Glimpses of Greatness - Kerala - 1 GLIMPSES OF GREATNESS 9 t Concepts/Skills • Structure and style...

Glimpses of GreatnessGlimpses of GreatnessUnit 1

Handbook for Class XI - ENGLISH

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UNIT FRAME - UNIT I

• Self confidence andsupport in achievingsuccess

• Appreciation of thestory

• Use of graphicorganizer

• Uniqueness of eachindividual

• Features of motiva-tional speech

• Goal setting

• Effective motivationalspeech

• Reads and discusses the entryactivities.

• Reads and comprehends the text'His First Flight'.

• Discusses and identifies thepoints for review.(Teacher assesses the process)

• Writes a review.(Peer and teacher assessment-process)

Indicators- Appropriateness of language- Comprehensiveness of ideas- Organization

(Portfolio assessment of review.)

• Revisits the story, analyses ideasand completes the graphic orga-nizer.(Self and peer assessment)

• Discusses and lists the requisitesfor attaining success.

• Reads and comprehends the text'I Will Fly'.(Self assessment)

• Discusses, shares and presentsto the whole class.(Peer assessment)

Indicators- Style of presentation- Clarity regarding attainment of

goals.

• Revisits the text, lists the features- ideas, words, expressions, ex-amples, quotes, closure state-ment etc.

• Discusses and prepares a moti-vational speech.

• Presents the speech to the wholeclass.(Teacher assessment - process)

Indicators• Appropriacy of the contents.• Structure of the motivational

speech.

• Develops self confidence andrealizes the role of support inovercoming hardships.

• Appreciates a story and writes areview.

• Coordinates and arranges infor-mation logically with the helpof graphic organizer.

• Categorizes different types ofspeeches.

• Analyses the features of a goodspeech.

• Lists the qualities that make aperson unique.

• Reflects on his/her ambitionsand sets goals.

• Performs a speech to motivateothers.

Concepts/Skills Process/Activities withAssessment

Learning Outcomes

Unit - 1 GLIMPSES OF GREATNESS

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Concepts/Skills

• Structure and style ofa personal e-mail

• Inspiring lives of emi-nent personalities

• The value of empathy

• Character analysis

• Timeline as a chrono-logical record of majorlife events

• Interviews as a help toknow about a person'sattitudes and views

• Information collectedfrom an interview toprepare a profile of aperson

• Style of presentation(Portfolio assessment of thespeech.)

• Gathers the key ideas of Kalam'sspeech.

• Discusses and organizes.• Writes an e-mail in the format

as shown in the internet or hand-outs.(Portfolio assessment-e-mail)

• Video clipping (pre-reading).• Discussion based on the

clipping.• Teacher consolidation.• Reads and comprehends the

text.

• Revisits the text and identifiesthe features of the character.

• Shares in group.(Self assessment)

• Writes a paragraph.(Teacher assessment-portfolio)

Indicators- Brevity- Comprehensiveness- Quality of language

• Reads the text again, collects themajor events in the life of Hawk-ing and lists them in thetimeline.

• Identifies the major facts neededfor a profile and lists them.(Self and peer assessment)

• Revisits the text and does activ-ity III in the text.

• Discusses the purpose of theinterview and the nature ofquestions asked.

• Identifies a person to beinterviewed.

• Prepares a set of questions.(Peer assessment)

• Interviews a person.• Discusses and shares the

information collected.• Selects the relevant details and

organizes them.

• Gets acquainted withe-mail and its format and prac-tises writing e-mails.

• Familiarizes himself/herselfwith the technical aspects of e-mail and net etiquettes.

• Empathizes with others.• Develops the ability to face chal-

lenges and emerge successfuleven against limitations.

• Analyses a character and writes aparagraph.

• Identifies the facts needed for aprofile.

• Lists the major events of aperson's life chronologically.

• Prepares questions and inter-views a person.

• Prepares a profile using theinformation collected from aninterview.

Process/Activities withAssessment Learning Outcomes


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Learning Outcomes

(Teacher assesses the process)• Writes the profile.

(Teacher assessment-portfolio)Indicators - Appropriateness of content

- Authenticity of facts- Quality of language- Organization

• Reads and analyses the statementgiven in the activity.

• Identifies a person with a similarstory.

• Collects and shares information.• Prepares a short motivational

speech.• Presents the speech.

(Teacher Assessment)Indicators given earlier along withmotivational speech.

• Discusses and analyses the topicin groups.

• Brainstorms and collects points.• Presents their views in groups.• Selects the best speaker from the

group for presentation in thewhole class.

• Class selects a moderator.(Teacher assesses the process)

• Selected learners present theirviews in the form of a GD.(Peer and Teacher assessment-process)

Indicators- Initiation- Communication skill- Language- Interpersonal skills

• Locates the cohesive devices inthe text.

• Discusses its purpose and effec-tiveness.

• Gets familiarized with commoncohesive devices given in the text.

• Does the practice activity.(Peer assessment)

• Reads the expressions given inthe text.

• Understands how the word 'crip-pling' collocates with 'disease'.

• People who haveturned their disabilityinto strength as asource of inspiration

• Group discussion in-volving communica-tion skills and inter-personal skills

• Cohesive devices tohold a text together

• Certain words fre-quently co-occurringwith certain others

• Imbibes the spirit of persever-ance.

• Prepares short motivationalspeeches and presents thembefore the school assembly ora small group.

• Demonstrates the ability toanalyze an issue.

• Participates in a G D democrati-cally.

• Uses cohesive devices in appro-priate contexts.

• Uses collocations effectively.


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Learning Outcomes

• Learns to generate more colloca-tions that come within their ex-periential orbit. (Refer unit analy-sis for more examples)

• Does practice exercise.(Peer assessment)

• Watches 'What If', a short filmbased on Rudyard Kipling'spoem 'If'.

• Reflects on the film and brain-storms.

• Teacher consolidation.• Reads the poem and compre-

hends it with the help of 'Readand respond' questions.

• Revisits the poem and identifiesthe theme, elements and poeticdevices.

• Prepares notes.(Teacher assesses the process)

• Discusses the graphic organizer.• Analyses the poem on the basis

of the points.• Writes an appreciation.

(Teacher assessment - portfolio).Indicators

- Comprehensiveness- Quality of language- Proper analysis- Organization

• Picks out the statements using'if' from the poem and lists themin the given format.

• Identifies the structure with ref-erence to the given table.

• Does the practice activity in thetext.(Peer assessment)

• Reads the article given in the text.• Brainstorms.• Selects a person suitable for

write-up.• Prepares a write-up.

(Teacher assessment-portfolio)Indicators

- Comprehensiveness- Quality of language- Apt use of expressions- Organization.

• Developing proper at-titudes about every-thing and being fo-cused in order to real-ize one's goal

• Use of poetic devicesto enhance the qualityof language

• A p p r e c i a t i o ninvolving criticalanalysis of theme,language, poeticfeatures, relevance,message, etc.

• Conditional clausesas an integral part ofour communicationactivities

• Write-ups to promotereflective thinkingwhich includespersonal responsesabout a person,situations, events, etc.

• Reads and appreciates a poem.• Understands the need to de-

velop proper attitudes and val-ues in order to realize one'sgoal.

• Analyses the poem based on thetheme and poetic devices.

• Prepares an appreciation.

• Uses conditionals effectively.

• Forms personal responses andprepares a write-up for theschool magazine/publication


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Unit AnalysisTitle : Glimpses of GreatnessTime : 32 periodsTexts : ‘Abe’s First Speech’ (anecdote from the life of

Abraham Lincoln-Entry text)‘His First Flight’ (Story) by Liam O’ Flaherty‘I will Fly’ (Speech) by Dr. A. P. J. Abdul Kalam‘Quest for a Theory of Everything’ (Profile of Stephen Hawking)by Kitty Gail Ferguson‘If ’ (Poem) by Rudyard Kipling

Learning materials :Video clipsWorksheets – Cohesive devices, Collocation, Conditional clausesGraphic organizers – Tree diagram, Sun diagramShort filmDocumentary on the life of Stephen HawkingHandout of a sample timelineInternet

Extended reading :‘Teacher’s Pride’ (Article by Prof. B. Hrdayakumari)ICT & URL addresses: I. Video clipsSong scene ‘Give me some sunshine...’ from the Hindi film ‘ThreeIdiots’‘Learning to Fly: A Bird Story’http://www.youtube.com/watch?v=oItQOeKCr2Mwww.youtube.com/watch?v=SA-Tnkevq2whttp://www.youtube.com/watch?v=HKh6XxYbbIcVideo clip from the Hindi film ‘Thare Zamin Par’http://www.youtube.com/watch?v=RppblO9Iltk Stephen HawkingA Personal Journey PBShttp://singularityhub.com/2010/05/03/how-does-stephen-hawking-talk-video/ or http://www.youtube. com/watch?v=DbHygyExIIkhttp://www.youtube.com/watch?v=i0cVdPHOIxw(Stephen Hawking - Black Hole Time Travel)


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Assessment :Self assessmentPeer assessmentTeacher assessment

Concept : Traits of greatnessLearning outcomes :The learner :

1.1 reads, comprehends and interprets stories, speeches, profiles and per-sonal essays.

1.2 develops self confidence and realizes the role of support in overcom-ing hardships.

1.3 appreciates a story and writes a review.1.4 coordinates and arranges information logically with the help of graphic

organizer.1.5 analyses the features of a good speech and prepares speeches.1.6 performs a speech to motivate others.1.7 develops the ability to face challenges and emerge successful against

limitations.1.8 analyses a character and writes a paragraph.1.9 identifies the facts needed for a profile and prepares profiles.1.10 participates in a group discussion democratically.1.11 uses cohesive devices in appropriate contexts.1.12 uses collocations effectively.1.13 reads and appreciates a poem.1.14 analyses the poem based on the theme and poetic devices.1.15 prepares an appreciation.1.16 uses conditionals effectively.

Introduction to the UnitThe unit introduces certain unique characters and character traits so that the learnerwill be motivated to dream high and set goals.The unit aims at building confidence in the learner to strive for success in his / herown unique way and eventually achieve greatness.The learner has to realize that the key to success in any field is his / her perseverance.Success in life doesn’t come easily and there are many failures and hurdles for aperson to clear before its achievement. The undying qualities of every successful


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person in this world are perseverance and the willpower to fight against hardshipsand overcome them. These qualities make even the seemingly impossible, possible.It is an apt saying that ‘fire is the test of gold, and adversity that of man’.

Entry activitiesTime : 1 Period

Entry activity 1Concept : Traits of greatness

Creative use of languageMotivation- intrinsic and extrinsic

Learning outcomes :The learner• lists the qualities of greatness.Introducing the Unit:• The teacher initiates a discussion with the help of the entry activities given in

the text.• Brainstorming and discussion based on the quotation.• Completes the graphic organizer.• e.g. : confidence, motivation, family support etc.Resultant feedback and consolidation by the teacher will lead to the reading ofentry activity 2.Entry activity 2Concept : Creative use of languageLearning outcomes :The learner• evaluates a picture and writes a caption.Process• Reads, analyses and interprets the picture.• Writes appropriate caption.Resultant feedback and consolidation by the teacher will lead to the reading ofentry activity 3.Entry activity 3Concept : Motivation – intrinsic and extrinsic.Learning outcomes :The learner• realizes the need for motivation.


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Process:Reads and discusses ‘Abe’s First Speech’.

Resultant feedback and consolidation by the teacher will lead to the reading ofentry activity 4.Entry activity 4Reading of the text ‘Abe’s First Speech’:·

• Initiate silent reading (individual), comprehension and reflection, with the helpof while reading questions.

• Ensure discussion and comprehension (in groups/whole class) and selfevaluation.

• Additional questions can be framed and given, as and when the situationdemands.

• Teacher talk (explanation of hard spots and consolidation of ideas).Teacher input:

A political stump speech is a standard speech made by a politicianrunning for office/ a speech addressed to the general public during apolitical campaign or in support of a cause.The term is derived from a custom in 19th century America, when politicalcandidates campaigning from town to town, stood upon tree stumps todeliver a speech.Campaign: The word denotes a vigorous concerted effort toaccomplish a purpose: e.g. a fund-raising campaign, anadvertising campaign for a new product, a candidate's politicalcampaign.Abraham Lincoln has often been pictured as 'The Rail Splitter,' a brawnyfrontiersman wielding a heavy axe and splitting logs to make rail fences.

Think and respond:The learners discuss in groups and express their views.Resultant feedback and consolidation by the teacher will lead to the reading ofthe text.


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Learning outcomes:The learner• develops self-confidence and real-

izes the role of support in overcom-ing hardships.

About the authorLiam O'Flaherty (August 28, 1896 -September 7, 1984), was an Irish novelistand short-story writer whose workscombine brutal naturalism, psychologicalanalysis, and biting satire, with an abidingrespect for the courage and persistenceof the Irish people. He was a leadingfigure of the Irish Renaissance.O'Flaherty abandoned his training forpriesthood and embarked on a variedcareer as a soldier in World War I and awanderer in South America, Canada, theUnited States, and the Middle East. Hetook up different occupations aslumberjack, hotel porter, miner, factoryworker, dishwasher, bank clerk, anddeckhand. After taking part inrevolutionary activities in Ireland, hesettled in England in 1922, but returnedto Dublin in the mid-1920s.His books include Thy Neighbour's Wife(1923), his successful first novel; TheBlack Soul (1924); The Informer (1925;adapted as an Oscar-winning film by JohnFord, 1935); Skerrett (1932); Famine(1937); Short Stories (1937; rev. ed.1956); Insurrection (1950); The Pedlar'sRevenge and Other Stories (1976); as

I. HIS FIRST FLIGHT- Liam O' Flaherty

Time: 7 periodsConcept: Role of self-confidence and support in achieving success

well as several other novels andcollections of short stories. Hisautobiography, Shame the Devil, waspublished in 1934.Many of O'Flaherty's works have twocommon themes: Nature and Ireland. 'HisFirst Flight', a short story whichsymbolizes the nervousness oneexperiences before embarking onsomething new, is regarded as one of hismost famous works.Introducing the text:Suggestions / alternatives• Video clip of the song scene 'Give

me some sunshine...'from the Hindifilm 'Three Idiots'

• Video clip -'Learning to Fly: A BirdStory'.URL: http://www.youtube.com/watch?v=oItQOeKCr2M

Resultant feedback and consolidationby the teacher will lead to the reading ofthe text.Reading of the text:• Initiate silent reading (individual),

comprehension and reflection, withthe help of while reading questions.

• Ensure comprehension (in groups/whole class) and self evaluation.

• Additional questions can be framedand given, as and when the situationdemands.


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• Teacher talk (explanation of hardspots and consolidation of ideas).

Teacher input:'His First Flight' is a story about a familyof seagulls in which the intelligenceand psychology of these birds aredescribed. The writer talks about ayoung seagull that is afraid of flying. Itis obvious that the writer has minutelyobserved and analyzed the behaviourof these birds.Through the story of the birds, thewriter conveys the need for self-confidence and self-reliance. Parents/guardians can shoulder theresponsibility of looking after theirdependants to a great extent, but notforever. So everyone should take up theeffort to become independent whileutilizing available guidance.

ICT• Video presentation of the story avail-

able on www.youtube.com/watch?v=SA-Tnkevq2w

Activity I• Read and respondLearning outcomes:The learner• reads a story and analyses the differ-

ent features of it.• thinks outside the story and appreci-

ates it.Introducing the activity:Discourse input:Questioning techniques can improvelearning in different ways. Questions atthe lower levels- particularly those thattest one's knowledge and

comprehension - are closed-endedquestions. Higher order reasoning, suchas synthesis and evaluation, isstimulated through the use of open-ended questions. Asking an open-endedquestion is a way to elicit discussion,brainstorm solutions to a problem, orcreate opportunities for thinkingoutside the box. The highest-orderopen-ended questions engage studentsin dynamic thinking and learning, wherethey must synthesize information,analyze ideas, and draw their ownconclusions. Adolescents need tobecome critical thinkers, find their ownvoice, and be recognized for havingopinions that matter.So the questions given here are open-ended and analytical in type which willhelp the learners evaluate the situationand analyze the features of a story.

Suggestions / alternatives• The teacher initiates a brainstorming

and discussion based on the questionsgiven in the text.

Discourse inputs:ImageryImagery, in a literary text, is an author'suse of vivid and descriptive languageand the pictures they create in yourmind. It appeals to the senses anddeepens the reader's understanding ofthe work.Forms of imageryThere are seven types of imagery, eachcorresponding to a sense, feeling, oraction:• Visual imagery - pertains to sight,

and allows one to visualize persons,places, or events.


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• Auditory imagery - pertains tosound and is often expressed usingonomatopoeic words.

• Olfactory imagery - pertains toodour or smell.

• Gustatory imagery - pertains totaste.

• Tactile imagery - pertains totexture, or the sensation of touch.

• Kinesthetic imagery - pertains tomovement, or action.

• Organic imagery - pertains tofeelings of the body such as hunger,thirst, or fatigue.* The teacher can point outexamples from the text.

Activity II• Review

Concept : Appreciation of the storyLearning outcomes:The learner• Appreciates a story and writes a re-

view.Discourse input:

ReviewA review of a story examines it criticallyand tries to fathom the author's intentand motivations. It gives the reader aninsight into the writer's reaction, andwhether or not the story has made anyimpact. Structuring the review can beeasy if you follow a few guidelines.• Jot down your impressions. Make

notes as you read the story.• Evaluate the writing style--whether it

is a mystery, romance, thriller,comedy or a literary piece of work.

• Construct a thesis, i.e. concentrate ona central idea like the author's intent,theme, character, plot etc.

• Offer your perspective, i.e. discuss theoverall message of the story, its sig-nificance and whether or not youwould recommend it.

• Summarize the plot. Highlight thoseaspects of the story that pleased /piqued your interest, such as the be-ginning, the climax etc. Analyze theending of the story and reflect uponit.

• Discuss the author's purpose andwhether or not you feel he / sheachieved it through the characters,storyline or style. If the story is meantto be an inspiring tale of overcomingodds, but has failed to motivate youor engage your interest, then the au-thor has not been successful in thatrespect.

• Give constructive advice. If you can-not appreciate the story, do not criti-cize the author on a personal level,but instead focus your advice on thestory elements themselves.

• Draw your conclusion. Give youroverall opinion of the story andwhether or not you would recommendit.

Introducing the activity:Suggestions/alternativesThe learner• identifies the points needed for the

review and prepares notes, on thebasis of the discussion and brain-storming done earlier.

Assessment• The learner assesses himself / her-


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self while brainstorming.• Teacher assesses the process.Follow-up activity:• The learner writes the review using

the ideas collected.• Peer sharing.• Presenting the review to the class.AssessmentProcess:Peer assessment of the reviews.Portfolio:Teacher assesses the product using thefollowing indicators.

Indicators:• Appropriateness of language• Comprehensiveness of ideas• Organization of ideas

Activity IIITree diagramConcept: Use of graphic organizer.Learning outcomes:The learner• coordinates and arranges information

logically with the help of a graphicorganizer.

Introducing the activity:• Revisits the story, analyses ideas and

completes the graphic organizer.• Brainstorming of ideas.Resultant feedback and consolidationby the teacher will lead to Activity IV.AssessmentProcess:• Learner assesses himself / herself.• Peer assessment of answers.• Teacher assesses the process.

Activity IV• Think and respondLearning outcomes:The learner• identifies the requirements for attain-

ing success.• understands the supporting role of

the family and the need for being at-tached to the family.

Introducing the activity:Suggestions/ alternatives• Brainstorming (self evaluation).• Analyzing the different factors (peer

evaluation).• Coordinating ideas.Assessment:Process:Teacher assesses the process.Resultant feedback and consolidation bythe teacher will lead to the text 'I will Fly'.Sample T E Questions:1. Prepare a humorous write-up on your

initial attempts at learning a new skilllike learning to ride a bicycle or learn-ing to swim.

2. We know that the verb 'fly' (of birds/ insects) means to move through airusing wings. Pick out the wordswhich have the same or nearly thesame meaning.

swoop ascend sink descend stay flit float dart soarfall paddle ride hover shoot sail flutter skim glide spring flap

3. What lesson do you learn from thissimple story?


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(This story teaches us the importantlesson that no task is difficult enoughto achieve. But we should be pre-pared to take risks and try again andagain. Nothing is impossible if wetake the initiative and persevere.)

4. Why do first attempts always appeardifficult?

(It is very difficult to do somethingfor the first time because of the sheernovelty of the experience.)

5. Have you ever found yourself in asituation in which you are supposedto do something for the first time butcould not muster up the courage todo it? (Swimming/cycling/presenta-tion etc.)


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Learning outcome:The learner• categorizes different types of

speeches.• analyzes the features of a good

speech.• lists the qualities that make a person

unique.Introducing the text:Suggestions/alternatives• Video clip of the song "When you

wish upon a star ..."/ Print out ofthe lyrics (The teacher or a studentcan sing the song, if ICT facility isnot available.)

• A presentation (ppt) of famousquotes on 'dreams' and 'vision' by Dr.Kalam or any other famous person/Printout of the same/ Teacher pre-sentation etc. can be made.

Resultant feedback and consolidationby the teacher will lead to the reading ofthe text.Teacher input:"The song "When you wish upon astar..." was a song written by LeighHairline and Ned Washington for WaltDisney's 1940 adaptation of'Pinocchio'. The original version wassung by Cliff Edwards in the characterof Jiminy Cricket, and was heard over

II. I WILL FLY

-Dr A. P. J. Abdul KalamTime : 5 periodsConcept : Uniqueness of each individual.

the opening credits and in the finalscene of the film. Since then, it hasbecome the representative song of theWalt Disney Company, along withMickey Mouse as its icon. In the 1950sand 1960s, the song was used in theopening sequences of all the editionsof the Walt Disney anthology televisionseries. It accompanies the Walt DisneyPictures' opening logo even today.h t t p : / / w w w. y o u t u b e . c o m /watch?v=HKh6XxYbbIc"Lyrics of the song "When you ..."When you wish upon a starMakes no difference who you areAnything your heart desiresWill come to you.If your heart is in your dreamNo request is too extremeWhen you wish upon a starAs dreamers do.Fate is kindShe brings to those who loveThe sweet fulfilment ofTheir secret longing.Like a bolt out of the blueFate steps in and sees you throughWhen you wish upon a starYour dreams come true.Fate is kindShe brings to those who loveThe sweet fulfilment of


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Their secret longing.Like a bolt out of the blueFate steps in and sees you throughWhen you wish upon a starYour dreams come true.

Reading of the text:• Initiate silent reading (individual),

comprehension and reflection, withthe help of while reading questions.

• Ensure comprehension (in groups/whole class) and self evaluation.* Additional questions can be framedand given, as and when the situationdemands.

• Teacher talk (explanation of hardspots and consolidation of ideas).

Teacher input:• 'Sasthrayan' was conducted at

Paravur village near Kochi in 2012,to prepare 2000 students from differ-ent schools in the village, towards at-taining eligibility as engineers, scien-tists, doctors, qualified managers andcivil service officers. The programmewas initiated to empower 2000 fami-lies of the village.

• 'I will Fly', a poem by the 13th cen-tury Persian Sufi poet JalaluddinRumi, was slightly modified by Dr.Kalam to suit the occasion of hisspeech.

Activity IThink and respondThe questions here are an extendedform of those given for comprehensionand reflection while reading. They arelife-related and evaluative in typewhich will help the learner improvehis/her life skills.

Concept: Goal setting.Learning outcomes:The learner• reflects on his/her ambitions and sets

goals.• lists the qualities that make a person

unique.Introducing the activity:Suggestions/alternativesVideo clip of a famous person whoemerged from a humble background,along with pictures, newspaper headlines,or articles, from childhood till date. (asICT / Handout)Resultant feedback and consolidationby the teacher will lead to the activity.Learners discuss and share their ambitionsand resolutions, using the questions givenin the text.Follow-up activity:Set goals and present to the class.Peer evaluation on presentation of goals.

Evaluation indicator• clarity of ideas presented• logical presentation• fluency

Activity IISpeechConcept: Effective motivational speech.Learning outcomes:The learner• performs a speech to motivate others.Introducing the activity:Suggestions/alternatives• Video/audio clip of an inspiring

speech by Martin Luther King /Swami Vivekananda / J. Krishnamurthy.


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Resultant feedback and consolidationby the teacher will lead to the activity.Focus on:

Presentation Contentvoice modulation ideas conveyed,

organizationbody language use of illustra-

tions/quotes/examples etc.closure statement

Process:• Revisits the text, lists the features

such as ideas, words and expressions,examples, quotes, closure statementetc.

• Discusses the features.• Prepares a motivational speech.• Presents the speech before the whole

class.Discourse input:

Tips for a good speech:• Be clear about your purpose - to in-

spire, instruct, support, or lead to ac-tion etc.

• Make a striking beginning.• Get organized, i.e. develop the intro-

duction, body, and conclusion.• Ensure clarity and brevity.• Be persuasive.• Use expressions of interaction.• Use effective pauses.• End with an appropriate conclusion.Assessment - process:• Peers assess the speech based on in-

dicators like appropriateness of thecontent, style of presentation, struc-ture of a motivational speech etc.

• Teacher assesses the process. Thefollowing tips may be used for thepurpose.

Tips / indicators:Salutation

Introduction

Content (comprehensiveness,appropriateness)

Style of presentation (voicemodulation, body language,

eye contact, facial expressions etc.)

Development and sequencing of ideas

Appropriate use of language (rhetorical

questions,apt expressions, stories, quotes, etc.)

Conclusion (positive and effective,

catchy, has a punch etc.)

Thanking the audience

AssessmentTeacher assesses the portfolio (speech)Activity III• e-mailConcept: Structure and style of personale-mailsLearning outcomes:The learner• gets acquainted with e-mails and their

format, and practises writing e-mails.


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• familiarizes himself/ herself with thetechnical aspects and etiquettes ofe-mail.

Introducing the activity:Suggestions/alternativesSample e-mails via internet / printout.Resultant feedback and consolidationby the teacher will lead to the activity.ProcessThe learner :• gathers the key ideas of Dr. Kalam's

speech.• discusses and organizes.• writes an e-mail in the format as

shown in the internet or handouts.AssessmentPortfolio-e-mail

Discourse inputs:Steps for preparing a good e-mail:

• Start with a salutation.• Write in short paragraphs.• Stick to the topic.• Use capitals appropriately.• Sign off the e-mail.* For short informal e-mails, use'Best regards, With regards orKind regards'.For a more formal e-mail, it is es-sential to close appropriately with'Yours sincerely/Yours faithfully'etc.While writing to people you knowwell, sign off with something suchas 'All the best,' 'Take care,' or'Have a nice day,' before typingyour name.


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Learning outcomes:The learner• empathizes with others.• develops the ability to face challenges

and emerge successful in spite ofhandicaps.

Stephen HawkingOne of the most remarkable figures ofour age, Stephen Hawking is a Cambridgegenius who has earned internationalreputation as the most brilliant theoreticalphysicist since Einstein. 'StephenHawking' is an insightful, absorbing, andinspiring account of his extraordinary lifeand brilliant mind.About the authorKitty Gail Ferguson (born on December16, 1941) is a science writer, lecturer, andformer professional musician.Ferguson was born in San Antonio, Texas,where she spent her childhood. Shedeveloped an interest in astronomy andphysics even as a child. She studied musicat the Juilliard School and had a twenty-year career as a professional musician.While spending a year in England withher husband, Ferguson was able torekindle her early passion for science.After her return to the United States, shebegan writing highly successful books onscience. She currently lives in Bluffton,and Cambridge, England.

III. QUEST FOR A THEORY OF EVERYTHING

-Kitty Gail FergusonConcept : Inspiring lives of eminent personalities; the value of empathyTime : 9 periods

She has written several science books forlay persons and youth, including bookson biographical facts and the socialbackground in which scientificdevelopments have taken place. Her best-known books include biographical workson Stephen Hawking, Tycho Brahe andJohannes Kepler and the ancientmathematician and philosopherPythagoras.Ferguson uses her gift for translating thelanguage of theoretical physics into alanguage which makes Hawking'sscientific work accessible to ordinarypeople like us. With the help of a rareaccess to Hawking, including childhoodphotos and in-depth research, she hascreated a rich and comprehensive pictureof Hawking's life; his childhood; theheartbreaking ALS diagnosis when hewas a first-year graduate student; his longpersonal battle for survival in the pursuitof a scientific understanding of theuniverse and his rise to international fame.Introducing the text:Suggestions/alternatives• Video clip from the Hindi film 'Thare

Zamin Par'Points for discussion:• Deformity of the child• Innate potential• Motivation given• How talents are brought to light


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Resultant feedback and consolidationby the teacher will lead to the reading ofthe text.Reading of the text:Initiate silent reading (individual),comprehension and reflection, with thehelp of While reading questions.Ensure comprehension (in groups/wholeclass) and self evaluation.*Additional questions can be framed andgiven, as and when the situation demands.Teacher talk (explanation of hard spotsand consolidation of ideas).ICT:h t t p : / / w w w . y o u t u b e . c o m /watch?v=RppblO9Iltk Stephen HawkingA Personal Journey PBSTeacher inputs:• Amyotrophic lateral sclerosis : Adisease known in America as LouGehrig's disease, and in Britain as motorneuron disease. It causes a gradualdisintegration of the nerve cells of thespinal cord and the brain, that regulatevoluntary muscle activity. The firstsymptoms are usually weakness andtwitching of the hands, and sometimesslurring of speech and difficulty inswallowing. As the nerve cellsdisintegrate, the muscles they controlatrophy. Eventually, this happens to everymuscle of the body. Movement becomesimpossible. Speech and other means ofcommunication are lost. Death occursalmost within two or three years as aresult of pneumonia or suffocation whenthe respiratory muscles fail. The brainhowever remains completely lucid till theend. To some, this seems an advantage;to others, a horror.

• Caius: pronounced as 'keys.'• Cosmology: (from the Greek word‘kosmos’ which means 'world' and logiawhich means 'study of') is the study ofthe origin, evolution, and eventual fateof the universe. Physical cosmology is thescholarly and scientific study of the originand evolution of large-scale structures andtheir dynamics, and the ultimate fate ofthe universe, as well as the scientific lawsthat govern these realities. Religiouscosmology (or mythological cosmology)is a body of beliefs based on thehistorical, mythological, religious, andesoteric literature and traditions ofcreation and eschatology.• Physical cosmology is studied byscientists, such as astronomers, andtheoretical physicists; and academicphilosophers, such as metaphysicians,philosophers of physics, and philosophersof space and time. Modern cosmology isdominated by the Big Bang theory, whichattempts to bring together observationalastronomy and particle physics.• Quantum mechanics: (QM - alsoknown as quantum physics, or quantumtheory) is a branch of physics which dealswith physical phenomena at nanoscopicscales where the action is on the order ofthe Planck constant.It is the science of the very small: thebody of scientific principles that explainsthe behaviour of matter and itsinteractions with energy on the scale ofatoms and subatomic particles.Toward the end of the 19th century,scientists discovered phenomena in boththe large (macro) and the small (micro)worlds that classical physics could not


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explain. Coming to terms with theselimitations led to two major revolutionsin physics - one being the Theory ofRelativity and the other was thedevelopment of Quantum Mechanics.When physicists discovered thelimitations of classical physics, theydeveloped the main concepts of thequantum theory that replaced it in theearly decades of the 20th century.• Tracheotomy: A surgical procedurewhich consists of making an incision onthe anterior aspect of the neck andopening a direct airway through anincision in the trachea (windpipe). Theresulting stoma (hole), or tracheostomy,can serve independently as an airway oras a site for a tracheostomy tube to beinserted; this tube allows a person tobreathe without the use of his or her noseor mouth. Both surgical and percutaneous(pertains to any medical procedure whereaccess to inner organs or other tissue isdone via needle) techniques are widelyused in current surgical practice.• How does Stephen Hawking speak?Very few scientists have captivated thepublic interest as much as the renownedBritish physicist Stephen Hawking. Histheories about black holes, his books, andhis appearances on the Simpsons and StarTrek have made him an international iconof intelligence and science. A part ofHawking's fame comes from the mannerin which he communicates: a computergenerated voice. Struck by motor neurondisease (ALS/Lou Gehrig's), the brilliantprofessor lost much of his muscle control,and a necessary tracheotomy removed hisability to speak on his own. Instead,custom devices (commercially available

software) gave him the means to expresshis revolutionary theories in physics.

• ALS/motor neuron disease affectsaround seven people in every 100,000.While there are a few treatments for ALS,there is no known cure. For Hawking,motor neuron disease was almost a deathsentence. He was told that he had but afew years to live after the initial diagnosis.Now, almost 40 years later, though hisbody may be in decline, the body of hisworks has been growing.

Hawking's battle with motor neurondisease has led to an uneven decline inhis ability to communicate over the years.

After his tracheotomy in 1985, however,Hawking had to find a new way tocommunicate. Walter Woltosz developedHawking's first software programme thatallowed him to spell by clicking a button.The software, called Equalizer, wasdeveloped with Woltosz's companyWords Plus, and different versions arose,including EZ Keys which Hawkingcurrently uses. With this software,Hawking was able to write just four wordsa minute, but it became his portal to theoutside world. It is through thistechnology that he has written books,essays, and delivered countless lectures.

ICTh t t p : / / w w w . y o u t u b e . c o m /watch?v=DbHygyExIIk (How StephenHawking communicates?)

http://singularityhub.com/2010/05/03/how-does-stephen-hawking-talk-video/


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Black holes:It is a great amount of matter packed intoa very small area, like a star ten times moremassive than the Sun, squeezed into asphere approximately the diameter ofNew York City. The result is agravitational field so strong that nothing,not even light, can escape through it.ICTh t t p : / / w w w . y o u t u b e . c o m /watch?v=i0cVdPHOIxw (StephenHawking - Black Hole Time Travel)Activity I• WritingConcept: Character analysisLearning outcomes:The learner• analyses a character and writes a para-

graph.Introducing the activity:The learner• revisits the text and identifies the fea-

tures of a character.• shares in group.• writes a paragraph.Resultant feedback and consolidationby the teacher will lead to the activity.• Additional questions could be given

to elicit points that support. Thelearner writes the answer.

Suggested questions:• What do you learn about Stephen

Hawking as a student, both in schooland college?

• What was the impact of the diseaseon Stephen Hawking?

• Do you think that Stephen Hawkingis a genius on a par with Einstein?

Give examples to substantiate youranswer.

Self assessmentThe learner evaluates himself / herself.• Shares the responses in groups.Teacher assessment• Portfolio - character analysis.

Indicators:• Brevity• Comprehensiveness• Quality of language

Activity II• TimelineConcept: Timeline as a chronologicalrecord of major life eventsLearning outcomes:The learner• identifies the facts needed for a pro-

file.• lists the major events of a person's

life chronologically.Teacher input:A timeline is a way of displaying a listof events in their chronological order,sometimes described as a projectartefact. It is typically a graphic design,showing a long bar labelled with datesalongside itself, and usually, eventslabelled on points where they wouldhave happened.

Introducing the activity:Suggestion/alternativeThe teacher• gives handouts of a lifeline showing

the events in the life of BenjaminFranklin.


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The learner :• reads the text again, collects the

major events in the life of Hawking,and labels them on the timeline.

• identifies the major facts needed fora profile and lists them.

Resultant feedback and consolidationby the teacher will lead to the activity.The learner• collects data from the profile.• shares in groups.Assessment:Self and peer assessmentResultant feedback and consolidationby the teacher will lead to the nextactivity.Activity III• InterviewConcept: Interviews as a help to knowabout person's attitudes and views.Learning outcomes:The learner• prepares questions and interviews a

person.Introducing the activity:The learner watches an interview withStephen Hawking on Youtube, taken on6th June 2014.URL: http://www.youtube.com/watch?v=T8y5EXFMD4s (Last WeekTonight with John Oliver: Stephen

Hawking Interview (HBO)• Revisits the text and does Activity

III in the text.• Discusses the purpose of the inter-

view and the nature of the questionsasked.

• Identifies the person to be inter-viewed.

• Prepares a set of questions.Resultant feedback and consolidationby the teacher will lead to the activity.The learner collects information with thehelp of• the excerpt given in the text.• brainstorming in the group.Assessment:Peer assessmentResultant feedback and consolidationby the teacher will lead to the activity.Activity IV• ProfileConcept: Information collected from aninterview as being helpful in preparing aperson's profile.Learning outcomes:The learner• prepares a profile using the informa-

tion collected from an interview.Introducing the activity:The learner• interviews a person.• discusses and shares the information

collected.• selects the relevant details and orga-

nizes them.• writes the profile.Assessment of the process:Teacher assesses the process andportfolio.


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Indicators• Appropriateness of content• Authenticity of facts• Quality of language• Organization

Resultant feedback and consolidationby the teacher will lead to the activity.Activity V• Short Speech (Thought for the day

to be presented before the schoolassembly)

Concept: People who have turned theirdisabilities into their strength, as a sourceof inspiration.Learning outcomes:The learner• imbibes the spirit of perseverance.• prepares short motivational speeches

and presents them before the schoolassembly or a small group.

Introducing the activity:The learner• reads and analyses the statement

given in the activity.• identifies a person with a similar

story.• collects and shares information.• prepares a short motivational speech.• presents the speech.Assessment:Teacher Assessment(Indicators: same as those given earlierwith motivational speech.)Resultant feedback and consolidation bythe teacher will lead to the activity.Activity VI• Group discussion

Concept: Group discussion involvingcommunication skills and interpersonalskills.Learning outcomes:The learner• demonstrates the ability to analyse an

issue and participate in a G D demo-cratically.

Discourse tips:Group discussion:Group discussion occurs in many differentformats - from very informal onesbetween friends, to highly structured andchallenging discussions included as partof a selection process.In both cases, there are a number ofspecific skills that can help our learnersbecome better performers which willenable them to contribute effectively togroup discussions. They can be done inpreparation for job interviews or asextended speaking practice simply toincrease fluency.GDs are used to assess certain groupskills that cannot be otherwise evaluatedin an interview. These include reasoningability, leadership quality, inspiring ability,flexibility, creativity/out-of-the-boxthinking, social skills, listening andarticulation skills, situation handlingability, interpersonal ability to function asa team player, body language and attitude.Why teach group discussion skills?Developing group discussion skills isuseful for everyday life as we regularlyfind ourselves having discussions amongstfriends, family and colleagues.Additionally, group discussions areincreasingly being used in the job marketduring interviews and selection


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procedures. These can take a variety offormats, but the key skills remain verysimilar.Group discussion also offers anopportunity for extended speaking (andlistening) practice by all the contributors.As a skill development method, it istherefore useful for all learners.Dos and Don'ts of Group discussion• Keep eye contact while speaking.• Initiate the GD.• Allow others to speak.• Speak clearly.• Make sure to keep the discussion on

track.• Maintain a positive attitude/Be

confident.• Speak sensibly.• Listen carefully to others.• Do not go into unnecessary details.• Use a formal way of dressing.

What skills are judged in a groupdiscussion?• How good you are in communicat-

ing with others.• How you behave and interact with a

group.• How open-minded and motivating

you are.• Your listening skills.• How you put forward your views, i.e.

clarity of your views and expressions.• Your leadership and decision-making

skills.• Your analytical and logical skills and

subject knowledge.• Problem solving and critical thinking

skills.

• Your attitude and confidenceIntroducing the activityThe learner• watches visualization of model GDs

in Youtube.• h t t p : / / w w w. y o u t u b e . c o m /

watch?v=7gcsZ9H2I6s (PO's GroupDiscussion --Topic: InternationalTerrorism)

• h t t p : / / w w w. y o u t u b e . c o m /watch?v=3bVh1Llqhs0 (How aGroup Discussion should be handled-- Topic: Can Lokpal Bill eradicatecorruption completely?)(Any other interesting GD)

• brainstorming and reflection on thepresentation of the G D.

• discusses and analyses the topic ingroups.

• brainstorms and collects points.• presents their views in groups.• selects the best speaker from the

group for presentation in the wholeclass.

• class selects a moderator.Process assessmentTeacher assesses the process.• Selected learners present their views

in the form of a GD.Assessment:Peer and Teacher assessment

Indicators• Initiation• Communication skills• Language• Interpersonal skills

Resultant feedback and consolidationby the teacher will lead to Activity VI.


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Activity VICohesive devicesConcept: Cohesive devices to hold atext together.Learning outcomes:The learner• uses cohesive devices in appropriate

contexts.Introducing the activity:The learner• locates the cohesive devices in the

text.• discusses its purpose and effective-

ness.• gets familiarized with common cohe-

sive devices given in the text.• does the practice activity.AssessmentPeer assessmentActivity VIICollocations:Concept: Certain words frequently co-occurring with certain others.Learning outcomes:The learner• uses collocations effectively.Introducing the activityThe learner• reads the expressions given in the

text.• understands how the word 'crippling'

collocates with 'disease'.• learns to generate more collocations

that come within their experientialorbit. (refer to Unit analysis for moreexamples.)

• does practice exercise.•AssessmentPeer assessmentTeacher inputCollocations are habitual juxtaposition/ combination / concurrence of aparticular word with another word orwords with a frequency greater thanchance. They are partly or fully fixedexpressions that become establishedthrough repeated context-dependentuse. Such terms as 'crystal clear','middle management', 'nuclear family',and 'cosmetic surgery' 'strong tea','heavy drinker', bright idea etc. areexamples of collocated pairs of words.

Sample CollocationsThere are different types of collocations.Collocations can be adjective + adverb,noun + noun, verb + noun and so on.Below, you can see seven main types ofcollocation in sample sentences.1. adverb + adjective

• Invading that country was anutterly stupid thing to do.

• We entered a richly decoratedroom.

• Are you fully aware of theimplications of your action?

2. adjective + noun• The doctor ordered him to

take regular exercise.• The Titanic sank on its maiden

voyage.• He was writhing on the ground

in excruciating pain.


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3. noun + noun• Let's give Mr Jones a round of

applause.• The ceasefire agreement came

into effect at 11am.• I'd like to buy two bars of soap,

please.4. noun + verb

• The lion started to roar whenit heard the dog barking.

• Snow was falling as our planetook off.

• The bomb went off when hestarted the car engine.

5. verb + noun• The prisoner was hanged for

committing murder.• I always try to do my home-

work in the morning, aftermaking my bed.

• He has been asked to give apresentation about his work.

6. verb + expression with preposition• We had to return home be-

cause we had run out ofmoney.

• At first her eyes filled withhorror, and then she burst intotears.

• Their behaviour was enoughto drive anybody to crime.

7. verb + adverb• She placed her keys gently on

the table and sat down.• Mary whispered softly in

John's ear.• I remember vaguely that it was

growing dark when we left.


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Learning outcomes:The learner• reads and appreciates a poem.• understands the need to develop

proper attitudes and values in orderto realize one's goal.

About the authorJoseph Rudyard Kipling (30 December1865 - 18 January 1936) was an Englishshort-story writer, poet, and novelist. Hewas known for his tales and poems ofBritish soldiers in India and stories forchildren. He was born in the BombayPresidency of British India, and was takenby his family to England when he was fiveyears old. Kipling's works of fictioninclude The Jungle Book (a collection ofstories which includes "Rikki-Tikki-Tavi"), the Just So Stories (1902), Kim(1901), and many short stories, including'The Man Who Would Be King' (1888);and his poems include 'Mandalay' (1890),'Gunga Din' (1890), 'The Gods of theCopybook Headings' (1919), 'The WhiteMan's Burden' (1899), and 'If' (1910). Heis regarded as a major innovator in theart of the short story; his children's booksare enduring classics of children'sliterature.Kipling was one of the most popularwriters in England (in both prose andverse) in the late 19th and early 20thcenturies. Henry James said: "Kipling

IV. IF

- Rudyard KiplingTime : 6 periodsConcept : Developing proper attitudes about everything and being focused

in order to realize one's goal

strikes me personally as the mostcomplete man of genius that I have everknown."In 1907, he was awarded theNobel Prize in Literature, making him thefirst English-language writer to receivethe prize, and to date he remains itsyoungest recipient. Among other honours,he was sounded out for the British PoetLaureateship and on several occasions fora knighthood, all of which he declined.Introducing the text:Suggestions / alternativesThe learner• watches 'What If' - a short film based

on Rudyard Kipling's poem.URL: http://www.youtube.com/

watch?v=dpQsFtcgWBY (What If- short film based on RudyardKipling's poem.)

• reflects on the film and brainstorms.Resultant feedback on the short filmand consolidation by the teacher willlead to the reading of the poem.Reading of the text:The learner• reads the poem and comprehends it

with the help of 'Read and respond'questions.*Additional questions can be framedand given, as and when the situationdemands.Teacher talk (explanation of hard


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spots and consolidation of ideas)Teacher input:In 1896, thirty-one-year-old RudyardKipling became an internationally-renowned poet and story-teller, whenhe wrote a poem with a one-word title:"If." The poem was inspired by "TheJameson Raid," an 1895 military actionin the Boer War in South Africa. Theraid was led by an English noblemannamed Leander Starr Jameson. It wasin many ways a military disaster, butJameson became a hero in the Britishpress for his courage in attempting theraid and his willingness to takeresponsibility for the failure of themission. The entire affair arousedenormous patriotic fervor in England,and Kipling was obviously caught upin the temper of the times.Although it may not seem so to themillions who can recite its famous firstline, 'If' is also a bitter condemnationof the British Government led by LordSalisbury, and the duplicity of itsColonial Secretary Joseph Chamberlain,for covertly supporting Dr Jameson'sraid against the Boers in South Africa'sTransvaal in 1896, only to condemnhim when the raid failed.Kipling was a friend of Jameson andwas introduced to him, so scholarsbelieve, by another colonial friend andadventurer, Cecil Rhodes, the financierand statesman who extracted a vastfortune from Britain's burgeoningAfrican empire by taking substantialstakes in both diamond and gold minesin South Africa.In Kipling's autobiography,

Something Of Myself, publishedposthumously in 1937, the year afterhis death at the age of 70, heacknowledges the inspiration for If ina single reference: 'Among the versesin 'Rewards' was one set called 'If' - theywere drawn from Jameson's character,and contained counsels of perfectionmost easy to give.'Two of its most resonant lines, 'If youcan meet with triumph and disaster andtreat those two imposters just thesame', is written above the players'entrance to the Centre Court atWimbledon.

ICT• What If - short film based on

Rudyard Kipling's poem.• (If... (1968) full movie)

URL: http://www.youtube.com/watch?v=dpQsFtcgWBY (What If- short (awesome) film based aroundRudyard Kipling's poem.)h t t p : / / w w w. y o u t u b e . c o m /watch?v=PmoHv8Mf_-o (If...(1968) full movie)

Activity I• Read and reflectConcept: Use of poetic devices asenhancing the quality of language.Learning outcomes:The learner• analyses the poem based on the

theme and poetic devices.Introducing the activity:The learner• revisits the poem and identifies the

theme, elements and poetic devices.• prepares notes.


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AssessmentTeacher assesses the process.Discourse input:Theme:The theme of the poem is that oneshould develop proper attitudes abouteverything, keeping an eye on the goalor the main prize. If you keep yourselffocused and have your priorities fixed,you will not be distracted by otherthings and you will reach your goal."If" urges a balanced, groundedstoicism in the face of life's ups anddowns.Figures of speecha) PersonificationPersonification is a figure of speech inwhich human characteristics areattributed to an abstract quality, animal,or inanimate object. The non-humanobjects are portrayed in such a way thatwe feel they have the ability to act likehuman beings.e.g.: Dreams are personified as masterswho can control our lives. In this case,dreams assume a human role/quality,that of being a master.'Triumph' and 'disaster' are imposterswho can lead us astray. Success ispersonified as 'Triumph' and can makeus satisfied. Failure is personified as'Disaster'. It can influence us to believethat failure is permanent.Will is personified as 'a person whoencourages us not to give up.'b) MetaphorA metaphor is a figure of speech thatdescribes a subject by asserting that it

is, at some point of comparison, thesame as another otherwise unrelatedobject. It is a figure of speechcomparing two unlike things withoutusing either "like" or "as".It is not to be mistaken with a similewhich does use "like" or "as" incomparisons.Metaphor is a type of analogy and isclosely related to other rhetorical figuresof speech that achieve their effects viaassociation, comparison or resemblanceincluding allegory, hyperbole, andsimile.e.g.: Unforgiving minutes refer to timethat waits for no man, it is like a racewhere every second is important.'Worn out tools' refer to the feeling oftotal exhaustion that can force someoneto give up.'Make one heap of all your winnings' iscompared to a pile of money won atthe gambling table.'Walk with Kings' means to socializewith important people.'Talk with crowds' refers to interactingwith all kinds of people.c) SymbolSymbolism is the use of symbols tosignify ideas, an image, action, andqualities by attributing meanings thatare different from their literal sense.It can take different forms. Generally,it is an object representing another togive it an entirely different deep andsignificant meaning. Sometimes,however, an action, an event or a wordspoken by someone may have asymbolic value.Symbols do shift their meaningsdepending on the context they are used


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in. Thus, the symbolic meaning of anobject or an action is understood bywhen, where and how it is used. It alsodepends on who reads them.e.g.: 'Knaves' represent scoundrels, liarsor conmen.'Crowds' symbolize the common folk/people.'Kings' represent the important peoplein society.'Common touch' represents humility/simplicity.

Resultant feedback and consolidationby the teacher will lead to Activity III.Activity III• AppreciationConcept: Appreciation involvingcritical analysis of theme, language,poetic features, relevance, message etc.Learning outcomes:The learner• prepares an appreciation.Introducing the activity:Suggestions/alternativesThe learner• discusses the graphic organizer.• analyses the poem on the basis of the

themes.• writes an appreciation.Assessment:Teacher assessment.

Indicators• Comprehensiveness• Quality of language• Proper analysis• Organization

Activity IVConditional clause:Concept: Conditional clauses as anintegral part of our communicationactivities.Learning outcomes:The learner• uses conditionals effectively.Introducing the activity:The learner :• picks out the statements from the

poem using 'if' and lists them in thegiven format.

• identifies the structure with referenceto the given table.

• does the practice activity in the text.Assessment:Peer assessmentExtended activities:I. Write-upConcept: Write-ups to promotereflective thinking which includespersonal responses about a person,situation, event etc.Learning outcomes:The learner• forms personal responses and pre-

pares a write-up for the school maga-zine/publication.

Teacher inputA written account, in particular, for anewspaper or magazine article givingan opinion or review of an event,performance, person, or product;usually a report or article that makes apositive judgment about something.


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Introducing the activity:Suggestions/alternativesThe learner• reads the article given in the text.• brainstorms.• selects a person suitable for a write-

up.• prepares a write-up.

Assessment:Teacher assessment (portfolio - write-up)

Indicators• Comprehensiveness• Quality of language• Apt use of expressions• Organization.


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SAMPLE T.E QUESTIONS

1. Read the following excerpt from the story 'His First Flight' and answer the ques-tions that follow.His mother had picked up a piece of fish and was flying across to him with it. Heleaned out eagerly, tapping the rock with his feet, drying to get nearer to her asshe flew across. But when she was just opposite to him, abreast of the ledge, shehalted, her legs hanging limp, her wings motionless, the piece of fish in her beakalmost within reach of his beak.i) The word ……………. in the excerpt means 'stopped'. (1)ii) What was the mother bird trying to do? Did she achieve in her attempt?

Explain your answer in three or four sentences.(3)

iii) Suggest a suitable title to the excerpt.

2. In his speech Dr. Kalam quotes a few lines from a poem which ends with thefollowing lines.

I am not meant for crawling,I have wings, I will fly

I will fly and flyi) What is meant by the expression 'not meant for crawling?'

(1)ii) Explain the title of the speech 'I Will Fly', which is also derived from this

poem.(2)

iii) Why is the expression 'I will fly' repeated in the last part of the poem?What does the author want to express through it?

3. Read the following lines from the poem 'If' and answer the questions that follow.'If you can dream- and not make dreams your master;If you can think- and not make thoughts your aim,…'i) What does 'dream' mean here? (1)a) desireb) longingc) goald) ambitionii) How can 'thoughts' influence a man's success? (2)


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iii) Dr. Kalam hire' with the following lines,"Dream, dream, dreamDreams transform into thoughts,|Thoughts result in action"

Make a comparison between the views of Dr. Kalam and Kipling about 'dreams'and 'thoughts'. (4)

4. Why do the first and the second stanzas of the poem 'If' end with colons? (2)

Writing1. ‘Where there is a will, there is a way’. How far is this statement true in the case

of the young seagull in the story 'His First Flight?' Write your answer in a para-graph of about 100 words. (4)

2. It is usually said, 'Behind every successful man there is a woman'. How far is thistrue in the life of Stephen Hawking and Jane? Answer in a paragraph. (6)

3. Write a note on Liam O' Flaherty's attitude towards the father and mother in hisstory 'His First Flight'.

4. Imagine that you are winner of the 'Young Master Mind Award' for the year. Soyou are selected to attend the world conference of young scientists. StephenHawking is going to be chief guest. There you get an opportunity to introducehim to the young scientists gathered there. Prepare a short speech to introduceStephen Hawking to them. (6)

Words and DeedsWords and DeedsUnit 2


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UNIT FRAME - UNIT II

• The essence ofGandhiji's teach-ing

• Factual compre-hension

• Techniques ofnote making

• How Gandhiji in-spired the free-dom fighters

• Organizing ideasin a paragraph

• Delivering aspeech

• Each individualand society hasrole to ensureequal rights towomen.

• Group discussion

• Reads the text.• Group discussion.

• Silent reading.• Reads and comprehends.• Peer /Teacher evalua-

tion.

• Group activity• Revisits the text, lists

points, organizes andcompletes the activityand makes notes.

• Group discussion. • Revisits the text, lists

points, organizes andcompletes the activityand writes a paragraph.

• Peer /Teacher evalua-tion.Indicators: Content,Coherence, clarity ofpresentation, use oflanguage.

• Group discussion.• Gathers points through

brain storming, liststhem and prepares aspeech about Gandhijiand delivers it.

• Peer /Teacher evalua-tion.Indicators: Body lan-guage, voice modulation,pronunciation, clarity,logical development,comprehensiveness.

• Group discussion.• Lists and gives examples

of women's rights anddiscusses the presentcondition of women.

• Peer /Teacher evalua-tion.

• Indicators: Clarity ofpresentation, relevanceof expressions

• Participates actively ingroup discussion.

• Reads and comprehendsa text.

• Reads, analyzes andmakes notes.

• Summarizes a passage/text.

• Prepares and delivers aspeech.

• Participates actively ingroup discussion.

• Celebrates humanachievement and main-tains equanimity.


Learning Outcomes

Unit - 2 WORDS AND DEEDS

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Learning Outcomes

• Letter to theeditor

• Subject-verbagreement(concord)

• Dictionary refer-ence skills

• Factual andin t e r f e r en t i a lcomprehension

• The significanceof the title ‘ThePrice of Flowers’

• Charactersketch

• Group discussion.• Analyses the sample let-

ter and writes a letter tothe editor.

• Peer/Teacher evalua-tion.Indicators: Format, clar-ity, coherence, use oflanguage.

• Group discussion.• Reads, generalizes and

assimilates the concordrules and completes theactivity.

• Group discussion.• Looks up a dictionary,

discusses the purpose ofit and completes theactivity.

• Silent reading-The priceof flowers.

• Reads, comprehendsand answers differentlevels of questions fromthe text.

• Peer /Teacher evalua-tion.Indicators : Communi-cation skills, accuracy ofresponses.

• Group discussion.• Revisits the story, analy-

ses its emotional value

• Group discussion.• Lists the words that de-

scribe Maggie, classifiesthem according to thetraits of her appearance,qualities, attitude, andwrites a charactersketch.

• Peer /Teacher evalua-tion.Indicators: Format, clar-ity, coherence, appropri-ateness of language.

• Drafts different types ofletters.

• Demonstrates the abilityto use correct concordrules in discourses

• Demonstrates the abilityto use dictionaryreference skills


• Reads, analyzes andmakes notes.

• Develops an empatheticattitude towards life.

• Sketches the characterof a person systemati-cally.


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Learning Outcomes

• Group discussion.• Revisits the story,

discusses and identifiesthe category to which itbelongs.

• Group discussion.• Revisits story, discusses

and drafts a letter.• Peer /Teacher evalua-

tion.Indicators: Format/clarity/coherence/vo-cabulary/appropriatelanguage.

• Group discussion.• Revisits story, discusses

and drafts imaginativelya conversation andenacts it.

• Peer /Teacher evalua-tion.Indicators: telephonicetiquettes, Communica-tion skills.

• Group discussion.• Revisits the story, dis-

cusses the style , narra-tion, language, impact ofwords and usages , loca-tion characterization,etc of the story and writesa brief review.

• Peer /Teacher evalua-tion.Indicators: Content, clar-ity, coherence, personalopinion.

• Group discussion.• Reads, generalizes and

assimilates the rules ofdirect speech and indi-rect speech, and com-pletes the activity.

• Peer /Teacher evalua-tion.Indicators: Accuracy.


• Drafts a letter.

• Enhances vocabulary.

• Prepares a criticalreview of poems/shortstories.

• Uses reported speech invarious contexts.

• Different types ofstories

• Writing an infor-mal letter

• Preparing a con-versation

• Critical review ofa story

• Reporting con-versation


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Learning Outcomes

• Silent reading.

• Reads, comprehends andsummarizes the text.

• Group discussion.• Revisits the poem, dis-

cusses and elaboratesthe ideas in the givenlines.

• Peer/Teacher evalua-tion.Indicators: Clarity,coherence.

• Group discussion.• Revisits the poem, dis-

cusses the poetic devicesand summarizes intonotes.

• Peer /Teacher evalua-tionIndicators: Content,clarity, coherence.

• Group discussion.• Revisits the story, dis-

cusses the style , narra-tion, language, import ofwords and usage, locationcharacterization, etc ofthe story and writes abrief review.

• Peer /Teacher evalua-tion.Indicators: Appropriate-ness of language, com-prehensiveness of con-tent, use of cohesive de-vices, organization.


• Upholds the importanceof values in life.

• Elaborates ideas in thegiven line from the text.

• Appreciates literary ele-ments or literary de-vices.

• Prepares an apprecia-tion of poems.

• Good deeds willbe rememberedfor ever

• Elaborating theideas, found inthe significantlines of the poem

• Rhyme scheme/Figures ofspeech

• Appreciation ofthe poem


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UNIT ANALYSIS

Essay AND THEN GANDHI CAMEShort story THE PRICE OF FLOWERSPoem DEATH THE LEVELLER

IntroductionLiterature enriches, refines and widens our aesthetic perceptions. Italso creates an awareness of the evils of society. Further, it changessociety beyond our powers of calculation with its humanising influence.Literature also helps foster generosity and morality in us. Death isthe inevitable end of all life and our life must be well spent. It is ouractions and good deeds which give meaning to life. Words and deedsare thus important. These chapters help learners uphold the importanceof values and attitudes in life. Understanding the Indian culture andvalues will, no doubt, help the individuals to mould their character.

Concept:The importance of culture, values and attitudes in life

Learning outcomes:The learner:

2.1 maintains the relationship between words and deeds.2.2 upholds the importance of values in life.2.3 realizes the need for enriching the culture of India2.4 develops an empathetic attitude as a real strength factor.2.5 appreciates literature.2.6 reads and comprehends analyses, and interprets a text.2.7 makes use of correct concord in discourses.2.8 uses reported speech in various contexts.2.9 uses the skills required for dictionary-reference.2.10 prepares and deliver speeches.2.11 participates actively in group discussions.2.12 drafts different types of letters.


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2.13 prepares an appreciation of poems/short-stories.2.14 reads, analyzes and makes notes.2.15 summarizes a passage/text.2.16 elaborates the ideas in the given line from the text.2.17 prepares a critical review of poems/short stories.2.18 sketches the character of a person systematically.2.19 improves and enriches vocabulary.2.20 prepares short discourses.


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This excerpt is from Nehru's book "TheDiscovery of India". It is about Gandhiji,a leader of his people, unsupported byany outside authority. It explains howGandhiji enlightened the freedomfighters, and brought about a vastpsychological revolution.About the authorJawaharlal Nehru was a key figure inIndian Politics and India's freedommovement. He was the Prime Ministerof India since its establishment as anindependent nation in 1947, until hisdeath in office in 1964. He is consideredto be the architect of modern India as asovereign, socialist, secular anddemocratic republic.Nehru was a prolific writer. He wrotemany books such as "The Discovery ofIndia", "Glimpses of World History" andhis autobiography, "Towards Freedom".Of his collection of letters, 30 letters tohis daughter (written when she was 10years old and in a boarding school inMussoorie) was published as a book,"Letters from a Father to his Daughter"."The Discovery of India" was writtenduring his imprisonment from 1942 to1948 in the Ahmednagar Fort. He wasjailed for his participation in the QuitIndia Movement. The book provides abroad view of Indian History and culture.Nehru says that India in the past was acountry that lived in harmony and peace,but the evils of society corrupted thepeople. The book is widely accepted as

1. AND THEN GANDHI CAME- Jawaharlal Nehru

a classic in India since its first publicationin 1946. In 1955, Nehru was awarded theBharat Ratna, India's highest civilianhonour.Unit Analysis1. Entry activityLet`s begin / Group DiscussionTime : 30 minutesConcepts / skills

The essence of Gandhiji's teachings.Learning outcomeStudents demonstrate their ability to

uphold the importance of values inlife.

Process/suggestions• Organizing group discussions to

share the views of students aboutGandhiji.

• Circulating the entry text in the formof handouts to select groups of stu-dents. The given text is the opinionof Albert Einstein on Gandhiji. Hewrote it on the occasion of Gandhiji's70th birthday.

• Discussing the opinions of othereminent persons on Gandhi, likeMartin Luther King, Pearl S Buck,Tagore, U Thant, RichardAttenborough, etc.

Listing the points of view of students:- A leader of his people- A freedom fighter- One true to his words


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- One having an unusual kind ofpower

Famous quotes on GandhiU Thant"Many of his principles have universalapplication and eternal validity, and Ihope the passing years will show thathis faith in the efficacy of non-violentpressure as an agent for peaceful changeis as justified today all over the worldas it was in his time in India."Pearl S Buck"He was right, he knew he was right,we all knew he was right. The manwho killed him knew he was right.However long the follies of the violentcontinue, they but prove that Gandhiwas right. `Resist to the very end`, hesaid, `but without violence`. Ofviolence, the world is sick. Oh, India,be worthy of your Gandhi".Will Durant"Not since Buddha has India sorevered any man. Not since St. Francisof Assissi has any life known to historybeen so marked by gentleness,disinterestedness, simplicity of souland forgiveness of enemies. We havethe astonishing phenomenon of arevolution led by a saint."Martin Luther King"Gandhi was probably the first personin history to lift the love ethic of Jesusabove mere interaction betweenindividuals, to a powerful and effectivesocial force on a large scale.Tagore"Mahathma Gandhi came and stood atthe door of India's destitute millions,

clad as one of themselves, speaking tothem in their own language… who elsehas so unreservedly accepted the vastmasses of the Indian people as his fleshand blood…… Truth awakenedTruth…

A man of wisdom……………….........................……………….........................• Ensuring the language expressions to

be used in group discussions• Evaluating whether the entry text was

successful in creating a good intro-duction about Gandhiji in students,along with improving their commu-nication skills, pronunciation, deliv-ery, modulation of voice, use of bodylanguage, etc.

• Groupwise consolidation and presen-tation of the opinions of students,as a short note, for the class.

Assessment• Through peer evaluation and

teacher evaluation• Indicators: Short-note: / the essence

of Gandhian teachings/Coherence/ clarity of presentation / use oflanguage, etc.

Opinions of eminent persons on Gandhiji

Discourse tipsTo begin the discussion

It is a significant topic. Let'sbegin…..

Our topic is…….Now let's share our views

about…..To express opinion

I feel ………..


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I think….I'm of the view ………..I've no doubt that………I hold the same opinion…As far as I know…..

I believe….To support the opinion of others/agreeing

That is what I was trying tosay…..

Your ideas also support myview…

I hold the same opinion.That's right. I also think so.I fully agree...

To disagreeI'm sorry, I don't agree….I'm afraid, I feel differently…..I'm sorry, I don't think so..

To emphasize your opinionI'm absolutely sure that……I've definitely no doubt that…I've no doubt that...

To ask for the opinion of othersI think you seem to have a

different opinion…..What is your opinion about it?What are your comments?

To give suggestionsI suggest that….What about….

To surrenderI concede…..You are right, I concede.All right, then…..

To interrupt the conversationJust a minute…Excuse me for interrupting you,

but I feel/think…Could you listen to what I have

to say…. Pardon me…

2. Read and reflectTime : 45 minutesConcepts / skills

• Impacts of the World War I• The essence of Gandhi's teaching`• Gandhi's influence on the people

of India• The psychological revolution that

Gandhi brought aboutLearning OutcomesStudents demonstrate their ability to

comprehend, analyse the giventext and interpret it.

Process/suggested• Creating an atmosphere in the class

room for silent reading, comprehen-sion and reflection of the text usingwhile-reading questions and otherquestions.

• Ensuring comprehension (in groups/ in the whole class) of the text withadditional questions.

• Teacher talk / explanation of hardspots and teacher consolidation.

AssessmentQuestion-answer / Peer evaluation andTeacher evaluation.Criteria : Question-answer/Communication skills/Content /Coherence/Clarity of presentation /Useof language.3. Note makingTime : 25 minutesConcepts / skills:• Techniques of note-making.


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Learning Outcomes:Students demonstrate their ability to:• read, analyse and make notes• summarize information in coherent

passages.Process:• Creating an atmosphere in the class

room, for reading the text once againcarefully and silently and for com-pleting the activity of note-makingon the basis of the reading of stu-dents.

• Helping them to make a summary onthe basis of note-making.

An unfamiliar passage for note makingin an appropriate format.A sample passage for note-making

Read the following passage carefully andmake notes on it. Suggest a suitabletitle for it also.

We have in fact, two kinds of moralityside by side: one which we preach butdo not practice, and another which wepractice but seldom preach.Christianity, like all religions exceptMormonism is Asiatic in origin; it hadin the early centuries that emphasis onindividualism and other worldliness.From this point of view, the doctrineof non-violence was intelligible. Butwhen Christianity became the nominalreligion of energetic European princes,it was found necessary to maintain thatsome texts were not to be taken literally,while others, such as "render untoCaesar the things that are Caesar's",acquired great popularity. In our own

day, under the influence of competitiveindustrialism, the slightest approach tonon-resistance is despised, and men areexpected to be able to keep their endup. In practice, our effective moralityis that of material success achieved bymeans of a struggle; this applies tonations as well as to individuals.Anything else seems to us soft andfoolish.

( Skeptical Essays-BertrandRussell)

4.Think and writeParagraph writingTime : 20 minutesConcepts / skills

• Gandhi inspired the freedomfighters

• Organization of ideas in aparagraph

Learning OutcomeStudents demonstrate their ability to

prepare short write-ups.Process/suggested• Creating an atmosphere in the class

room for sharing the views ofstudents in groups.

• Listing the points of views ofstudents one by one.

• Presentation of their consolidationbefore the class.

AssessmentProcess assessment through Peerevaluation and Teacher evaluation.Indicators: Content, coherence, clarity ofpresentation, use of language.


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5. SpeechTime : 30 minutesConcepts/skills:• Relevance of Gandhian values• Preparation and delivery of a speechLearning Outcomes:Students demonstrate their ability to:• prepare a script organizing relevant

points.• delivering a speech.Process:• Motivating students to brainstorm

ideas.• Listing the main points of views of

students in grids.

• Showing video clips of motivationalspeeches like "I have a dream…."byMartin Luther King Jr."I come to bury Caesar, not to praise him"by Mark Antony, "I am not worriedwhether I live or die….." by IndiraGandhi, "Sisters and brothers ofAmerica…" by Swami Vivekananda,"My vision for India…." by APJ Abdul

Kalam 'Our daily needs as ordinary SouthAfricans.." by Nelson Mandela, "TheLight has gone…" by JawaharlalNehru, etc.

• Preparing the script of the speechto be delivered on Gandhi JayanthiDay.

• Delivering the speech before theclass, taking into account the tipsfor public speaking.

Assessment• Through peer/teacher evaluation.• Speech should highlight the relevance

of Gandhian values - body language,eye contact, pronunciation, logicaldevelopment, etc should not beignored.

Teacher inputs:1. The speech "I have a dream…." by

Martin Luther King.

I have a dream…….Martin Luther King. Jr

Five score years ago, a great American,in whose symbolic shadow we standsigned the Emancipation Proclamation.This momentous decree came as a greatbeacon light of hope to millions ofNegro slaves who had been seared inthe flames of withering injustice.But one hundred years later, we mustface the tragic fact that the Negro is stillnot free. One hundred years later, thelife of the Negro is still sadly crippledby the manacles of segregation and thechains of discrimination. One hundredyears later, the Negro lives on a lonelyisland of poverty in the midst of a vastocean of material prosperity. One

• Play about Harichandra• Book on Shravana• Quit India Movement• Non-co-operation Movement

• ........................

• Truthfulness

GandhianValues • ........................

• Peace

• Fearlessness


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hundred years later, the Negro is stilllanguishing in the corners of Americansociety and finds himself as an exile inhis own land. So we have come heretoday to dramatize an appallingcondition..……. We must not allow our creativeprotest to degenerate into physicalviolence. Again and again we must riseto the majestic heights of meetingphysical force with soul force. Go backto Mississippi, go back to the slums andghettoes of our northern cities, knowingthat somehow the situation can and willbe changed. Let us not wallow in thevalley of despair.I say to you today, my friends, that inspite of the difficulties and frustrationsof the moment, I still have a dream. Itis a dream deeply rooted in theAmerican dream.I have a dream that one day this nationwill rise up and live out the truemeaning of its creed; "We hold thesetruths to be self-evident that all menare created equal."I have a dream that one day on the redhills of Georgia the sons of formerslaves and the sons of former slaveowners will be able to sit down togetherat a table of brotherhood.I have a dream……………………..Excerpts from the speech delivered on thesteps at the Lincoln memorial in WashingtonDC., on August 28,1963.Discourse tipsTips for public speaking:• Body language• Eye contact• Voice modulation

• Pronunciation• Brevity• Logical development• Clarity of presentation• Illustrations and examples• Comprehensiveness of the

context etc6. Group DiscussionTime : 30 minutesConcepts / skills:

Each individual and society mustensure equal rights to women .

Learning Outcomes:Students demonstrate their ability to

participate in group discussion.Process:

• Enlisting women's rights.• Discussing present conditions of

women with the help of news pa-per cuttings.

7. Letter to the EditorTime : 30 minutesConcepts / skills• Writing official lettersLearning OutcomeStudents demonstrate their ability to:• participate in group discussions.• draft letters.Process• Creating an atmosphere in the class

room for sharing views about com-mon issues.

• Listing the common issues one byone.

• Referring to a few national dailies ofa week and collecting reports aboutinstances where women were de-prived of their rights, and analyzing


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how the issues related to women arepresented.

• Writing a letter to the Editor.AssessmentIndicators: Format, clarity, coherence, useof language.List of common issues-- Threat to communal harmony-- Drug addiction-- Deteriorating living standards-- Stray animals-- Bad conditions of local roads-- Reckless driving-- Traffic snarls-- Pavement hawkers-- Inadequate bus service-- Commercialization of education-- Bad condition of local hospitals-- Women's issues-- High price of essential commodities-- Anti-social activities in your locality

…………..................................…………..................................

Discourse tips Format of a Letter to the Editor

The letter to the editor of a newspaperis a type of official letter. It provides aforum for the people to express theirstrong concern about issues of social,political and economic interest. Theycan also express their reactions andviews about the news and views thatappear in newspapers.Format:1. Sender's name2. The date3. Inside address

The Editor,

The XanaduHyderabad

4. The salutation5. Subject heading

(Sub: Ignoring the role of English)6. Body/content

- The reasons for writing the letter- Stating the problem/reaction

- Suggestions/opinion7. The complimentary close8. Signature

8. ConcordTime : 30 minutesConcepts / skills1. Subject-verb agreementLearning OutcomeStudents demonstrate their ability to

use correct subject-verb agreement indiscourses.

Process:• Creating the need for a deeper un-

derstanding of the knowledge aboutconcord.

• Administering a task/work sheet re-lated to concord for discussion likethis:

Task sheet1. Five rupees is/are not a big amount.2. The police is/are coming.3. I as well as my children am/are com-

ing.4. The novelist and poet has/have died.5. One of the students is/are absent.• Providing ample time for discussing

and assimilating concord rules withthe help of the language tips givenin the Reader and of an advanced


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grammar book.• Completing the textual activity

(Activity VI).9. Word FinderTime : 30 minutesConcepts / skills:• Dictionary reference skillLearning Outcomes:Students demonstrate their ability to

use dictionary reference skillProcess:• Looking up a dictionary to see how

different meanings of words aregiven in it.

• Discussing the purpose of a gooddictionary.

• Listing a few words from the Readerand finding out their contextualmeaning and the parts of speech towhich they belong to. And usingthem in sentences also.

• Completing the textual activity(Activity VII).

Using a dictionaryA dictionary deals with the words of alanguage. It contains various kinds ofinformation about words. A dictionarycan be a very false friend, unless it isused properly. An advanced learner'sdictionary contains a large amount ofinformation about each word. Once theword is located, several useful

elements can be found out from thedictionary entry.The headword : The word at thebeginning of each entry.The spelling: The spelling in otherEnglish also.The pronunciation: One or morepronunciations are given using aphonemic transcription and withinstraight brackets. To help correctpronunciation, stress marks are used.The etymology : It refers to thederivation or history of the word.The parts of speech: How the wordis used in a sentence is explained then.The definition: It refers to what thehead word means.An example: An illustrative sentencecontaining the word, using it asexplained by the definition.A compound: The headword withanother word added to it, making a newword`An idiom/phrase: A special way ofusing the word in a sentence, which itis impossible to work out from thedefinition alone.How to use an online dictionary:Online dictionaries are easy. Choose asuitable online dictionary. Type in theword; example, "define: pierce". Thesearch engine will bring a large amountof information about the word.


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The bonds of human relationship are verystrong. They are so complex that it isdifficult for us to explain. Words have asoothing effect and they cement the bondsof relationship.About the authorPrabhat Kumar Mukhopadhyay (1873-1932) was a well known writer. He wasboth a short-story writer and novelist. Hegraduated from Calcutta University andwent to England to study law. Hereturned to India as a lawyer He used tocontribute poems to Bengali journalsfrom his early youth. RabindranathTagore inspired him to write short storiesand novels. He has about 30 publishedworks to his credit. His stories arecollected in more than a dozen volumes.Kallia, Patrapushpa, Navakallia ,Farmata Babaji, Deshi O Bilati,Gahanar Baksha , are some of hissignificant stories . His stories are mainlybased on realities, reflecting real people,places and events, and his charactersbelong to the middle class. Their hopesand aspirations, joys and sorrows arewoven finely into his stories. However,the situations and coincidences give themdepth and unfold many layers of humanpersonality. The best example of such astory is his "The Price of Flowers". Itwas written in Bengali and has beentranslated into English by Lily Ray.In "The Price of Flowers", PrabhatKumar Mukhopadhyay admirablyportrays the life of a poor English family.

2. THE PRICE OF FLOWERS

- Prabhat Kumar Mukhopadhay

"Flowers", basically, express our variedemotions in life. Flowers have no pricetag. They express our emotionalattachment. In our happy moments, theybring us joy and on the contrary, on sadoccasions they bring us consolation. Thesignificant character in the story is thethirteen year old and disciplined girl,Maggie. She is quite realistic andfascinating. The general tone of the storyis highly pathetic. We may even shedtears along with Mr. Gupta.10. Read and reflectTime : 45 minutesConcepts / skills:• The bonds of human relations are to

be very strong.• Indian culture and valuesLearning Outcomes:Learners demonstrate their ability to:• read, comprehend the given text.• develop an empathetic attitude.Process:• Creating an atmosphere in the class-

room for silent reading, comprehen-sion and reflection of the text usingwhile-reading questions and othersimilar questions in Activity 1.

• Ensuring comprehension (in groups/ in the whole class) of the text withadditional questions.

• Teacher talk / explanation of hardspots and teacher consolidation.


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Evaluation:• Peer evaluation/ Teacher evaluation• Indicators : Communication skills,

accuracy of responses.Teacher tips

Additional questions to explorevarious aspects of literature

1. Literary works help us to study theculture and values of people. Whatare the values we understand fromthe story? List them below:- politeness- hospitality- faith-

2. What impression does Mrs. Cliffordget about India from her conversationwith Mr. Gupta?

3. What is the role of the ‘crystal ring’in the story?

4. How do superstitions relate to theculture of people?

5. Pick out the most poetic/ dramaticsituations in the story.

6. A literary work is the author's re-sponse to the life around him/her.How far is this statement true in thecase of the story? What kind of a lifeis portrayed in it?

7. What does the author want to tell thereaders through this story?

8. What is the intention of the author?More questions for comprehension1 Do you think that there are many

myths about India in the minds ofthe western people? Answer the ques-tion on the basis of the reading of thestory.

2. What impression do you form of Mr.Gupta after reading the story?

3. Describe the first meeting betweenMr. Gupta and Maggie.

4. Was Maggie's family poor? Why? Jus-tify.

5. How did Maggie conclude that MrGupta was not a yogi?

6. Why didn't Mr. Gupta return the shil-ling to the girl ?

7. Why did Mr. Gupta take some moneywith him when he went to see Mrs.Clifford?

8. What is your impression aboutMaggie after reading the story?

9. Who had great faith in the supernatu-ral powers of the crystal? And why?

10. After learning about the death of herbrother, Maggie went to seeMr.Gupta. What did she want toknow from him?

11. The story probes the finer emotionsof compassion and love for others,even in a strange land. Highlight thisaspect by quoting relevant instances.

11. DiscussionTime : 30 minutesConcepts / skills:• Importance of values in life.Learning Outcomes:Students demonstrate their ability to:• participate in group discussion.• uphold the importance of values in

life.Process:• Summarizing the story in a few sen-

tences.


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• Finding Maggie who wishes to placeflowers on the grave of her deadbrother, as the central character ofthe story.

• Analyzing the emotional significanceof flowers --the consolation that themoney she paid for the flowers pro-vides.

• Providing new titles for the storybased on the symbolization of aflower; love, sacrifice, affection, etc

Evaluation:• Peer/Teacher evaluation.• Indicators: Writing short notes,

participation in group discussion,suitable title.

12. Character sketchTime : 45 minutesConcepts / skills:• Features of a character sketchLearning OutcomeStudents demonstrate their ability to:• participate in group discussion.• prepare a short write up.Process:1. Picking out the words used by the

author and other words personallyopine to describe the character ofMaggie.

2. Completing the chart given in theReader based on the above words.

3. Writing a brief character sketch ofMaggie in a coherent passage.

Evaluation:• Peer evaluation and Teacher evalua-

tion• Indicators: Clarity, coherence, choice

of words, quality of language.Teacher inputs:

Words to describe MaggieThirteen years old, anxious figure, largeeyes, affectionate, considerate, tenderhearted, hardworking, polite, sadexpression, disciplined, polite manners,sacrificing attitude, respectful, caring,sensitive, hard-working, poor, sadexpression, sense of beauty, grateful toothers, pure soul, devotion to mother,considerate, etc.

1. Appearance of MaggieThirteen years oldAnxious figureLarge eyes

………......................... ……….........................2. Qualities / traits of Maggie Hard working Disciplined Polite manners ………......................... ……….........................3. Her attitude towards others Respectful Caring ………......................... ……….........................4. Personal opinion about the girl.

………......................... ……….........................

13. Web DiagramTime : 45 minutesConcepts / skills:• Categories of storiesLearning Outcomes:Students demonstrate their ability to


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participate in group discussion.Process:• Discussing different types of stories.• Matching the table in the Activity IV• Finding the category to which "The

Price of Flowers" belongs to.14. Write upTime : 45 minutesConcepts / skills:• Bases of likeness of professions.Learning Outcomes:Students demonstrate their ability to:• participate in group discussion.• write on their personal interests.Process:• Discussing the statement "I want

work that will make me use my head,brain work" in groups.

• Relating this statement to their lives.• Preparing a write-up about the pro-

fession they like (individually).• Presenting the write-up in front of

the class.Evaluation:• Peer evaluation and Teacher evalua-

tion.Discourse tipsWrite-upA write-up is a small unit ofcomposition. It is a group of sentencesexpressing a connected series ofthoughts relating to one topic. It is thedevelopment of a single main thoughtor idea or experience.Features of a write-upUnity: The sentences to be logicallyarranged and they must be bore upon

the main idea. Also one idea ismaintained in one paragraphOrder: Writing the sentences in anatural way according to theirimportance in a natural way.Variety: The sentences to be differedin length and structure and style.Limit: Unnecessary details to beavoided.A write-up must have a heading, usuallyin capital letters. All the relevant pointsare dealt in its body. It should have anintroductory sentence and a concludingsentence.

15. LetterTime : 30 minutesConcepts / skills:• Culture of India• Drafting lettersLearning Outcomes:Students demonstrate their ability to:• participate in group discussion.• draft a personal letter.Process:Discussion and writing of a personalletter.Evaluation:1. Peer evaluation and Teacher evalua-

tionIndicators: Format, coherence, choice ofwords, quality of language.Discourse tips

Format of a personal letterPersonal letters are informal letters.They are written to friends and relatives.

Format:1. Heading


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PlaceDate

2. The salutation3. Body/message4. The complimentary close5. Signature6. The superscription (on the enve-

lope )16. Role play/ Telephonic conversa-

tionTime : 30 minutesConcepts / skills:1. Telephonic conversationLearning Outcomes:Students demonstrate their ability to:• participate in group discussion• prepare telephonic conversations.Process:• Discussion and writing of a tele-

phonic conversation.• Ensuring the language expressions in

telephonic conversation.Evaluation:1 Peer evaluation and Teacher evalua-

tion.Criteria: Enacting a likely conversation/telephonic etiquettes /communicationskillsDiscourse tips

Telephonic conversationsTelephone has become an unavoidablefactor in our day to day life. No daypasses without conveying messagesover the telephone. A telephonicconversation is different from a face toface conversation. Actually, it is theconversation generally between two

persons over the telephone. At thattime they are not in the vicinity of eachother. But they can hear directly. Agood language function is, therefore, tobe used then.

IntroducingHi Gupta, it is Maggie calling.Hello. This is Maggie calling.I'm Gupta, can I speak to Maggie,please?Hello, I am Gupta. May I know whois on the other end?Hello, Gupta speaking. Can I getMaggie?Hello Maggie, how are you?Hello, is it 4446449039? Can I getMaggie?.........................................………...........................................………..

Connecting someonePlease, hold on. I'll get her.One second please.May I know who you are?Hang on one second.Just a minute...........................................………............................................………..

Making special requestsCan you hold for a minute?Could you please repeat that?Please tell me everything. I'll tell her...........................................………............................................………..

Concluding conversationThanks for calling.I'll talk to you again soon, Bye`Talk to you later.OK. See you later.We'll meet in person soon.All right. May I hang up?


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17. ReviewTime : 30 minutesConcepts / skills:1. Critical reviewLearning Outcomes:Students demonstrate their ability to

write a critical review of the story.Process:1. Detailed discussion in groups about

the theme, style of narration, lan-guage, impact of words and expres-sion, location, characterization, dia-logue, the opening and ending , etc.of the story .

Evaluation:Peer evaluation and Teacher evalua-tion

Indicators: Content, clarity, coherence,clear personal opinionTeacher inputs:Tips :Short-story literary techniques

for writing a reviewDefinition of short story

It is a brief prose narrative with limitedcharacters and situations. It generallyconcentrates on a single character andon a single episode.

Constituents of story:ThemeCharactersPlotsIncidentsSettings

Development of storyDescriptionNarrationInteraction

Importance of dialoguesComposition in the form of a con-versation between two people.It advances the stories.Reveals speaker's self.

ClimaxThe highest point/the turningpoint of the storyIt is the importance of turns/twists/coincidencesThe part of story where theexcitement is pushed to itslimits.

PlotThe sequence of events todevelop the basic idea.The story that is told in it.A secondary situation less impor-tant than the main plot is the subplot.Resolving problems/issues/mysteries.

CharactersThe central character-all themajor events have some impor-tance to his characterCharacter is revealed through:Physical appearanceThoughts, feelings and dreamsActions-what a character does/does not doReactions-what others say abouta character and how others reactto the character

SuspenseUncertainty or anxiety the readerfeels about what is going to hap-pen next.

Setting


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The time and place of a storyConflict

Opposition between characters orforces.The conflict might be :protagonist versus nature

protagonist versus society protagonist versus antagonist protagonist versus herself or him-

selfIrony Verbal SituationalEnding of the story

Dramatic and startlingLife-like and naturalMoral

Language and styleSuitable to the characters and situ-ationsThe way of expressing something.

Figures of speech Symbolism Allegory Suspense IronyPresentation

First person point of view/the narratoris a character in the story and thewords like I, me, we are used.Second person point of view/thenarrator tells the story. The pronounsyou, your, yours, etc are used to addressthe readers.Third person point of view/someoneoutside the story is looking in and tellingthe story as he or she sees it unfold.

18. ReportingTime : 30 minutesConcepts/skills:1. Direct and indirect speechLearning Outcomes:Students demonstrate their ability to:• use correct reported speech in dis-

courses.Process:1. Creating the need for a deeper un-

derstanding of the knowledge aboutreported speech.

2. Administering a task/work sheet re-lated to concord for discussion likethis:

Task sheetRewrite the following into reportedspeech? We chatted pleasantly and soonreached a telegraph office. "Let us wait for the Westminster bushere." I said. "Would you mind walking?", sheasked "Not at all", I answered, "If it is notdifficult for you." "No. I walk home every day".3. Providing ample time for discussing

and assimilating reported speechrules with the help of the languagetips given in the Reader and an ad-vanced grammar book.

4. Completing the textual activity (Ac-tivity IX)

Evaluation:Peer evaluation and Teacher evaluationIndicators: Accuracy


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DIRECT SPEECHWillTom said, "I will watch TV".ShallTom said, "I shall watch TV".CanTom said, "I can watch TV".MayTom said, "I may watch TV".MustTom said, "I must watch TV".

INDIRECT SPEECHWouldTom said that he would watch TV.ShouldTom said that he should watch TV.CouldTom said that he could watch TV.MightTom said that he might watch TV.Had toTom said that he had to watch TV.

1. Conversion of assertive sentencesChange of tense in the speech part:

DIRECT SPEECHSimple presentTom said, "I watch TV."Present continuousTom said, "I am watching TV."Present perfectTom said, "I have watched TV."Present perfect continuousTom said, "I have been watching TV."

INDIRECT SPEECHSimple pastTom said that he watched TV.Past continuousTom said that he was watching TV.Past perfectTom said that he had watched TV.Past perfect continuousTom said that he had been watching TV.

DIRECT SPEECHSimple pastTom said, "I watched TV."Past continuousTom said, "I was watching TV."Past perfectTom said, "I had watched TV."Past perfect continuousTom said, "I had been watching TV."

INDIRECT SPEECHPast perfectTom said that he had watched TV.Past perfect continuousTom said that he had been watching TV.Past perfectTom said that he had watched TV.Past perfect continuousTom said that he had been watching TV.

Change of modals in the speech part

ExceptionsDirect : He said, "Face is the index of mind" (proverbial truth)Indirect : He said that face is the index of mind.Direct : The teacher said, "The sun rises in the East" (geographical truth)Indirect: The teacher said that the sun rises in the east.Direct: "Two and two make four and not six."(factual truth)Indirect: She said that two and two make four and not six.


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Change of adjectives and adverbs in the speech part

DIRECT SPEECHThisTheseHereYesterdayNowAgoTodayTonightTomorrowLast monthNext week

INDIRECT SPEECHThatThoseThereThe previous dayThenBeforeThat dayThat nightThe following dayThe previous monthThe following week

2. Conversion of interrogative sen-tencesThe reporting verb is changed intoask/inquire/enquire, etcIf the question begins with aquestion word, no conjunction isneeded.If the question begins with an auxil-iary verb, if / whether is used to in-troduce the speech part.

3. Conversion of imperative sen-tencesThe reporting verb is changed intorequest/beg/entreat/ask, etc.No conjunction is needed to reportthe speech part.The imperative word is changed intoinfinitive one.


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Deeds speak louder than words. Gooddeeds will be remembered for ever. Thepowerful poem, "Death the Leveller" isabout the glory of deeds. It is a funeralsong. It warns us against thinking thatsocial status, rank, royalty, position,power, nobility, etc exempts us from thefinal fate of all, for death knows nodistinction between rich and poor, highand low. Death is inevitable and isinescapable.About the authorJames Shirley (1596-1666) was born inLondon. After graduation, he took HolyOrders. In 1625, he converted toCatholicism and had to resign hisheadmaster's post in St.Alban's GrammarSchool. In order to earn a living forhimself, and his wife, he turned to thetheatre and started writing plays Hiscareer as a playwright extended from1625 to the suppression of stage playsby Parliament in 1642. He published foursmall volumes of poems and plays. Hisplays were witty and satirical, the themesrelating to current styles and attitudes.Two famous plays of him were "TheContention of Ajax and Ulysses" and"The Lady of Pleasures". He survivedmany upheavals in life time like apersonal religious conversion toCatholicism, the English Civil War, thePuritans and Oliver Cromwell, outbreaksof the plague and exile in Ireland. H eand his wife died as a result of privationsfollowing the Great Fire of London in

3. DEATH THE LEVELLER- James Shirley

1666.Message of the poemThe poem is a dirge spoken at the funeralof Ajax and taken from Shirley's play,"The Contention of Ajax and Ulysses".The death of the mighty hero makes thepoet aware of the essential mortality ofhumanity. The tone is resigned andfatalistic. Death is a reality. No onecan apprehend or fight it. We should livedifferently without any fear of death. But,since death looms over us always andmay snatch our life away withoutallowing any time for the request offorgiveness over our faulty deeds, wehave to think over our plans beforecarrying them out.1. Read and enjoyTime : 45 minutesConcepts / skills:• Good deeds will be remembered for

everLearning Outcomes:Students demonstrate their ability to:• read, comprehend, analyse and in-

terpret the given poem.• uphold the importance of values in

life.Process:1. Creating an atmosphere in the class

room for silent reading, comprehen-sion and reflection of the poem us-ing while-reading questions andother similar questions.


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2. Ensuring comprehension (in groups/in the whole class) of the poemt withadditional questions.

3. Teacher talk / explanation of hardspots and teacher consolidation.

Evaluation:Peer evaluation and Teacher evaluationIndicators: Appropriateness of responses.

Additional questions forcomprehending the poem.

1. How does the title help in understand-ing the poem?

2. Comment on any interesting uses oflanguage.

3. Identify the emotions and feelings inthe poem. How have they been com-municated?

4. Why is death called the leveller?5. What is the message of the poem?6. Discuss the tone of the poem?

Rhyme schemeRhyme scheme is the pattern of rhymebetween lines of a poem. It is usuallyreferred to by using letters to indicatewhich lines rhyme. Actually it is thepattern of end rhymes."Death the Leveller" is structured intothree stanzas with eight lines each /(octaves). The rhyme scheme of thepoem is ababccdd.The glories of our blood and state aAre shadows, not substantial things; bThere is no armour against Fate; aDeath lays his icy hand on kings; bSceptre and Crown cMust tumble down, cAnd in the dust be equal made dWith the poor crooked scythe andspade. d


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SAMPLE T.E QUESTIONS

I. Read the following dictionary entry carefully, and answer thequestions given under.

1. She speaks good English. Which part of speech does the underlinedwords belong to?

2. She had a good look at the robbers. What is the contextual meaningof the word ‘good’?

3. He is good ----cooking. (Fill in the blanks with correct preposition).4. What is the superlative degree of good?5. Make a sentence using ‘good’ as an expression of surprise.6. "My grandfather is good to me" means………

a. My grandfather is very kind to me.b. My grandfather is very pleasant to me.c. My grandfather is very successful to me .d. My grandfather is very satisfactory to me

7. What do you mean by ‘a good 10’ books?

II. Rewrite as directed1. Supply a verb in agreement with its subject

a. The teacher with his students_______ just arrived.b. Neither of the films ______ interesting.c. I as well as my father _______ watching a film now.


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d. A good deal of time _____ wasted on this case.e. Either you or he _______ there.

III. Imagine you are Maggie and report the following dialogue."Are you leaving today?""Yes, Maggie, today is the day of my departure." the narrator said."How long will it take you to reach your country?""A little more than two weeks.""In what part of the country do you live?""I have entered the Punjab civil service. I shall not know exactlywhere I am posted until I arrive there.""Is the frontier very far from there?""No, not very."

IV. Write a critical appreciation of the poem, ‘Death the Leveller.’(Hints: Introduction-brief summary of the poem-poetic devices usedin the poem-message of the poem- personal opinion about the poem)

V. Read the extracts given below and, elaborate and comment uponthe contextual ideas in each of them in about 100 words.a. And, yet fear builds its phantoms which are more fearsome

than reality itself, and reality, when calmly analysed and itsconsequences willingly accepted, loses much of its terror.

b. The peasant was shaken up and he began to emerge from hisshell.

c. The glories of our blood and stateAre shadows, not substantial thingsThere is no armour against Fate.

VI. You are Girish. The illegal occupancy on roads and pavements hasresulted in increased rate of road accidents on one of the over-crowded roads in your locality.Write a letter to the editor of one of the newspapers about theissue and suggest some remedial actions.

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