Ugly Betty

DELHI PUBLIC SCHOOL
COURSE DESCRIPTION LEARNING OUTCOME MANUAL
CDLO
“Education is the knowledge of how to use the whole of oneself. Many men use but one or two faculties out of the score with w hich they are endowed. A man is educated, who knows how to make a tool of every faculty-how to open it, how to keep it sharp and how to apply it to all practical purposes.”
H. W. Beecher
Change is permanent. The key to our survival in this permanently changing world is adapting to newer circumstances. The fi ttest are the ones who do so with required panache and ease. In accordance with this universal tradition of change, the system of education too is constantly amending and altering itself. Varied perspectives, new theories, newer experimentations and method ologies are together widening the scope of education to limits unheard and un-thought of before.
At Delhi Public School, it is our sincere effort to be concurrent with such changes and reforms in the field of education and simultaneously apprise our partners for a noble cause that is the parents and guardians, of the same in the best possible way.
The CDLO Manual is such an endeavour, a hurried graze or a patient study of which, will provide them with the purpose, means and end to the kind of holistic education that we envisage for our students.

CLASS-IX

STUDENT CURRICULUM MANUAL

Academic Plan 2011-12

Purpose of CDLO
The document provides comprehensive information not only about syllabus to be covered and assessment details but also about p rojects, activities and also about the Continuous &
Comprehensive Evaluation. Besides it also sets targets regarding the outcome of learning effecting from a concerted teacher -student-parent partnership.

Navigating the CDLO
1.
2.
3.
4.
5.
6.
7.

CD-stands for Course Description which covers topics and sub topics to be taught.
LO- stands for Learning Outcome. This denotes areas of students‘ understanding and consequently acquiring specific skills.
Activities - We do and we learn goes the saying. This emphasises on the importance given to ‗hands on learning ‗abilities.
Activities specified are of three types: (a) Class activity (b) Lab activity (c) Home/outside school or class activity.
No. of periods allotted—A pointer to the time period required for a particular topic, ensuring that learning is crisp and clear.
Weekly/Summative Assessment – The plan of a regular and systematic means to evaluate student learning
Formative Assessment --- An important aspect of CCE based on classroom interactions, projects and personality attributes.
SCM - Study Course Materials prepared after exhaustive research, provide additional information regarding the topic and also ease out the revision process.

Co –Scholastics: Igniting the young minds
1.
2.
3.

L&TS – The importance of this field is utmost as these skills help prepare the young minds to cope with situati ons, adverse and favourable and enhance their ability to think and judge critically and act accordingly.
H&PE – Health & Physical Education --An integral part of the CCE system which lays emphasis on sports ,games and physical culture as a stepping stone to building a healthy mind in a healthy body apart from training young learners to be skilled professionals in the field.
PERFORMING ARTS – When the seeds of aesthetics are sown in the young hearts, who knows if the latent talent that we discover will not be a Jamini Roy, a Pandit Bhimsen
Joshi or perhaps a Habib Tanvir? DPS endeavours to provide some basic opportunities to students.

Cognitive Skills Development and Evaluation
The greatest strength of Bloom‘s Taxonomy is that it has taken the very importan t topic of thinking and placed a structure around it that is usable by practitioners. Those teachers who keep a list of question prompts relating to the various levels of Bloom‘s Taxonomy undoubtedly do a better job of encouraging higher-order thinking in their students than those who have no such tool.

Bloom’s Taxonomy of Educational Objectives (Traditional)
Skill
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

Definition
Recall information
Understand the meaning, paraphrase a concept
Use the information or concept in a new situation
Break information or concepts into parts to understand it more fully
Put ideas together to form something new
Make judgments about value

Key Words
Identify, describe, name, label, recognize, reproduce, follow
Summarize, convert, defend, paraphrase, interpret, give examples
Build, make, construct, model, predict, prepare
Compare/contrast, break down, distinguish, select, separate
Categorize, generalize, reconstruct
Appraise, critique, judge, justify, argue, support

The Skills that are tested and evaluated pertain to the classification based on Bloom‘s taxonomy and its revised version. Kno wledge, comprehension and application are the main areas of testing with specified weightage in different levels. However the higher order skills like analysis and synthesis are greatly encouraged.

Important Information to be noted

 All SCMs (Study Course Material) will be uploaded at the school website on the mentioned dates, which students have to access . No hardcopy of the same will be distributed in school.  The Continuous Comprehensive Evaluation pattern as prescribed by the CBSE has been introduced in classes IV to XII.
 We will try to adhere to the schedule of Assessments and Curriculum given in this document. How ever dates may change depending on exigencies that may arise in future.

2

Delhi Public School

STUDENT CURRICULUM MANUAL

Index
English
Hindi
Sanskrit
Mathematics
Physics
Chemistry
Biology
History & Political Science
Geography
Economics
Foundation of Communication & Technology
Life & Thinking Skill
Resource Centre
Performing Arts
Health & Physical Education

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Delhi Public School

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:

04
19
23
38
47
50
54
63
76
83
89
100
103
105
107

Academic Plan 2011-12

STUDENT CURRICULUM MANUAL

Academic Plan 2011-12

English
The Weightage of Formative Assessment (FA) and Summative Assessment (SA) shall be as follows:
Semester

Type of Assessment

Semester 1

Formative Assessment 1
Formative Assessment 2
Summative Assessment 1
Formative Assessment 3
(FA 3and FA 4)
Formative Assessment 4
Summative Assessment 1
(Semester 2 Examination)

Semester 2

Percentage of weightage in academic session
10%
10%
20%
10%
10%
40%

Semester wise weightage

Total

Formative Assessment 1+2=20%

Formative =+40%
Summative =60%
Total =100%

Summative Assessment 1=20%
Formative Assessment 3+4=20%

Summative Assessment 2=40%

Formative Assessment (FA)
FA-1, Semester-1
S. No
1

2
3

Month
April

May/June
July

4

Suggested Activity
Integrated Project
Group discussion followed by class presentation
Each child presents one aspect of topic
Debate, declamation, speech-Activities or JAM:
Just a minute
• Textual
• General Topics
Topics can be from the text or from life. In only a minute, student will speak on the given topic.

Listening
5) Weaving a yarn (group activity)
Story line to be given by
Teacher (beginning, end or middle)
Students will present it in the form of (a comic strip with illustrations, dialogues, dramatization or story
Delhi Public School

Mode of assessment
Discussion:
Understanding of topic
Conversational Skills
Confidence
Presentation

Total Marks
10

For JAM:
Promptness
Textual knowledge
Imagination
Presentation
Fluency of Ideas
Confidence
Concise expression
5
10
• Imagination
• Originality
• Creativity
• Presentation
• Contemporary relevance

STUDENT CURRICULUM MANUAL
S. No
4

Month
August

6

Once in each semester after monitoring for entire semester

7

Once in each semester after monitoring for entire semester

Suggested Activity
Integrated Project
The budding Poet or Author
Visual stimulus in the form of picture, cartoon, scene etc
Verbal stimulus (words, phrases, story or incidents)
Composing/changing the given
Textual poem or text.
Note Books

Class Room Response

Academic Plan 2011-12

Mode of assessment

Total Marks

• Originality
• Creativity
• Fluency
• Imagination

10

Punctuality and Work Done
Content and Originality
Handwriting and Neatness
Corrections
WB

10

Questions asked
Answers Given
Conversation
Response
Behaviour

5

Total

50 marks

FA-3, Semester-2
S. No
1

Month
October

2

November
5

Suggested Activity
7) Reading a book (group or individual activity)
About the author
Summary
Characters
Extrapolation
Book Jacket
Designing a Comic Book
Simplify story for junior classes
 Simplifying plot
 Writing the script
 Narrating
 Enacting
 Making a C.D.
 Book Review
4) Radio talk (listening comprehension)
Delhi Public School

Mode of assessment
Knowledge of text
Analytical ability to evaluate plot character, writers style
Creativity / Imagination
Presentation

Total Marks
10

Radio Talk

5

STUDENT CURRICULUM MANUAL
S. No

Month

Suggested Activity
• Students will listen to a radio talk
• Questionnaire to be given by Teacher (MCQ & short answers)
• Students will respond in writing
• Peer correction
Integrated Project
Rewriting history
_ What would have happened if
-----------------

3

December

4

January

Integrated Project
Radio show

6

Once in each semester after monitoring for entire semester

Note Books

7

Once in each semester after monitoring for entire semester

Class Room Response

Academic Plan 2011-12

Mode of assessment
• Correct Response to questions
• Application of instructions (as in a map)

Total Marks

• Imagination
• Originality
• Creativity
• Presentation
• Contemporary relevance
Understanding of topic
Conversational Skills
Confidence
Presentation
Punctuality and Work Done
Content and Originality
Handwriting and Neatness
Corrections
WB
Questions asked
Answers Given
Conversation
Response
Behaviour

10

10

10

5

Total

50 marks

The FA2 and FA4 paper shall be broadly in accordance with the CBSE examinations‘ specifications of English scaled down to half i. e. 50 marks
Max. Marks: 50
Duration: 1 Hour & 20 Minutes
Table 1: The Structure of the Paper CLASS: IX – XII
COGNITION SKILL IX TO XII
ASSESSMENT OBJECTIVES
KNOWLEDGE

CLASS XI

CLASS XII

UNDERSTANDING

15
25 (10+15)

20
25 (10+5+10)

25
25 (10+5+10)

APPLICATION
TOTAL

6

CLASS IX &X

10 MARKS
50 MARKS

--------50 MARKS

---------

Delhi Public School

50 MARKS

STUDENT CURRICULUM MANUAL

Academic Plan 2011-12

SUMMATIVE ASSESSMENT/PRB/MOCK TEST
COGNITION SKILLS IX TO XII
MAX. MARKS: 100 FOR CLASSES IX- XII
DURATION: 3 HOURS

Section 2: What skills are the examiners testing?
When examiners set the paper, they choose questions which will test certain skills. That is why there are different types of question on the paper.
It is very helpful for you to know what the examiners are looking for. For example, if you are aware that Section D of the English paper questions and tests literary text knowledge recall, then you know that all you have to do is to bring in mind the different literary pieces that you have read and understood in the Literature Reader prescribed for your class. The examiners divide the skills you need to have into three groups. These are called ‗ Assessment Objectives‘.

Section 3: What do you need to know?
Semester–I (English) Class-IX
Month
April

Course Description

Learning Outcome

Interact In English Literature Reader IX
The Brook
 Take responsibility for their own learning and for
:Tennyson
evaluating their own thoughts and mistakes.
 Imbibe the qualities of a brook to move ahead in life tackling all the difficulties and facing all the obstructions.  Learn to work out the rhyme scheme.
 Appreciate Poetry

 Participate fully in the discussion, giving due regard for differing opinions and viewpoints.
 Realize the value of decision-making skills at this age and how a well planned choice helps to safeguard the future  Appreciate Poetry
Interact In English Main Course Book IX
 Unit 1:People
 Deducing the meaning of unfamiliar words
The Road Not
Taken(poetry)Robert Frost

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Delhi Public School

Activity
 Students divide themselves into groups of 7-8. They set the poem to music and sing it aloud in class.  The students will write a poem of 6-8 lines. The poem should have a message, a rhyme scheme, similes, metaphors, alliteration etc. to enhance the beauty of the poem. They could write a poem on objects such as the candle/a tree/a rock/the
 desert etc.
 Students will paste information about 5 career opportunities in their NB

No. of
Period

Portion for FA/SA, Date of
Examination and SCMs

4

FA-2 (16.08.11)
Portion
 Literature Reader
 The Brook
 The Road Not Taken
 How I Taught My
Grandmother To Read
 A Dog named Duke
 Villa for sale
 Writing Section- All short and long writing skills covered till July
 Grammar- Verb Forms,
Determiners and Modals
 Future time reference
 Reading- Unseen
Passage

3

3

STUDENT CURRICULUM MANUAL
Month

Course Description

Unit I -Verb Forms

Unit II- Determiners

Short Writing Skills
Bio Sketch

Learning Outcome
 Identifying main points
 Consulting dictionary
 Analyzing, interpreting, inferring and evaluating
 Writing a description (knowledge of narration)
 Taking active part in group discussion
 Developing Writing Skills
 Usage of appropriate style and format
 Identify the appropriate tenses with the use of the right form of the verbs.
 Write tasks related to different times using the verb forms appropriately with the helping verbs
 Use present tense in writing headlines /dialogues
 Identify words, which depict the number, quantity and amount of Countable and UN countable nouns,
e.g.: some, any, many, few, a few etc.
 Use these words appropriately
 Write an extended task using them accurately with the names of rivers, mountains etc
 Write short writing tasks using the proper form and style.  Will be able to relate the content to the five WH questions  To complete a short writing task within the word limit including the necessary details
 To plan, organize and present the ideas coherently.

Long Writing Skills
Article

May

 To write personal experiences.
 To use an appropriate style and format to write 8 marks (long) writing tasks.
 To plan, organize and present ideas coherently.
 To write a clear account of cause –effect relationship.
 To Trans code information from diagrammatic to verbal form.
 To enhance thinking and creative skills
Interact In English Work book
Unit III-Future Time  Fill gaps and complete sentences with the help of
Reference
different future time reference
8

Activity

Delhi Public School

No. of
Period

3

3

 Students will gather information from their father/mother and write a bio sketch of one of them

3

2

2

Academic Plan 2011-12
Portion for FA/SA, Date of
Examination and SCMs

SA-1 (15.09.2011)
 Entire Syllabus covered in Semester I
 How I Taught My
Grandmother to Read.
 A Dog Named Duke
 The Brook
 The Road Not Taken
 The Solitary Reaper.
 Lord Ullin's Daughter.
 Villa for sale
 Grammar
 Connecters, Reported
Speech

STUDENT CURRICULUM MANUAL
Month

Course Description

Learning Outcome

Academic Plan 2011-12

No. of
Period

Portion for FA/SA, Date of
Examination and SCMs

 The students will be divided into pairs to start a dialogue which they will write in their note books 2

 Ss try to jot down 5 of their most vivid memories and what they remember - as sensory images –
10 minutes – Ss share their memories with their partners – 5 minutes. They go home and interact with their senior citizens
.Do research on adult education programmes and find out about the benefits the govt gives to senior citizens

4

 Students will go through the news paper or magazines, pick out an example of Description writing of any famous personality, popular place or important event and paste it in their note book. They will underline/highlight the tense usage in both the question as well as the answer then they will take the description writing task of any person, place or event and write it in their note book.

2

SCMs to be uploaded on school website
 Literary Terms (23.04.11)
 Determiners (23.04.11)
 Dialogue writing (SWS)
(23.04.11)
 Article writing (LWS)
(23.04.11)
 The Brook (23.04.11)
 The Road Not Taken
(23.04.11)
 How I Taught My
Grandmother To Read by Sudha Murty
(25.06.11)
 Email (25.06.11)
 Bio Sketch (25.06.11)
 Description Writing
(25.06.11)
 Verb forms (25.06.11)
 Dialogue Complétion
(12.08.11)
 The Solitary Reaper
(12.08.11)
 Lord Ullin‘s Daughter
(12.08.11)
 Connectors (12.08.11)
 Reported Speech
(12.08.11)
 In/Formal Letter
(12.08.11)
 Villa for sale (12.08.11)
 A Dog named Duke
(12.08.11)

Activity

 Understand the concept that various verb forms can be used to denote the future that can be used as different parts of speech.
Short Writing Skills
Dialogue Writing

June

 Use language with the appropriate tense and Verb forms to complete the content of a dialogue

Interact In English Literature Reader IX
How I Taught My
 Give a written response regarding any aspect of the
Grandmother To extract. Read
 Justify their conclusions using reasons supported by by Sudha Murty the text, background knowledge, or logic.
 Cherish the memories of childhood in relation to a grandmother and two different generations respecting each other
 Understand the importance of teachers in life
 Appreciate how simple instances in life bring profound changes
 Develop through inspiration and determination
 To quench the thirst of learning irrespective of any age  To complete a short writing task within the word
Short Writing Skills limit including the necessary details
Description writing
 To plan, organize and present the ideas coherently.
 Use language with the appropriate tense and Verb forms to complete the content of the description of a person, place or event

Formative
Assessment
Long Writing Skills
Email
9

 As per CCE guidelines

2

 To write Emails.
 To use an appropriate style and format to write 8

2

Delhi Public School

STUDENT CURRICULUM MANUAL
Month

July

Course Description

D.1 Villa For Sale by Sacha Guitry

Learning Outcome marks (long) writing task.
 To plan, organize and present ideas coherently.
 To write a clear account of cause –effect relation ship.
 To Trans code information from verbal input.
 To enhance thinking and creative skills
 To realize the illusionist effect of materialistic desires
 Inculcates the sense of pride in old ancestral things
 Realize the negative shades of hypocrisy
 Understand the traits of duplicity in life

 Realize and appreciate the incredible empathy shown by a dog
 Learn how to accept loss in life and cope with it
 Learn to express gratitude towards all liv ing creatures which leave an everlasting effect with their commendable help and support
Interact In English Main Course Book IX
Unit II :Adventure
 Deducing the meaning of unfamiliar words
 Identifying main points
 Consulting dictionary
 Analyzing, interpreting, inferring and evaluating
 Writing a description(knowledge of narration)
 Taking active part in group discussion
 Developing Writing Skills
 Usage of appropriate style and format
Interact In English Workbook IX
WB
 Make requests, take permission, give advice, present
Unit IV -Modals possibility/impossibility expectation/prohibition/desire /wish/need
Short Writing Skills  Completing the given write up on the basis of verbal input Dialogue
 Application of Time and Tense, Voice, Speech etc.
Complétion
 To plan, organize and present the ideas coherently.
A Dog named Duke by William D. Ellis

Long Writing Skills
Letter to the Editor
Story writing
10

Activity

 To write generalized experiences.
 To use an appropriate style and format to write 8 marks (long) writing tasks.
 To plan, organize and present ideas coherently.

Delhi Public School

No. of
Period

5

 Listening task :Page No 20 Lit
Reader
 Just A Minute

4

3

2

2

 Narrate an imaginative story in the class

5

Academic Plan 2011-12
Portion for FA/SA, Date of
Examination and SCMs
 Modals (12.08.11)
 Letter to the Editor
(12.08.11)

STUDENT CURRICULUM MANUAL
Month

August

Course Description

Learning Outcome

 To write a clear account of cause –effect relationship.
 To Trans code information from diagrammatic to verbal form.
 To enhance thinking and creative skills on basis of given cues
Interact In English Literature Reader IX
The Solitary
 Thematic discussion of the poem
Reaper
 Discussion of poetic devices.
 Offer reasons for their positions that can be verified by the text, background knowledge, or logic.
 Appreciate Poetry

 How to take mature decisions after analyzing different aspects and trying to sought out differences.
 Try to think from both points of view in relation to a difference of opinion.
 Offer reasons for their positions that can be verified by the text, background knowledge, or logic.
 Appreciate Poetry
Interact In English Main Course Book IX
Unit III
 Deducing the meaning of unfamiliar words
:Environment
 Identifying main points
 Consulting dictionary
 Analyzing, interpreting, inferring and evaluating
 Writing a description(knowledge of narration)
 Taking active part in group discussion
 Developing Writing Skills
 Usage of appropriate style and format
Interact In English Workbook IX
Unit V-Connectors
 Use connectors in their writing tasks in order to synthesize sentences to give a connectivity of sequencing ideas.
Unit VIII-Reported
 Transform sentences with suitable changes in
Speech
different parts of speech from direct to indirect.
Lord Ullin‘s
Daughter by
Thomas Campbell

11

Delhi Public School

Activity

 Wordsworth was so moved by this experience that later he wrote this poem.
 The students will think back in their own life and try to recall an experience that affected them greatly and left a deep impact on them. Then they will write a poem for their school magazine in which they describe that experience and its impact.
 GD on the topic "Lord Ullin's daughter was right in her decision to defy her father," giving logical and relevant reasons in presenting their point of view to the class.

No. of
Period

3

3

3

2

 Demonstration of Reported
Speech with the help of Students

3

Academic Plan 2011-12
Portion for FA/SA, Date of
Examination and SCMs

STUDENT CURRICULUM MANUAL
Month

September
Revision of
QP
Semester 2

Discussion of QP

Course Description

Learning Outcome

 Link this concept with literature text s while answering questions.
 Use direct speech while writing articles
 To write personal/impersonal experiences in a prescribed lay out.
 To use an appropriate style and format to write 8 marks (long) writing tasks.
Formal/ Informal
 To plan, organize and present ideas coherently.
Letter
 To write a clear account of cause –effect relation ship.
 To Trans code information from diagrammatic to verbal form.
 To enhance thinking and creative skills
Interact In English Workbook IX
Unit V:Mystery
 Deducing the meaning of unfamiliar words
 Identifying main points
 Consulting dictionary
 Analyzing, interpreting, inferring and evaluating
 Writing a description(knowledge of narration)
 Taking active part in group discussion
 Developing Writing Skills
 Usage of appropriate style and format
Discussion of
 Explaining students how to
Marking
 generate value points for long
Scheme and
 extended writing corrections to be done in the note books vis-à-vis writing skills
Discussion of
 Explaining students how to
Question Paper
 generate value points for long
 extended writing

12

Delhi Public School

Activity

No. of
Period

3

4

5

6

Academic Plan 2011-12
Portion for FA/SA, Date of
Examination and SCMs

STUDENT CURRICULUM MANUAL

Academic Plan 2011-12

Semester–II (English) Class-IX
Month
October

Course Description

Learning Outcome

Interact In English Literature Reader IX
P.5 The Seven Ages
 Rightfully evaluate and dismiss reasons by William Shakespeare that are not acceptable or valid.
 Try and relate their life in relation with the seven ages mentioned in the poem.
 Appreciate Poetry

 To read a story and appreciate the various methods of narration
 To understand the use of irony
 To be able to understand the culture and life style of various standards of living
 To appreciate the use of wit and humour in this genre of writing
Interact In English Main Course Book IX
Unit 4-The class IX Radio  Deducing the meaning of unfamiliar words
Show
 Identifying main points
 Consulting dictionary
 Analyzing, interpreting, inferring and evaluating  Writing a description(knowledge of narration)  Taking active part in group discussion
 Developing Writing Skills
 Usage of appropriate style and format
Interact In English Workbook IX
Unit VI -The Passive
 Write procedures paying stress to the action done rather than the doer of the action.
 Write procedures paying stress to the action done rather than the doer of the action.
 Expand notes with the help of news headlines. Short Writing Skills
F. 5 Best Seller by O. Henry

13

Delhi Public School

Activity
 The teacher will select seven readers and seven "mimers," one pair for each of Shakespeare's seven ages. At the start of the reading, all seven
"mimers" are at the front of the class and the readers are at their desks.
For each age, the reader stands up and reads, while the corresponding
"mimer" mimes what is being read.
 Read another story by the same author and write a response on the style of narration used.

No. of
Period
2

4

4

 Demonstration to make aware of the doer and receiver
 Reading of News Headlines and the
News to observe the Verb Forms
 Procedure/ Process Writing

3

Portion for FA/SA, Dates of examinations and SCMs
FA- 4 (06.02.12)
Portion
Literature Reader The Seven Ages
 Best Seller
 Oh, I Wish I‘d Looked
After Me Teeth
 Writing- All short and long writing skills covered till Jan‘12
 Grammar- All units of
Workbook
 Reading- Unseen
Passages

SA-2 (05.03.12)
 The Man who knew too much, Keeping it from
Harold, Best Seller,
Seven Ages, Oh! I wished I‘d looked after me teeth, Song of the
Rain, The Bishop‘s
Candlesticks
 Writing- All short and long writing skills covered  Grammar- All units of
Workbook
 Reading- Unseen
Passages
 As per CBSE syllabus

STUDENT CURRICULUM MANUAL
Month

Course Description
Data Interpretation

Learning Outcome

Activity

 Express ideas in a clear grammatically correct English
 Present ideas coherently and concisely expand notes into pieces of writing
 Transcode information from one form to another Long Writing Skills
In/Formal Letter

November

 To write im/personal experiences.
 To use an appropriate style and format to write 8 marks (long) writing tasks.
 To plan, organize and present ideas coherently.  To write a clear account of cause –effect relation ship.
 To Trans code information from diagrammatic to verbal form.
 To enhance thinking and creative skills
Interact In English Literature Reader IX
P.6 Oh, I Wish I'd Looked  Participate fully in the discussion, giving
After Me Teeth due regard for differing opinions and by Pam Ayres viewpoints on how to take care of teeth
 Realize that Parents alone are responsible for inculcating a good sense of dental hygiene  amongst children
 Appreciate Poetry
The Man Who Knew Too  Realize how over enthusiasm become a
Much
demerit by Alexander Baron
 Imbibe the quality of being a well balanced human being
 Learn to be practical in thought process and action  Learn how to accept people with positive as well as negative traits
 Imbibe the quality to accept criticism in life
Interact In English Main Course Book IX
Unit VI - Children
 Vocabulary Improvement
 Enhancing the analytical approach to look at mystery Deducing the meaning of
14

Delhi Public School

No. of
Period
1

1

 Make a chart on good habit related to
Dental hygiene

3

5

4

Academic Plan 2011-12
Portion for FA/SA, Dates of examinations and SCMs

SCMs to be uploaded on school website:
 Seven Ages (22.10.11)
 Best Seller (22.10.11)
 Passive Voice (22.10.11)
 Oh, I Wish I'd Looked
After My Teeth
(23.11.11)
 Connectors (23.11.11)
 The Man Who Knew
Too Much (23.11.11)
 Song of the Rain by
Kahlil Gibran (23.12.11)
 Prepositions (23.12.11)
 The Bishop‘s Candlesticks (Drama)
(20.01.12)
 Keeping it From Harold
(20.01.12)

STUDENT CURRICULUM MANUAL
Month

December

Course Description

Learning Outcome

unfamiliar words
 Identifying main points
 Consulting dictionary
 Analyzing, interpreting, inferring and evaluating  Writing a description(knowledge of narration)  Taking active part in group discussion
 Developing Writing Skills
 Usage of appropriate style and format
 Vocabulary Improvement
 Enhancing the analytical approach to look at mystery
Interact In English Workbook IX
Unit VII-Connectors
 Use connectors in their writing tasks in order to synthesize sentences to give a connectivity of sequencing ideas.
Long Writing Skills
 Express ideas in clear grammatically correct
Story Writing
English
Diary Entry
 Plan ,organize and present ideas coherently by introducing, developing and concluding a topic
 Compare and contrast ideas and arrive at a conclusion  Present an argument with supporting examples ,using an appropriate style and format Interact In English Literature Reader IX
P.7 Song of the Rain
 Under stands the beauty of rainfall as well by Kahlil Gibran as the vagaries it creates
 Realizes the spiritual element in the poem
 Understands the various poetic devises used to enhance the effect of the poem
 Appreciate the vivid use of literary devices

15

Delhi Public School

Activity

No. of
Period

2

4

 Rain in the hills and rain in the desert present entirely different scenario. In the  hills it revitalises the greenery and freshens the vegetation; it waters the parched  land and relieves the thirsty and panting souls in the desert.
 This has been a year of scanty rains.
Imagine how the rain would be welcomed when it

5

Academic Plan 2011-12
Portion for FA/SA, Dates of examinations and SCMs

STUDENT CURRICULUM MANUAL
Month

Course Description

Learning Outcome

Activity

No. of
Period

 Pours in the hills and in the desert after a long dry spell. Choose one of the places and
 describe

January

Interact In English Workbook IX
Unit VIII-Prepositions
 Fill gaps, edit and find omitted words.
 Understand the concept of different prepositions in relation to location and time. Long Writing Skills
Email
 To write Emails.
 To use an appropriate style and format to write 8 marks (long) writing task.
 To plan, organize and present ideas coherently.  To write a clear account of cause –effect relation ship.
 To Trans code information from verbal input.  To enhance thinking and creative skills
Diary Entry
 Express ideas in clear grammatically correct
English
 Plan ,organize and present ideas coherently by introducing, developing and concluding a topic
 Compare and contrast ideas and arrive at a conclusion  Present an argument with supporting examples ,using an appropriate style and format Formative Assessment
 As per CCE guidelines
Interact In English Literature Reader IX
The Bishop‘s Candle Go through the entire text of the drama and sticks understand that character is destiny.
(Drama)
 Make a character analysis of the different
Norman
characters.
McKinnell
 Appreciate that a person is not born evil, it is the society that makes the man and good behaviour can bring about the desired
16

Delhi Public School

4

4

4

5
 Reading of the text with dramatic expression  Role play the text with dramatic expression 6

Academic Plan 2011-12
Portion for FA/SA, Dates of examinations and SCMs

STUDENT CURRICULUM MANUAL
Month

Course Description

Learning Outcome

Activity

No. of
Period

changes in an unruly person.

February


Interact In English Main Course Book IX
Unit VII :Sports and
 Deducing the meaning of unfamiliar words
Games
 Identifying main points
 Consulting dictionary
 Analyzing, interpreting, inferring and evaluating  Writing a description(knowledge of narration)  Taking active part in group discussion
 Developing Writing Skills
 Usage of appropriate style and format
Short Writing Skills
 Completing the given write up on the basis
Dialogue complétion of verbal input
 Application of Time and Tense, Voice,
Speech etc.
 To plan, organize and present the ideas coherently. Long Writing Skill
 To write generalized experiences.
Article Writing
 To use an appropriate style and format to write 8 marks (long) writing tasks.
 To plan, organize and present ideas coherently.  To write a clear account of cause –effect relation ship.
 To Trans code information from diagrammatic to verbal form.
 To enhance thinking and creative skills on basis of given cues
Interact In English Literature Reader IX
Keeping it From Harold
 To understand that evading truth is by PG Wood House pointless and so truth should be accepted
 Understand the futility of the emergence of ruthlessness to safe guard petty economic interests Formative Assessment
 As per CCE guidelines
Short Writing Skills
17

Delhi Public School

4

3

3

 Convert the story into a play and in groups, present your version of the play before the class?

5

2

Academic Plan 2011-12
Portion for FA/SA, Dates of examinations and SCMs

STUDENT CURRICULUM MANUAL
Month

Course Description
Revision of all writing skills and Literature portion REVISION for SA- II

18

Learning Outcome
 Will be able to relate the content to the five
WH questions.
 To complete a short writing task within the word limit including the necessary details.
 To plan, organize and present the ideas coherently. 

Delhi Public School

Activity

No. of
Period
5

5

Academic Plan 2011-12
Portion for FA/SA, Dates of examinations and SCMs

STUDENT CURRICULUM MANUAL

Academic Plan 2011-12

fganh uoha vkSj nloha d{kkvksa ds iz’ui= ds lkjs fu;e dsnzh; ek/;fed f’k{kk cksMZ ds n~okjk fu/kkZfjr gSa] muesa dksbZ cnyko ugha gksxk vkSj cksMZ tc pkgs] a mlesa ifjorZu dj ldrk gSA

fgUnh ¼ikB~;Øe&v½ dksM la[;k (002) ladfyr ijh{kk&1 ¼,l-,-&1½ gsrq Hkkj foHkktu ¼vizSy&flrEcj½ dqy Hkkj % fo"k;oLrq vad vifBr cks/k 20 20%
O;kdj.k 20 ikB~;iqLrd o iwjdikB~;iqLrd 30 ys[ku 10

QkWjeSfVo ijh{kk ¼,Q-,-&1½ o ¼,Q-,-&2½ 20% dqy Hkkj 40% ladfyr ijh{kk 2 ¼,l 2½ gsrq Hkkj foHkktu (vDVwcj&ekpZ) dqy Hkkj % fo"k;oLrq vad vifBr cks/k 20 40%
O;kdj.k 20 ikB~;iqLrd o iwjdikB~;iqLrd 30 ys[ku 10

QkWjeSfVo ijh{kk ¼,Q-,-&3½ o ¼,Q-,-&4½ 20% dqy Hkkj 60%

fVIi.kh%
1- ladfyr ijh{kkvksa dk dqy Hkkj 60 izfr'kr rFkk QkWjeSfVo ijh{kkvksa dk dqy Hkkj 40 izfr'kr gksxkA Qk WjeSfVo ijh{kkvksa osQ 40 izfr'kr esa ls izR;sd l= esa 5 izfr'kr Hkkx (lai.kZ w o"kZ esa 10 izfr'kr) Jo.k o okpu dkS'kyksa ds ijh{k.k gsrq vkjf{kr gksxkA 'ks"k 30 izfr'kr QkWjeSfVo ewY;kadu] ikB~;p;kZ ds vU; vaxksa tSls iBu] y s[ku] O;kdj.k] ikB~;iqLrd o iwjd ikB~;iqLrd] ij vk/kfjr gksxk A blesa cksyus] lquus] fy[kus o cks/k ij vk/kkfjr ekSf[kd] fyf[kr vFkok dk;Zdykiksa ij vk/kfjr ijh{k.k fd;k tk ldrk gSA
2. ladfyr ijh{kk ,d (,l&1) 80 vadksa dh gksxhA 80 vadksa dks ewY;kadu ds i'pkr 20 vadksa esa ls ifjofrZr dj fy;k tk,xk rnqijakr xzsM dk fu/kkZj.k fd;k tk,xk rFkk ladfyr ijh{kk nks (,l&2) 80 vadksa dh gksxh o 80 vadksa dks ewY;kadu ds i'pkr 40 vadksa esa ls ifjofrZr djus ds mijkar xzsM dk fu/kkZj.k fd;k tk,xkA

19

Delhi Public School

STUDENT CURRICULUM MANUAL

Academic Plan 2011-12

izFke bdkbZ ikB~;Øe ¼fganh½ d{kk&uoha
Ekkg
vçSy

eÃ

ikB~;Øe fooj.k

laHkkfor visf{kr vf/kxe

fØ;kdyki

dkyka'k

lkfgR; & ¼f{kfrt½ ‚kx&ƒ nks cSyksa dh dFkk lkf[k;k¡ ,oa lcn ok[k d`frdk bl ty çy; esa
O;kdj.k&'kCn fuekZ.k&milxZ] izR;;] lekl jpuk i=] fuca/k@ vuqPNsn v0 in~;ka’k@ xn~;ka’k f{kfrt &miHkksDrkokn dh laLd`fr & vk/kka’k vkneh ds vkneh gksus dk vFkZ %cSyksa dh dFkk nxh dFkk f’kYih çsepan dh dye vkSj i'kqvksa s dh Hkk"kk dks le> ikus dh {kerkAdchj jfpr lkf[k;k¡] lcn ds n~okjk lkaçnkf;d ln~Hkko eksg&ek;k]r`".kk vkfn Hkkoksa ls ifjp; O;kdj.k ikBksa dh tkudkjh vkSj Hkk"kk ds lkFk laxrA

nks cSyksa dh dFkk ds vk/kkj ij
Lora=rk & laxzke ls lacaf/kr dforkvksa dk ladyuA milxZ rFkk izR;; ls u,&u,
'kCn fuekZ.k dk vH;klA

„…

cnyrh thou&’kSyh] miHkksDrkoknh laLd`fr ls lelkef;d leL;k ij fopkj
:&c&: gksukA Hkk"kk ds vfHkuo :i dk dj fQj lekpkj i= ds ek/;e
KkukA
ls iz’ukoyh cukukA ijra= Hkkjr esa ns’kHkDrksa dh nqnZ’kk dk o.kZu djrs gq, Lora=rk çkfIr gsrq Økafr dk vkg~okuA jl[kku dh d`".k HkfDr ,oa cztHkwfe ds izfr izse dk fp=.kA

ƒ…

twu

mi- dh laLd`fr & 'ks"kka’k
O;k- & laKk]loZuke

tqykÃ

f{kfrt loS;]s dSnh vkSj dksfdyk
O;kdj.k& eqgkojs f{kfrt & Ygklk dh vksj d`frdk&esjs lax dh vkSjrsa jpuk & i=]fuca/k] vuqPNsn] vifBr x|ka’k&i|ka’k f{kfrt&ukuk lkgc dh iq=h nsoh eSuk dks
[kRe dj fn;k x;k]lk¡oys liuksa dh ;kn] xzkeJh jpuk i=]@vuqPNsn vifBrxn~;ka’k@in~;ka’k vxLr

flracj

ijh{kk gsrq p;fur ikB~;Øe ,oa ikB~; lkexzh fooj.k frfFk

20

Delhi Public School

…†

lkIrk- ijh{kk&„ ¼„‡-…‣-ƒƒ½ f{kfrt &
 nks cSyksa dh dFkk
 lkf[k;k¡
O;kdj.k &
 'kCn fuekZ.k
 milxZ] izR;;
 lekl
 jpuk & i=
 vuqPNsn ]vifBr x|ka’k rFkk i|ka’k „ƒ vkRedFkkRed fuca/k ds ek/;e ls çsjd çlaxksa dk o.kZu]Ik;kZoj.k ds izfr tkx`fr laosnuk ,oa vkykspukRed fparu iSnk djukA

izLrkfor ikBksa ds chp ‚k"kkxr vrjksa dk Li"Vhdj.k vkSj lewg a esa laoknA

„ƒ

xzke dh izkd`frd lq"kek vkSj le``n~f/k dk
o.kZu dj izd`fr ls f’k{kkfFkZ;ksa dks tksMukA ,dkadh ds n~okjk ukjh tkx#drk ykukA v/kwjh iafDr;ksa dks dsanz esa j[kdj dkO; ys[ku

…‡

l= ijh{kk&ƒ ¼„„-…‥-ƒƒ½
 lai.kZ ikB~;Øe ¼vizSy ls w flracj½

STUDENT CURRICULUM MANUAL

Academic Plan 2011-12

n~forh; bdkbZ ikB~;Øe ¼fganh½ d{kk&uoha
Ekkg

ikB~;Øe fooj.k

vDrwcj

f{kfrt & esjs cpiu ds fnu] es?k vk,]panzxguk ls ykSVrh csj
O;kdj.k & fyax] opu dk fo'ks"k.k ij izHkko jpuk&i=]@vuqPNsn]fuca/k] vifBr xn~;ka’k@ in~;ka’k f{kfrt ,d dqRrk vkSj ,d eSuk
;ejkt dh fn’kk d`frdk jh