet, portrayed

with immense

simplicity wins

the readers

appreciation. .

.

CHILDHOOD To enable the

learners to

appreciate a

literary genre ie

poetry.

To enable the

learners to

appreciate

Natten’s simple

and popular

poetic style.

To make the

Using the Extra

Marks SLM

on the smart

board.

Class

discussion on

the poet’s life


rhyme and rhythm.

Reading for

understanding /

comprehension both


Developing writing


literature with

language.

Writing for self

expression.

learners

comprehend the

literal as well as

the figurative

meaning of the

poem.

To enable the

learners to

understand the

literary devices/

figures of

speech used in

the poem.

To develop an

understanding

of the themes

conveyed by the

poem.

The poet is

perturbed on

account of the

loss of

childhood and

wonders as to

when he lost it.

The

development of

logical thinking,

being aware of

the hypocrisy of

the world and

acquiring a

sense of





Developing thought


on the basis of the

text read.


human values.


literary devices /

figures of speech

individuality

resulted in his

loss of

childhood.

The theme of

the poem

conveyed with

utmost

simplicity wins

the readers

appreciation. .

FATHER TO SON To enable the

learners to

appreciate a

literary genre ie

poetry.

To enable the

learners to

appreciate

Elizabeth

Jennings’ poetic

style.

To make the

learners

understand the

literary devices

/ figures of

speech used in

the poem.

To develop an

understanding

of the themes

conveyed by the

Using the Extra

Marks SLM

on the smart

board.

Class

discussion on

the poet’s life


rhyme and rhythm.

Reading for

understanding /

comprehension both


Developing writing


literature with

language.

Writing for self

expression.





Developing thought


on the basis of the

text read.


human values.

poem.

The dilemma

faced by the

father and the

son and their

conscious

awareness of

the rift between

them.

The never

ending

generation gap

that exists

between the

two.

And their

efforts to reduce

that and begin

the relationship

afresh go in

vain.


literary devices /

figures of speech

Term II THE VOICE OF THE RAIN To enable the

learners to

appreciate a

literary genre ie

poetry.

To enable the

learners to

appreciate Walt

Whitman’s

poetic style.

To make the

Using the Extra

Marks SLM

on the smart

board.

Class

discussion on

the poet’s life


rhyme and rhythm.

Reading for

understanding /

comprehension both


Developing writing


literature with

language.

Writing for self

learners

comprehend the

literal as well as

the figurative

meaning of the

poem.

To enable the

learners to

understand the

literary devices

/ figures of

speech used in

the poem.

To develop an

understanding

of the themes

conveyed by the

poem.

The two voices

in the poem –

that of the poet

and the rain.

The poem

relates to the

process of

rainfall

scientifically

(across the

curriculum).

The distinct

sentence

structure in the

poem. All these

expression.





Developing thought


on the basis of the

text read.


human values.


literary devices /

figures of speech

make the poem

worth being

compared to

other rain

poems.

C.

Term I

SNAPSHOTS: (PROSE)

THE SUMMER OF THE BEAUTIFUL WHITE HORSE

To enable the

learners to

appreciate a

literary genre

(prose) and the

writer’s style of

writing .

To make the

learners

appreciate the

story in terms

of plot, setting

and

characterisation.

To develop new

vocabulary.

To make

specific and

global

comprehension

of the text read.

To enable

readers to

recall, reason

and appreciate

literary

conversation,

To promote

habit of self

learning, a

multi- skill

learner centred

activity based

approach with

many

variations is

adopted.

Incorporating

learning

activities like

role- play,

dramatization,

group

discussion,

writing etc.

Using Extra

Marks SLM on

the Smart

Board and

linking it with

the text.

Class

discussion on

author’s life




Reading for

understanding

/comprehension both


Developing writing


literature with

language.

Writing for self

expression .



of unfamiliar terms


Developing thought


on the basis of the

text read.

Developing writing


Understanding of

human values.

Understanding of

literary devices/

infer and

analyse.

To develop

ability and

knowledge

Required to

engage in

independent

reflection.

To develop the

capacity to

appreciate

literary use of

English and

also use English

creatively and

imaginatively.

and works, the

setting, plot,

characterisation

and themes in

the story.

Reinforcement

of the content

read through

class task/

home task/

work sheets.

figures of speech.

Term I

THE ADDRESS

To enable the

learners to

appreciate a

literary genre

(prose) and the

writer’s style of

writing .

To make the

learners

appreciate the

story in terms

of plot, setting

and

characterisation.

To promote

habit of self

learning, a

multi- skill

learner centred

activity based

approach with

many

variations is

adopted.

Incorporating

learning

activities like

role- play,




Reading for

understanding

/comprehension both


Developing writing


literature with

language.

Writing for self

expression .


To develop new

vocabulary.

To make

specific and

global

comprehension

of the text read.

To enable

readers to

recall, reason

and appreciate

literary

conversation,

infer and

analyse.

To develop

ability and

knowledge

Required to

engage in

independent

reflection.

To develop the

capacity to

appreciate

literary use of

English and

also use English

creatively and

imaginatively.

dramatization,

group

discussion,

writing etc.

Using Extra

Marks SLM on

the Smart

Board and

linking it with

the text.

Class

discussion on

author’s life

and works, the

setting, plot,

characterisation

and themes in

the story.

Reinforcement

of the content

read through

class task/

home task/

work sheets.


of unfamiliar terms


Developing thought


on the basis of the

text read.

Developing writing


Understanding of

human values.

Understanding of

literary devices/

figures of speech.

C. Term II To enable the To promote Reading with correct

ALBERT EINSTEIN AT SCHOOL

learners to

appreciate a

literary genre

(prose) and the

writer’s style of

writing .

To make the

learners

appreciate the

story in terms

of plot, setting

and

characterisation.

To develop new

vocabulary.

To make

specific and

global

comprehension

of the text read.

To enable

readers to

recall, reason

and appreciate

literary

conversation,

infer and

analyse.

To develop

ability and

knowledge

Required to

habit of self

learning, a

multi- skill

learner centred

activity based

approach with

many

variations is

adopted.

Incorporating

learning

activities like

role- play,

dramatization,

group

discussion,

writing etc.

Using Extra

Marks SLM on

the Smart

Board and

linking it with

the text.

Class

discussion on

author’s life

and works, the

setting, plot,

characterisation

and themes in

the story.

Reinforcement

of the content



Reading for

understanding

/comprehension both


Developing writing


literature with

language.

Writing for self

expression .



of unfamiliar terms


Developing thought


on the basis of the

text read.

Developing writing


Understanding of

human values.

Understanding of

literary devices/

figures of speech.

engage in

independent

reflection.

To develop the

capacity to

appreciate

literary use of

English and

also use English

creatively and

imaginatively.

read through

class task/

home task/

work sheets.

MOTHER’S DAY To enable the

learners to

appreciate a

literary genre

(prose) and the

writer’s style of

writing .

To make the

learners

appreciate the

story in terms

of plot, setting

and

characterisation.

To develop new

vocabulary.

To make

specific and

global

comprehension

of the text read.

To promote

habit of self

learning, a

multi- skill

learner centred

activity based

approach with

many

variations is

adopted.

Incorporating

learning

activities like

role- play,

dramatization,

group

discussion,

writing etc.

Using Extra

Marks SLM on

the Smart




Reading for

understanding

/comprehension both


Developing writing


literature with

language.

Writing for self

expression .



of unfamiliar terms


Developing thought


on the basis of the

text read.

To enable

readers to

recall, reason

and appreciate

literary

conversation,

infer and

analyse.

To develop

ability and

knowledge

Required to

engage in

independent

reflection.

To develop the

capacity to

appreciate

literary use of

English and

also use English

creatively and

imaginatively.

Board and

linking it with

the text.

Class

discussion on

author’s life

and works, the

setting, plot,

characterisation

and themes in

the story.

Reinforcement

of the content

read through

class task/

home task/

work sheets.

Developing writing


Understanding of

human values.

Understanding of

literary devices/

figures of speech.

BIRTH To enable the

learners to

appreciate a

literary genre

(prose) and the

writer’s style of

writing .

To make the

To promote

habit of self

learning, a

multi- skill

learner centred

activity based

approach with

many




Reading for

understanding

/comprehension both


Developing writing

learners

appreciate the

story in terms

of plot, setting

and

characterisation.

To develop new

vocabulary.

To make

specific and

global

comprehension

of the text read.

To enable

readers to

recall, reason

and appreciate

literary

conversation,

infer and

analyse.

To develop

ability and

knowledge

Required to

engage in

independent

reflection.

To develop the

capacity to

appreciate

literary use of

variations is

adopted.

Incorporating

learning

activities like

role- play,

dramatization,

group

discussion,

writing etc.

Using Extra

Marks SLM on

the Smart

Board and

linking it with

the text.

Class

discussion on

author’s life

and works, the

setting, plot,

characterisation

and themes in

the story.

Reinforcement

of the content

read through

class task/

home task/

work sheets.


literature with

language.

Writing for self

expression .



of unfamiliar terms


Developing thought


on the basis of the

text read.

Developing writing


Understanding of

human values.

Understanding of

literary devices/

figures of speech.

English and

also use English

creatively and

imaginatively.

RANGA’S MARRIAGE To enable the

learners to

appreciate a

literary genre

(prose) and the

writer’s style of

writing .

To make the

learners

appreciate the

story in terms

of plot, setting

and

characterisation.

To develop new

vocabulary.

To make

specific and

global

comprehension

of the text read.

To enable

readers to

recall, reason

and appreciate

literary

conversation,

infer and

To promote

habit of self

learning, a

multi- skill

learner centred

activity based

approach with

many

variations is

adopted.

Incorporating

learning

activities like

role- play,

dramatization,

group

discussion,

writing etc.

Using Extra

Marks SLM on

the Smart

Board and

linking it with

the text.

Class

discussion on

author’s life

and works, the




Reading for

understanding

/comprehension both


Developing writing


literature with

language.

Writing for self

expression .



of unfamiliar terms


Developing thought


on the basis of the

text read.

Developing writing


Understanding of

human values.

Understanding of

literary devices/

figures of speech.

analyse.

To develop

ability and

knowledge

Required to

engage in

independent

reflection.

To develop the

capacity to

appreciate

literary use of

English and

also use English

creatively and

imaginatively.

setting, plot,

characterisation

and themes in

the story.

Reinforcement

of the content

read through

class task/

home task/

work sheets.

THE MELON CITY (POETRY) To enable the

learners to

appreciate a

literary genre ie

poetry.

To enable the

learners to

appreciate Walt

Whitman’s

poetic style.

To make the

learners

comprehend the

literal as well as

the figurative

Using the Extra

Marks SLM

on the smart

board.

Class

discussion on

the poet’s life


rhyme and rhythm.

Reading for

understanding /

comprehension both


Developing writing


literature with

language.

Writing for self

expression.




meaning of the

poem.

To enable the

learners to

understand the

literary devices

/ figures of

speech used in

the poem.

To develop an

understanding

of the themes

conveyed by the

poem.

The two voices

in the poem –

that of the poet

and the rain.

The poem

relates to the

process of

rainfall

scientifically

(across the

curriculum).

The distinct

sentence

structure in the

poem. All these

make the poem

worth being

compared to

other rain


Developing thought


on the basis of the

text read.


human values.


literary devices /

figures of speech

poems.

C. Term I & II THE CANTERVILLE GHOST

(NOVEL )

Reading for

pleasure and

comprehension.

Intensive

reading for

understanding

the novel in

terms of its plot,

setting,

characterisation

and theme.

To build an

interest towards

reading.

Class

discussion on

author’s life

and works.

Class

discussion on

the setting,

plot, characters

and theme

incorporated in

the novel.

Worksheets

and

assignments.

Reading for

understanding/

comprehension both


Developing writing


literature with

language.




terms in a

context.

Developing thought


on the basis of the

text read.

Understanding of

human values.

ramjas public school (day boarding) anand … canterville ghost—(novel) oscar wilde ... 5. term ii...

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