SSLC English lesson plan
Chapter 1: A Very Old Man with Enormous Wings (Unit I: Trials and Triumphs)
Period 1: Introduction and Discovery of the Character
- Learning Objective: To analyze the initial reactions of characters (fear, doubt) and the story's atmosphere when fantasy elements are introduced.
- Concepts/Values: Magical realism, fear of the unknown, and a practical approach to survival.
- Learning Activity 1: Read the first part of the story, identifying the description of the old man with wings and the reactions of Pelayo and Elisenda.
- Summary Consolidation: Discuss the reasons for considering the old man a "lonely castaway" from a shipwreck and the influence of the neighbor woman's statement that "he's an angel."
- Learning Group Activity 2: In groups, discuss the thoughts of Pelayo and Elisenda when they locked the old man in the chicken coop. Analyze the man's condition, which "took away any sense of grandeur he might have had."
- Summary Consolidation: Consolidate the themes of human fear and selfish decisions for survival (the decision to feed him and then abandon him at sea).
- Assessment Question 1: What mental changes did the old man's appearance cause in Elisenda and Pelayo?
- Assessment Question 2: What aspect of Pelayo's character is revealed when he stands guard over the chicken coop immediately after learning of the angel's presence?
- Extended Activity: Prepare a blog post describing the "unbelievable appearance" of the old man.
Period 2: Exploitation and Public Reaction
- Learning Objective: To evaluate society's reactions to the vulnerable and the tendency to exploit humans for profit.
- Concepts/Values: Exploitation, public curiosity, commercialization.
- Learning Activity 1: Find examples of the public viewing the old man like a "circus animal" and discuss the significance of the statement that his only "supernatural virtue seemed to be patience."
- Summary Consolidation: Review the angel's indifference to torments (being pecked, having stones thrown at him). Discuss how this reveals the depth of human cruelty.
- Learning Group Activity 2: Analyze the changes in Pelayo and Elisenda's life after they made money (e.g., a new house with iron-bar windows and high netting).
- Summary Consolidation: Consolidate how Pelayo and Elisenda came to see the angel merely as a nuisance for the sake of money, and how their material prosperity (iridescent silk) was caused by the angel's misery.
- Assessment Question 1: Did the angel have any "supernatural virtues" other than patience? Why?
- Assessment Question 2: How does the author present visitors like the "cripples" who tried to pull out his uninjured feathers?
- Extended Activity: Prepare a letter to the editor that a villager, saddened by the old man's poor condition, might write.
Period 3: Spider Woman vs. Angel
- Learning Objective: To compare the public's reactions to the spider woman and the angel, and to understand the fleeting nature of human interest.
- Concepts/Values: Fleeting fame, interest in visual spectacle, human judgment.
- Learning Activity 1: Analyze how the spider woman's exhibit reduced the angel's popularity. Discuss how allowing visitors to question the spider woman attracted them.
- Summary Consolidation: Consolidate the idea that people were more interested in the spider woman than the angel because they could relate more easily to "explicit disasters" rather than "mystery."
- Learning Group Activity 2: Complete a table listing the Imagery, Similes, and Magical elements in the story.
- Summary Consolidation: Explain how fantasy elements in magical realism enhance the story. For example, discuss the significance of "enormous wings" and the comparison to "a ragpicker."
- Assessment Question 1: Compare the fee people paid to see the angel with the fee to see the spider woman. How does this reveal the nature of exploitation?
- Assessment Question 2: What was the doctor's perspective when he was "surprised by the logic of his wings"?
- Extended Activity: Prepare a storyboard that includes the main events of the story.
Period 4: The Doctor and the Child: Normalizing the Strange
- Learning Objective: To analyze how the doctor approached the angel's physical condition and how children accept the extraordinary without fear.
- Concepts/Values: Childhood innocence, scientific curiosity, normalizing the strange.
- Learning Activity 1: Read the part about the doctor examining the angel's heart. Discuss the meaning of being surprised by the "logic of his wings."
- Summary Consolidation: Consolidate how the doctor's belief that the wings were natural on a "completely human organism" blurs the line between reality and magic.
- Learning Group Activity 2: Discuss the relationship between the child and the angel. Explain how Elisenda's and Pelayo's fear diminished after the child played with the angel in the chicken coop.
- Summary Consolidation: Consolidate how the child's approach, free of fear, doubt, and exploitation, differs from the prejudices of adults.
- Assessment Question 1: What is indicated by Pelayo and Elisenda installing iron bars on the windows of their new house "so that angels couldn't get in"?
- Assessment Question 2: Why was the doctor surprised to see wings on a 'completely human organism'?
- Extended Activity: The doctor prepares a press release explaining the 'logic' of the angel's wings.
Period 5: Decay and Survival
- Learning Objective: To examine the imagery related to old age, decay, and illness, and to understand the concept of survival.
- Concepts/Values: Senility, decay, survival.
- Learning Activity 1: Read the final part of the story. Find sentences that indicate the angel's decay (e.g., 'a stray dying man', 'eyes had also become so foggy', 'temperature at night').
- Summary Consolidation: Consolidate how the angel's frail condition (scarcely eat, bumping into posts) becomes a consequence of exploitation and neglect.
- Learning Group Activity 2: Discuss the significance of the "large, stiff feathers... like feathers of a scarecrow" beginning to grow.
- Summary Consolidation: Consolidate the angel's ability to survive the worst winter ("not only survived his worst winter but seemed improved"). Explain how this strengthens the themes of his patience and survival.
- Assessment Question 1: When it says, "Now his eyes were foggy and he was bumping into posts," what might have been the angel's mental state?
- Assessment Question 2: What might have been Pelayo's thoughts about the angel's torment? (Based on Activity 3).
- Extended Activity: Write a short poem describing the angel's condition.
Period 6: The Takeoff and Relief
- Learning Objective: To interpret the end of the story and understand Elisenda's relief and the inevitability of the angel's departure.
- Concepts/Values: Freedom, relief from problems, imagination vs. reality.
- Learning Activity 1: Read the part describing the angel's first clumsy attempts to fly ("so clumsy that he was on the point of knocking the shed down"). Discuss Elisenda's reaction (a "sigh of relief, for herself and for him").
- Summary Consolidation: Consolidate why the angel's risky flapping is compared to a "senile vulture." How does this indicate his lost grandeur?
- Learning Group Activity 2: Discuss the relief Elisenda felt when the angel became just an "imaginary dot" on the sea's horizon.
- Summary Consolidation: Consolidate the idea that the angel's departure can be seen as liberation from human exploitation and discrimination.
- Assessment Question 1: Why did Elisenda let out a sigh of relief when the angel flew away?
- Assessment Question 2: In what other ways could the old man's story have ended? (Based on Activity 7).
- Extended Activity: Prepare a diary entry that Elisenda might have written after seeing the angel fly away.
Period 7: Character Analysis
- Learning Objective: To identify and synthesize the character traits of the main characters: Pelayo, Elisenda, and the angel.
- Concepts/Values: Materialism, representing the vulnerable, the common people.
- Learning Activity 1: Complete a table with the physical and personal character traits of the angel, Pelayo, and Elisenda (Activity 1).
- Summary Consolidation: Consolidate that the angel represents "the vulnerable and the victims," while Pelayo and Elisenda represent "the common people."
- Learning Group Activity 2: Write a character sketch of Pelayo and Elisenda using the information from the table.
- Summary Consolidation: Consolidate how Pelayo's sense of responsibility and Elisenda's maternal instincts were forgotten.
- Assessment Question 1: Write an essay on society's attitude towards the vulnerable (Based on Activity 5).
- Assessment Question 2: Which parts of the story appealed to you the most?
- Extended Activity: Write a suitable title and captions for the story 'A Very Old Man with Enormous Wings' (Activity 4).
Period 8: Language Study (Adjectives/Adverbs)
- Learning Objective: To identify and use Descriptive Adjectives and Adverbs to describe characters and events more precisely.
- Concepts/Values: Precision in description, the importance of adjectives and adverbs.
- Learning Activity 1: Find Descriptive Adjectives and Adverbs in the story (e.g., enormous wings, senile vulture, unusually calm, enormously successful).
- Summary Consolidation: Discuss the change in function when an Adjective is changed to an Adverb (by adding -ly).
- Learning Group Activity 2: Complete Activity 2: Add the correct Adverbs to the sentences.
- Summary Consolidation: Consolidate how adverbs help to provide more precision and detail in conversations and descriptions.
- Assessment Question 1: In the sentence "He could scarcely eat," what type of word is 'scarcely' and what does it indicate?
- Assessment Question 2: Form an adverb from the adjective 'enormous' and use it in a sentence.
- Extended Activity: Write a travelogue. Use as many Descriptive Adjectives and Adverbs as possible.
Chapter 2: A Piece of String (Unit III: The Trumpets of Change)
Period 1: Introduction, Shame, and Concealment
- Learning Objective: To analyze the character of Hauchecome, the significance of picking up the piece of string, and the reasons that prompted him to hide it.
- Concepts/Values: Dignity, prejudice/enmity, the significance of small things.
- Learning Activity 1: Read the part where Hauchecome picks up the string and hides it in his pocket. Discuss his embarrassment due to being seen by his enemy, Malandain.
- Summary Consolidation: Consolidate that Hauchecome's attempt to hide a trivial piece of string was an effort to protect his 'sense of honour.'
- Learning Group Activity 2: Read the part describing the atmosphere in the tavern (food, discussions), and then discuss how the announcement of the lost pocketbook changed the atmosphere.
- Summary Consolidation: Consolidate how Hauchecome's action (picking up the string) coincidentally became linked with a major loss (500 francs).
- Assessment Question 1: Why did Malandain's presence make Hauchecome so uneasy?
- Assessment Question 2: Describe the words and voice of the official who made the public announcement about the lost wallet.
- Extended Activity: Act out the role of the public crier announcing the lost pocketbook.
Period 2: False Accusation and Defense
- Learning Objective: To analyze the scene in the Mayor's office and evaluate Hauchecome's attempts to prove his innocence.
- Concepts/Values: False accusation, fear of authority, incredulity.
- Learning Activity 1: Read the parts about the Mayor's questions and Hauchecome's defense. Discuss the significance of Malandain's testimony.
- Summary Consolidation: Consolidate how the Mayor's description of Malandain as a "man worthy of credence" led to the dismissal of Hauchecome's arguments.
- Learning Group Activity 2: Analyze the Mayor's reply when Hauchecome showed him the string: "Malandain could not have mistaken this cord for a pocketbook."
- Summary Consolidation: Consolidate how Hauchecome's poor reputation in the community became more important than the evidence.
- Assessment Question 1: How did the Mayor compare Hauchecome's 'word of honour' and Malandain's 'affirmation'?
- Assessment Question 2: How did the villagers treat Hauchecome after he left the Mayor's office?
- Extended Activity: Write a diary entry including Hauchecome's fear of going to the Mayor's office (Activity 4).
Period 3: A Glimmer of Victory and a Setback
- Learning Objective: To analyze Hauchecome's fleeting joy upon the return of the pocketbook and the reasons for new suspicions arising.
- Concepts/Values: Momentary victory, defamation, the power of rumour.
- Learning Activity 1: Read about Hauchecome's reaction when he learns the pocketbook has been returned. Discuss the significance of his attempt to tell his story to everyone.
- Summary Consolidation: Consolidate how Hauchecome's relief quickly vanished when people listened with a "joking air," not believing him.
- Learning Group Activity 2: Discuss the horse dealer's words: "Some find, some report." Analyze how the accusation of having an 'accomplice' fell upon Hauchecome.
- Summary Consolidation: Consolidate how the public's acceptance of a 'new story' (that he had an accomplice) instead of believing his innocence, even after proof, reveals the power of prejudice.
- Assessment Question 1: Why didn't people believe Hauchecome even after the pocketbook was returned?
- Assessment Question 2: What did the horse dealer mean by "At any rate you are mixed up with it"?
- Extended Activity: Write a paragraph describing Hauchecome's mental state upon hearing the new accusation of having an "accomplice."
Period 4: Mental Breakdown and the End
- Learning Objective: To analyze the impact of injustice on Hauchecome's mind and body, and to understand the tragic nature of the story.
- Concepts/Values: Social injustice, humiliation, mental decline, tragedy.
- Learning Activity 1: Identify the changes in the way Hauchecome told his story (more reasons, more protestations).
- Summary Consolidation: Consolidate how his honour was destroyed when people asked him to retell his story merely for entertainment.
- Learning Group Activity 2: Discuss the significance of Hauchecome trying to establish his innocence until his death by repeating "a piece of string."
- Summary Consolidation: Consolidate that Hauchecome's final words ('A piece of string... the Mayor') signify the greatest tragedy of his life and his last cry for justice.
- Assessment Question 1: "Hauchecome died in the first days of January" - What was the real cause of Hauchecome's death?
- Assessment Question 2: How can Hauchecome's tragedy be seen as an example of how society can 'make or break' an individual? (Based on Activity 3).
- Extended Activity: Prepare a condolence letter that the Mayor might write to Hauchecome's wife after his death (Activity 5).
Period 5: Language Study (Phrasal Verbs)
- Learning Objective: To understand the meaning and use of Phrasal Verbs related to the verb 'Put'.
- Concepts/Values: Precision in communication.
- Learning Activity 1: Identify the meaning of phrasal verbs like 'put up with' (tolerate), 'put on' (wear), and 'put across' (communicate) according to the context (Activity 1).
- Summary Consolidation: Consolidate how Phrasal Verbs change the meaning of words and their importance in story contexts.
- Learning Group Activity 2: Complete Activity 1(c): Fill in the correct Phrasal Verbs in the speech about the consequences of War.
- Summary Consolidation: Consolidate how to use Phrasal Verbs like 'put aside,' 'put forward,' and 'put in' in conversation, with examples.
- Assessment Question 1: What is the meaning of "Hauchecome couldn't put up with the ridicule"?
- Assessment Question 2: Write the meaning of the phrasal verb 'Put off' and use it in a sentence.
- Extended Activity: Find Phrasal Verbs related to the verb 'Look' (look for, look after, look up, look down) and collect their meanings from a dictionary.
Period 6: Language Study (Past Perfect Continuous)
- Learning Objective: To use the Past Perfect Continuous Tense to indicate an action that started before a certain time in the past and continued up to that point.
- Concepts/Values: Precision in tense usage, events that occurred continuously in the past.
- Learning Activity 1: Analyze Hauchecome's words ('I have been trying to prove my innocence for over a week now'). Understand the difference between Present Perfect Continuous and Past Perfect Continuous.
- Summary Consolidation: Understand the structure of the Past Perfect Continuous Tense (had + been + -ing) and consolidate how to use this tense to describe an action that continued before another past action.
- Learning Group Activity 2: Complete Activity 1(b): Complete the sentences using the correct tense forms (Present Perfect Continuous/Past Perfect Continuous).
- Summary Consolidation: Consolidate how tense changes in conversations (e.g., when reporting) help avoid confusion.
- Assessment Question 1: Explain the function of the Past Perfect Continuous Tense in the sentence: "I had been living in Rome before we shifted to our hometown."
- Assessment Question 2: Explain the use of 'had had' in the sentence: "They had had a meeting before the launch."
- Extended Activity: Write an account of an important event that happened last week, using the Past Perfect Continuous Tense.
Period 7: Language Study (Correlative Conjunctions)
- Learning Objective: To use Correlative Conjunctions ('either...or', 'neither...nor') to connect words and phrases of equal importance.
- Concepts/Values: Grammatically equal elements, Subject-Verb Agreement rules.
- Learning Activity 1: Analyze the sentence: 'The finder is requested to return the pocketbook either to the Mayor's office or to the police.' Understand the use and meaning of Correlative Conjunctions ('either...or', 'neither...nor').
- Summary Consolidation: Consolidate that 'either...or' indicates two possibilities, while 'neither...nor' indicates two negative possibilities.
- Learning Group Activity 2: Analyze sentences like 'Neither the woman’s husband nor her friends understand...'. Understand the rule that the verb agrees with the subject closest to the conjunction.
- Summary Consolidation: Complete Activity 2(a): Complete the sentences using the correct conjunctions. Consolidate by applying the rules.
- Assessment Question 1: In the sentence 'Neither the Mayor nor the villagers believed Hauchecome,' how does 'neither...nor' connect two negative possibilities?
- Assessment Question 2: "Neither the teacher nor the children (was/were) in the school bus" - Explain the reason for choosing the correct verb form.
- Extended Activity: Write at least four sentences about your school library using 'either...or' and 'neither...nor'.
Period 8: Communication (Argumentation)
- Learning Objective: To use expressions for presenting one's own arguments and politely rejecting others' arguments in a conversation or debate.
- Concepts/Values: Effective argumentation, polite debate.
- Learning Activity 1: Read the dialogue of the argument between Hauchecome and the villagers. Find expressions used for arguing (e.g., "Do you have any evidence to support your accusation?", "You’re too quick to judge!").
- Summary Consolidation: Consolidate how expressions like 'I’d beg to differ' and 'My point of view is diametrically opposite' can be used to politely express disagreement in arguments.
- Learning Group Activity 2: Role-play the conversation (argument) between Hauchecome and a villager, writing and including new argumentative expressions (Activity 1(b)).
- Summary Consolidation: Consolidate the moral value of avoiding blaming someone in the absence of fair evidence, through the conversation.
- Assessment Question 1: What do you mean when you say, "That’s not a valid argument"?
- Assessment Question 2: How would you respond if someone apologized for a big mistake they made against you? (Use accepting apology expressions).
- Extended Activity: Conduct a Group Discussion on the topic 'How Rumours Destroy Individual Lives,' based on the theme of 'A Piece of String'.
Chapter 3: Shākuntalam (Unit IV: Woodland Whispers)
Period 1: Introduction to the Play and the Ethics of the Hunt
- Learning Objective: To understand the characters (Dramatis Personae) in the play and to evaluate the King's (King Dushyanta) character and his attitude towards the forest.
- Concepts/Values: Kingship/Justice, love for nature, attitude towards resources.
- Learning Activity 1: Read the conversation between the King and the Charioteer (The Hunt) and find the parts where the King praises the deer's beauty.
- Summary Consolidation: Consolidate how the King's appreciation for the deer's beauty ("casting a glance behind") while focusing on his duty (hunting) reveals his Aesthetic Sense.
- Learning Group Activity 2: Analyze the hermits' warning (The Warning). Discuss the comparison of the deer's "tender form" to "blossoms perish in the fire."
- Summary Consolidation: Consolidate how the King's immediate action of putting his arrow back in the quiver ("Restore your arrow to the quiver; It is done.") indicates his sense of justice.
- Assessment Question 1: Why did the King describe the deer's run as 'He is not running, but flying'?
- Assessment Question 2: Why did the hermits describe the King as a "shining example of kings"?
- Extended Activity: Describe the change in the King's attitude after meeting the hermits (Let’s rewind, Q1).
Period 2: The Sanctity of the Hermitage
- Learning Objective: To identify the reasons why the King, through his observations, understands that the hermitage is a "precinct of a pious grove."
- Concepts/Values: Piety/Modesty, harmonious co-existence with nature.
- Learning Activity 1: Read the conversation between the King and the Charioteer and find the clues about the hermitage's surroundings (rice grains dropped by parrot chicks, grinding stones, fearless deer).
- Summary Consolidation: Discuss the significance of the King giving his ornaments and bow to the charioteer and wearing modest clothes. How does this reveal his respect for the hermitage?
- Learning Group Activity 2: Discuss the hermitage dwellers' attitude towards nature. Find examples of them treating plants and animals as equals (Activity 5).
- Summary Consolidation: Discuss how we should maintain our ancestors' co-existence with nature today (Let's rewind, Q4).
- Assessment Question 1: Which of Dushyanta's character traits is revealed when he removes his ornaments?
- Assessment Question 2: Provide two examples to establish that the hermitage surroundings were filled with "calmness and trust."
- Extended Activity: Discuss and prepare guidelines to be followed at an ecotourism center (Activity 4).
Period 3: Shakuntala and Her Love for Nature
- Learning Objective: To analyze Shakuntala's deep connection (sisterly affection) with the trees of the hermitage.
- Concepts/Values: Personification of nature, nurturing the environment.
- Learning Activity 1: Read the conversation between Anasuya and Priyamvada. Discuss the comparison of Shakuntala to a "jasmine blossom." Discuss the meaning of Shakuntala's statement that she cares for the trees "like a sister."
- Summary Consolidation: Consolidate how Shakuntala's love for nature reveals the importance of selfless actions (not working for a reward).
- Learning Group Activity 2: Add the dialogues of Shakuntala and her friends to the 'Love of Nature' table (Activity 1).
- Summary Consolidation: Consolidate the meaning of Shakuntala's statement that the 'mango tree tries to talk to me with its fingers.'
- Assessment Question 1: What does Priyamvada's statement, "we shall not be working for a reward," indicate?
- Assessment Question 2: What is the reason for calling Shakuntala the 'Light of the Grove'?
- Extended Activity: Prepare a poster about the attitude of the hermitage dwellers towards nature.
Period 4: The Jasmine Vine and the Mango Tree: Metaphors and Beauty
- Learning Objective: To analyze the metaphors connecting Shakuntala's beauty to nature.
- Concepts/Values: Metaphor/Simile, romantic idealization.
- Learning Activity 1: Read the scene connecting Shakuntala with the jasmine vine and the mango tree. Discuss the poetic way the King describes Shakuntala.
- Summary Consolidation: Consolidate how descriptions like Shakuntala's "hands are tender shoots" and "lips are blossoms red and warm" perfect her beauty.
- Learning Group Activity 2: Describe the scene of the jasmine vine embracing the mango tree in your own words (Activity 5).
- Summary Consolidation: Discuss how the unified image of Shakuntala, the jasmine vine, and the mango tree establishes an aesthetic connection between nature and humanity.
- Assessment Question 1: What was the meaning behind the friends' joke that the jasmine vine chose the mango tree as her husband?
- Assessment Question 2: How did the King share his thoughts on Shakuntala's beauty?
- Extended Activity: Write a character sketch of Priyamvada and Anasuya.
Period 5: The Unseasonal Bud and the Hint of Marriage
- Learning Objective: To analyze the symbolism of the unseasonably budded vine and to identify the hints about Shakuntala's future life.
- Concepts/Values: Symbolism, destiny/fate, anticipation.
- Learning Activity 1: Read the scene where Shakuntala and her friends see unseasonal buds on the "spring creeper."
- Summary Consolidation: Consolidate that the friends' interpretation of the unseasonal buds as a sign of a "pleasant thing" for Shakuntala is a hope for her marriage.
- Learning Group Activity 2: Discuss the affection of the hermitage dwellers for Shakuntala. Discuss the significance of Sage Kanva nurturing her with his own hands.
- Summary Consolidation: Consolidate the reason why Priyamvada called Shakuntala a "flatterer."
- Assessment Question 1: Why did Sage Kanva entrust the hermitage to Shakuntala?
- Assessment Question 2: Which happy event in Shakuntala's life is indicated by the unseasonably flowered vine?
- Extended Activity: List the character traits of the King and find examples that reveal his 'humility' (Activity 2).
Period 6: The Bee Attack and Dramatic Effect
- Learning Objective: To analyze the dramatic effect of the Bee Attack scene and understand how it paved the way for the meeting between the King and Shakuntala.
- Concepts/Values: Dramatic technique, role of the protector, momentary fear.
- Learning Activity 1: Read the scene where the bee attacks Shakuntala. Discuss the friends' call to "Call upon King Dushyanta."
- **Summary Consoladocidate how this scene creates a light-hearted dramatic moment and gives the King an opportunity to speak with Shakuntala.
- Learning Group Activity 2: Plan how to prepare a Storyboard for 'The Bee Attacks' scene. List the necessary shots (Medium Shot, Close Up Shot) (Activity 6).
- Summary Consolidation: Consolidate how to use sound effects (buzz of the bee) in the storyboard.
- Assessment Question 1: What important role does the bee attack scene play in the drama?
- Assessment Question 2: What are the main features of a storyboard? (Activity 6).
- Extended Activity: Write a short script based on 'The Bee Attacks' scene using the storyboard.
Period 7: Introduction to Dramatic Literature
- Learning Objective: To understand the features of the play Shākuntalam, the significance of Kalidasa, and to prepare an introduction for a dramatic performance.
- Concepts/Values: Kalidasa's style, dramatic literature, the importance of translation.
- Learning Activity 1: Prepare an introduction for Shākuntalam for a student exchange program. Include the play's techniques, scenes, and characters (Activity 3).
- Summary Consolidation: Discuss the importance of stage directions (Exit, Enter, looking about) in the play. Consolidate how this helps in visualizing the drama.
- Learning Group Activity 2: Discuss the importance of translation from English to the mother tongue and vice-versa, and the points to keep in mind (Activity 1).
- Summary Consolidation: Consolidate how translation helps make a literary work available to a wider audience.
- Assessment Question 1: How do stage directions help in the presentation of a play?
- Assessment Question 2: What are the special features of Kalidasa's writing style?
- Extended Activity: List the Stage Directions you found while reading the play.
Period 8: Language Study (Future Tenses)
- Learning Objective: To understand the use of Present Simple and Present Continuous Tenses to talk about future events.
- Concepts/Values: Time indicators, precision in indicating future events.
- Learning Activity 1: Analyze sentences in the conversation between the King and the hermits that hint at the future (e.g., I will see her. She shall see my devotion).
- Summary Consolidation: Discuss and consolidate the rules for using not only 'will'/'shall' but also Present Simple (The train leaves at 5:30) and Present Continuous (Mary is playing tennis tomorrow) to indicate future events.
- Learning Group Activity 2: Complete the table by identifying fixed schedules and future arrangements (Activity 1(c)).
- Summary Consolidation: Consolidate how to use these tense forms when discuss future travel, school events, etc.
- Assessment Question 1: When do we use the Present Simple Tense to talk about a future event?
- Assessment Question 2: What does the sentence "We are meeting our cousins this weekend" indicate?
- Extended Activity: Write a dialogue about your school events and personal plans for the next week using Present Simple and Present Continuous Tenses.
