SSLC Englis Lesson plan
Period 1: Introduction and The Hunt (Part 1)
- Learning Objective: To analyze and appreciate literary texts, develop critical thinking about universal values, and enhance communication skills through various language activities.
- Concepts and Ideas: Introduction to the play Shākuntalam, written by Kalidasa in classical Sanskrit. The concept of Dramatis Personae (list of characters in a play). The opening scene features King Dushyanta pursuing a deer.
- Values or Moral: Understanding the harmony with mother nature and co-existence.
- Learning Activity 1 Explained: Reading and Initial Discussion: Learners read the beginning of Act I, The Hunt. They discuss pre-reading questions such as: What is the ‘poetry of earth’? Have they felt a deep connection with nature?...
- Summary Consolidation: The initial reading establishes the setting and the King’s involvement in the chase, emphasizing the deer’s fear and agility. The text introduces the idea that breaking the bond with nature can lead to disaster.
- Learning Group Activity 2 Explained: Group Discussion (While We Read Questions): Groups discuss and answer questions related to the text, such as explaining the line, "Fear shrinks to half the body small...". They identify why the King can hardly keep the deer in sight.
- Summary Consolidation: Students understand the King’s appreciation of the deer's beauty despite hunting it, and the intensity of the pursuit.
- Assessment Questions:
- Describe the deer's state as the King pursues it.
- What literary genre is Shākuntalam?
- Extended Activity: Individually, describe an experience of feeling a deep connection with nature.
Period 2: The Warning and Character Traits
- Learning Objective: To analyze and appreciate literary texts, develop critical thinking about universal values, and enhance communication skills through various language activities.
- Concepts and Ideas: The concept of conflict and resolution (the King vs. the Hermit). The precinct of a pious grove, known by rice grains dropped by parrot chicks and trustful deer.
- Values or Moral: Protection of the innocent; weapons are lent "The broken hearted to deliver, / Not strike the innocent". Humility and respect for holy precincts.
- Learning Activity 1 Explained: Reading and Analysis: Read 'The Warning' segment where a hermit stops the King from killing the deer. Students examine the hermit's request and the King’s immediate, respectful response ("It is done").
- Summary Consolidation: The King demonstrates a shining example of kingship by immediately obeying the hermit and returning his arrow to the quiver.
- Learning Group Activity 2 Explained: Activity 1 (Revisit Dialogues): Groups identify and document instances of Dushyanta’s and the Hermits’ love of nature in the provided table (e.g., King's dialogue about the deer's beauty, Hermit's plea to save the deer).
- Summary Consolidation: Reinforcement of Dushyanta's character traits, such as his ability to appreciate beauty and show humility (dismounting and wearing modest garments).
- Assessment Questions:
- What comparison does the hermit use to explain why the deer should not expire?
- List two observations the King makes that confirm he is near a pious grove.
- Extended Activity: Develop a character sketch of King Dushyanta, highlighting traits like appreciation for beauty, humility, and perceptiveness.
Period 3: Shakuntala and the Hermitage Life
- Learning Objective: To analyze and appreciate literary texts, develop critical thinking about universal values, and enhance communication skills through various language activities.
- Concepts and Ideas: The learner-centered approach of the hermitage, where Shakuntala presides as guardian and cares for the trees.... The notion of working without a reward.
- Values or Moral: Sisterly affection for nature and cultivating a dedicated, selfless attitude towards duty.
- Learning Activity 1 Explained: Reading and Comprehension: Read 'Shakuntala and the Jasmine Vine'. Students explore the interaction between Shakuntala, her friends, and the young trees, noting that Shakuntala feels like a "real sister" to them.
- Summary Consolidation: Understanding the deep, harmonious bond between the hermitage inmates and nature, where plants are treated with immense care and affection.
- Learning Group Activity 2 Explained: Activity 1 (Revisit Dialogues): Groups complete the table for Shakuntala (e.g., mango tree trying to tell her something) and Priyamvada (sprinkling trees without working for a reward).
- Summary Consolidation: Analyzing phrases that reveal the personification of nature (e.g., the mango tree moving "like fingers").
- Assessment Questions:
- How does Shakuntala view her relationship with the hermitage trees?
- Explain Priyamvada’s comment: "...we shall not be working for a reward".
- Extended Activity: Reflect on the question: Do we try to maintain the attitude of co-existence with nature today? Explain.
Period 4: Imagery, Symbolism, and Conclusion
- Learning Objective: To analyze and appreciate literary texts, develop critical thinking about universal values, and enhance communication skills through various language activities.
- Concepts and Ideas: Literary devices such as imagery and personification (jasmine vine choosing a husband, King's description of Shakuntala). The use of stage directions (e.g., Exit, listening)....
- Values or Moral: Joy in natural union and the beauty of youth. The importance of seeking protection (Dushyanta as protector).
- Learning Activity 1 Explained: Reading and Conclusion: Read the final segment, including the discussion of the "Light of the Grove" jasmine vine, the unseasonal spring creeper, and 'The Bee Attacks'.
- Summary Consolidation: Discussing how Shakuntala, the jasmine vine, and the mango tree create a unified image of beauty and harmony.
- Learning Group Activity 2 Explained: Activity 5 (Story description): Groups select the lines describing the mango tree embraced by the jasmine vine and then prepare a description of the scene in their own words.
- Summary Consolidation: Recognizing the significance of the unseasonal flowering of the spring creeper (a pleasant sign of events to come) and the climax of the excerpt ('The Bee Attacks')....
- Assessment Questions:
- What unseasonal quality of the spring creeper does Shakuntala notice?
- Who is Kalidasa and what is his most famous work mentioned in the text?
- Extended Activity: Pick out instances from the play that show the harmonious co-existence of all beings.
Period 5: Language, Literature, and Translation
- Learning Objective: To analyze and appreciate literary texts, develop critical thinking about universal values, and enhance communication skills through various language activities.
- Concepts and Ideas: The origin of the play (Sanskrit) and the concept of translation. Translation makes works available to a wider audience.
- Values or Moral: Appreciation for diverse literature and cross-cultural understanding.
- Learning Activity 1 Explained: Activity 1 (Translation): Introduce translation by showing the Sanskrit script and noting that the version read is translated by Arthur W. Ryder.... Students list works they know that have been translated.
- Summary Consolidation: Understanding that translation involves converting the meaning from one language (source text) to another, requiring assimilation of the original sense.
- Learning Group Activity 2 Explained: Activity 1 (Translation Points): Groups discuss and list important points to bear in mind when translating a text (e.g., read and understand the source text well; assimilate the sense conveyed).
- Summary Consolidation: Emphasizing that effective translation goes beyond literal word-for-word conversion to capture meaning.
- Assessment Questions:
- What are the key steps suggested before attempting a translation?
- Who translated Abhijñāna Śākuntalam into English for this excerpt?
- Extended Activity: Attempt a translation of a short English dialogue into the mother tongue, focusing on conveying the intended meaning.
Period 6: Creative Writing and Conservation
- Learning Objective: To analyze and appreciate literary texts, develop critical thinking about universal values, and enhance communication skills through various language activities.
- Concepts and Ideas: Ecotourism and the need for conservation. Blog features (attractive template, easy navigation, space for comments, cogent presentation).
- Values or Moral: Responsibility towards the environment and promoting sustainable living.
- Learning Activity 1 Explained: Activity 4(a) (Ecotourism Guidelines): Drawing inspiration from the pious grove, students discuss and frame guidelines to be displayed at the entrance of an ecotourism site (e.g., Don’t litter the surroundings).
- Summary Consolidation: Establishing practical steps for maintaining ecological balance and visitor respect in natural settings.
- Learning Group Activity 2 Explained: Activity 4(c) (Blog Development): Groups develop content for a blog on their ecotourism project, applying the features of a blog.
- Summary Consolidation: Applying persuasive and communicative writing skills to promote conservation efforts through digital media.
- Assessment Questions:
- What is the essential purpose of an ecotourism guideline?
- List three features necessary for an effective blog.
- Extended Activity: Start planning the Group Project: Design and develop a biodiversity garden in the school campus, ensuring provision to attract birds and use local plant varieties.
Period 7: Storyboarding and Visualisation
- Learning Objective: To analyze and appreciate literary texts, develop critical thinking about universal values, and enhance communication skills through various language activities.
- Concepts and Ideas: Storyboarding as an outline of shots and frames for a video. Features include sketches, background score, and camera movement/shots. Storyboarding helps a director visualize ideas and plan shots.
- Values or Moral: Collaborative planning and creative application of learning.
- Learning Activity 1 Explained: Activity 6 (Storyboard features): Analyze the sample storyboard for 'The Bee Attacks' and list the identified features of a storyboard. Discuss how it aids the director.
- Summary Consolidation: Understanding that storyboards are crucial for communicating visual ideas clearly and efficiently before filming.
- Learning Group Activity 2 Explained: Activity 6 (Develop Storyboard): Groups revisit Shākuntalam and select a scene (e.g., King Dushyanta’s hunt being stopped or the conversation with the charioteer). They then develop a three-shot storyboard for the chosen scene.
- Summary Consolidation: Practical application of visualization techniques and technical terminology (e.g., Medium Shot, Close Up Shot).
- Assessment Questions:
- Give two reasons why a director uses a storyboard.
- What kind of elements are typically included in a storyboard frame besides sketches?
- Extended Activity: Create short videos based on the developed storyboards and upload them to the school blog or a social media platform.
Period 8: Conversation and Navigation Skills
- Learning Objective: To analyze and appreciate literary texts, develop critical thinking about universal values, and enhance communication skills through various language activities.
- Concepts and Ideas: GPS (Global Positioning System) as a satellite-based navigation system. Standard expressions for giving directions in English (e.g., Go straight, Go along this road).
- Values or Moral: Promoting helpfulness and courtesy when interacting with others, especially strangers or tourists.
- Learning Activity 1 Explained: Activity 2 (Giving Directions): Analyze the map and complete the conversation between a tourist seeking directions (Hospital, book shop, post office, museum, restaurant) and a resident....
- Summary Consolidation: Practicing and reinforcing directional phrases and sequence in conversation.
- Learning Group Activity 2 Explained: Activity 3 (Route Description): Groups prepare a description of the route from home to school, using clear navigational language, as if upgrading the GPS mapping of the locality.
- Summary Consolidation: Applying language skills to a practical, real-world task requiring clear, sequential instructions.
- Assessment Questions:
- List three different expressions one can use when giving navigational directions.
- Based on the conversation, where is the post office located relative to the library?
- Extended Activity: Finalize and present the report for the Biodiversity Garden Group Project, detailing the plan to accommodate plants, attract birds, and avoid harmful materials.
