ENGLISH

s, on day-to-day
performance under the Continuous and Comprehensive Evaluation (CCE). Formal examinations will be held at the end of each term.

There will be two formal examinations and four Formative Assessments in a session

• Formative Assessment (FA1 &FA2) - This will include the syllabus as mentioned under Formative Assessment (FA1 & FA2).

• Mid-Term Examination This is cumulative and includes the entire syllabus of Term 1.

• Formative Assessment (FA3 &FA4) - This will include the syllabus as mentioned under Formative Assessment (FA1 & FA2).

• Annual Examinations (AE) This is cumulative and will be based on selected content from the syllabus of Term-1 and the entire syllabus of Term-2.

Term Type of Assessment Percentage of Month Duration of Components of Assessment

weightage in the Written
academic session Assessment
Term-1 Formative Assessments Written (FA1+FA2)=10% Jul & Aug 45 mins Written
(FA1 & FA2) PF/NB=5% Portfolio/Notebooks (PF/ NB)
SE=5% Subject Enrichment (SE)

Mid Term Examination MT=80% Sep 3 hours Written

(Written Assessment) Practical/ Project (as applicable)

Term-2 Formative Assessments Written (FA3+FA4)=10% Nov & Dec 45 mins Written
(FA3 & FA4) PF/NB=5% Portfolio/Notebooks (PF/ NB)
SE=5% Subject Enrichment (SE)

Annual Examination 80% Feb-March 3 hours Written

 (Written Assessment) Practical/ Project (as applicable)
Mid-Term Result: FA [Written - FA1 + FA2 (10%)]+ [PF/NB (5%) + SE (5%)]+ MT (80%) = 100 %

Annual Result: FA [Written - FA3 + FA4 (10%)]+ [PF/NB (5%) + SE (5%)] + [AE (80%)] = 100%

FORMATIVE ASSESSMENTS TERM-1 & TERM-2 (FA1 & FA2 and FA3 & FA4)

Time: 45 minutes. Maximum Marks: 20

Table 1: The Skills Domain Structure of the FA1 & FA2 and FA3 & FA4 Written Assessments for Classes VI to VIII

Skills to be tested Classes VI to VIII

Knowledge & Understanding (40%) Total marks= 8

Application & Analysis (40%) Total marks= 8

Synthesis & Evaluation (20%) Total marks=4

Table 2: The marks break-up in the FA1 & FA2 and FA3 & FA4 Written Assessments for Classes VI to VIII

Section-Wise Division Knowledge Understanding Application Analysis Synthesis Evaluation

Section A: Reading & Grammar = 10 2 2 2 2 1 1

marks
Section B: Writing = 5 marks 1 2 2

Section C: Literature = 5 marks 1 2 1 1

Total =20 marks Knowledge & Understanding= 8 marks Application & Analysis= 8 marks Synthesis & Evaluation= 4
marks

MID-TERM ASSESSMENT AND ANNUAL EXAMINATION

Time: 3 Hours. Maximum Marks: 80

Table 1: The Skills Domain Structure of the Mid-Term and Annual Examination for Classes VI to VIII

Skills to be tested Classes VI to VIII

Knowledge & Understanding (42.5%) Total marks= 34

Application & Analysis (40%) Total marks= 26

Synthesis & Evaluation (17.5%) Total marks=20

Table 2: The Marks Break-up in the Mid-Term and Annual Examination for Classes VI to VIII

Section-Wise Division Knowledge Understanding Application Analysis Synthesis Evaluation

Section A: Reading = 20 marks 6 4 4 X X 6

Section B: Writing = 20 marks 6 14

Section C: Grammar = 20 marks X 6 8 X 6 X

Section D: Literature = 20 12 8
marks

Total =80 marks Knowledge & Understanding= 34 marks Application & Analysis= 26 marks Synthesis & Evaluation= 20 marks

PARAMETERS OF CONTINUOUS ASSESSMENT:

CONTINUOUS ASSESSMENT Evaluation criteria

• Regularity of completing H.W/ C.W

Notebook Submission (5 marks) • Neatness and upkeep of notebooks

• Assignment completion

Subject Enrichment Activity (5 marks) • Originality, Imagination, Creativity, Fluency

 TERM-I (03.04.2024 TO 15.09.2025) CLASS-VIII, ENGLISH
No. of Portion for
Month Course description Learning outcomes Activity
periods Assessments

April Honeydew • Reads excerpts, dialogues, poems, Art Integrated Activity

and commentaries of sports and
Unit 1 • Annexure-II 4.1.1.3
games speeches, news, and
The Best Christmas debates on TV and radio, and Students will watch- World 4 FA1 09.07.2024)
Present in the World expresses opinions about them. War II - A Short Literature
(Prose) • Asks questions in different Documentary and draw out Honeydew
contexts and situations (e.g. the central idea of the
Disaster Risk Reduction- Unit 1
based on the text /beyond the documentary. 1
Topic
The Best Christmas
text / out of curiosity / while Are wars the only
The Role of Technology Present in the World
engaging in the conversation ways to resolve conflict?
in Cultural Heritage (Prose)
using appropriate vocabulary and
Preservation: Write a diary entry given on
accurate sentences). Grammar
pg.20 of Honeydew.
Explore how technology, • Develops empathy and feelings Linking Words
such as digital mapping of selflessness. Finite & Non-finite
and 3D scanning, can aid Verbs
in cultural heritage
Writing Skills
preservation.
Speech writing
Discuss the use of
technology for virtual
documentation and
restoration.
 No. of Portion for
Month Course description Learning outcomes Activity
periods Assessments

• Participates in different events Find out the difference/s

such as role play, poetry between folktales, fables, fairy
Honeydew 3
recitation, skit, drama, debate, tales and mythology.
Unit 1 speech, elocution, declamation,
Take inspiration from nature:
The Ant and the Cricket quiz, etc., organised by school
and other such organisations. Nature has always provided
(Poem)
inspiration for poets. Students
• Recites the poem with
will take any elements of
appropriate pause, intonation, Topics of SCMs
nature and write a short poem.
and pronunciation. Term I & II

• Thinks critically, compares, PROSE- TERM I

• Unit 1- The
and contrasts characters,
Ant and the
events, ideas, themes and Cricket (Poem)
relates them to life. • Unit 2 (Poem)
Geography
Grammar • Communicates accurately using Refer to the SCM. 3 Lesson
appropriate linking words. • Unit 4 (Poem)
SCM- Linking Words Connective Reflections: The Last
• Refers dictionary, thesaurus and Exploring Virtues in Pairs Bargain
encyclopedia as reference books for GRAMMAR- TERM I
In this collaborative exercise,
meaning and spelling while reading • Linking Words
students team up in pairs to • Finite & Non-
and writing.
explore meaningful concepts finite Verbs
such as Honesty, Empathy, • Tenses
Hard Work, or Gratitude. Each • Contractions
 No. of Portion for
Month Course description Learning outcomes Activity
periods Assessments
pair is empowered to select a • Transitive &
topic of their choice and Intransitive
Verbs
collaboratively craft concise
• Active &
sentences that delve into the Passive voice
chosen theme. The challenge WRITING SKILLS-
lies in employing a variety of TERM I
conjunctions to seamlessly • Data
Interpretation
connect these sentences,
• Speech Writing
thereby constructing a brief yet • Poster- (Event
cohesive paragraph. The & Awareness
ensuing step involves peer poster)
assessment, where pairs • Diary Entry
• Dialogue
evaluate each other's
Writing
paragraphs based on predefined • Formal letter-
rubrics, fostering a constructive Letter to
and reflective learning Municipal
experience. Authority
• Debate Writing
Grammar TERM II
• Communicates accurately using Refer to the SCM. 3
SCM- Finite & Non-finite PROSE-TERM II
appropriate grammatical forms of
Verbs • Unit 5 The
finite and non-finite verbs. School Boy
(Poem)
• Writes grammatically correct
sentences for a variety of situations,
 No. of Portion for
Month Course description Learning outcomes Activity
periods Assessments
using gerunds, infinitives and • Unit 8 (Poem)
participles. On The
Grasshopper
and Cricket
Writing Skills • Help the students to read the Oratory Odyssey: Unleashing 3
GRAMMAR- TERM
speeches of great men and gradually the Power of Words II
SCM- Speech writing
learn to formulate their ideas which
In this activity, students • Reported
will help to stir the listeners. Speech
engage in the art of speech
WRITING SKILLS-
• Reads a variety of texts for pleasure writing. They are tasked with TERM II
e.g. adventure stories and science selecting a compelling topic or • Autobiography
fiction, fairy tales, also non-fiction issue of personal significance. • Bio-sketch
articles, narratives, travelogues, The process involves • Formal Letter-
(Letter to
biographies, etc. (extensive reading) researching, organising ideas,
Editor, &
and crafting a well-structured Application to
speech. Students will pay the Principal)
attention to rhetorical devices, • Story Writing
tone, and audience • Article Writing
engagement. After completing
their speeches, they have the
opportunity to deliver them to
the class, fostering public
speaking skills. Peer feedback
and discussion follow,
encouraging constructive
 No. of Portion for
Month Course description Learning outcomes Activity
periods Assessments
critique and refinement of their
speechwriting abilities.

4
May Honeydew • Answers questions orally and in Ripples of Hope: Designing for
writing on a variety of texts. Change after The Tsunami
Unit 2
• Writes answers to textual questions In this transformative activity,
The Tsunami (Prose)
after comprehension/inference. students become change agents 1
Disaster Risk Reduction- inspired by the theme of our
• Draws character sketch, and
Topic lesson, "The Tsunami." They
attempts extrapolative writing.
Community Education will delve into the dual
and Awareness: narrative of sorrow and
resilience, extracting powerful
Implementing
lessons from the tales of
educational programs to
courage and survival.
increase public
awareness about The task is to design impactful
tsunamis. initiatives aimed at saving both
human and animal lives,
Discussing the role of
emphasising the urgency of
community engagement
participating in relief work.
in preparedness efforts.
Students will also explore the
vital principles of disaster
management, gaining a
comprehensive understanding
 No. of Portion for
Month Course description Learning outcomes Activity
periods Assessments
of how to mitigate the impact
of such catastrophic events.

Through collaborative
brainstorming and innovative
thinking, each student or group
will conceptualise and present
their "Ripples of Hope" project.
This activity encourages
empathy, critical thinking, and
an active commitment to
making a positive difference in
the face of adversity. As they
design for change, students will
not only gain practical insights
into disaster response but also
foster a sense of responsibility
and compassion for the welfare
of others and the environment.

Art Integrated Activity

• Annexure II 4.1.1.8

Students will watch a video

related to the Tsunami.
 No. of Portion for
Month Course description Learning outcomes Activity
periods Assessments
2
Subject Enrichment • To follow directions. Listening Skills Activity
Activity:
• To learn to use strategies to listen Song: Talk to the Animals
Listening Skills Activity actively.

Grammar • Use of Time and Tense Crafting Dynamic Dialogues

5
SCM -Tenses • Communicates accurately using Students will choose one or
appropriate grammatical forms of two characters from the lesson
verbs. Tsunami and write interesting
dialogues using various tenses.
• Writes grammatically correct
sentences for a variety of situations,
using the appropriate tense.

• Participates in grammar games and

kinaesthetic activities for language
learning

3
June Writing Skills • Reads, compares, contrasts, thinks Poster Making:
critically, and relates ideas to life.
SCM- Poster (Event & Poster Making: Plastics have
Awareness) • Drafts a poster with a sense of become the biggest hazard to
audience.

• Organises sentences coherently with

written and visual clues.
 No. of Portion for
Month Course description Learning outcomes Activity
periods Assessments
• slogans to make your poster
attractive.

3
Writing Skills • Students will be able to Write a diary entry in which
fill in key descriptive students will express their
SCM- Diary Entry (Short
Writing Skills) and emotive words.
best way to get something
• Think critically and try
to provide suggestions/
solutions to the
problems raised

Honeydew • To appreciate and understand the Compose an acrostic poem with 3

poem. the word, Geography.
Unit 2 (Poem)
• Recites the poem with appropriate
Geography Lesson
pause, intonation, and
pronunciation.

• Thinks critically, compares and

contrasts ideas, and themes, and
relates them to life.
 No. of Portion for
Month Course description Learning outcomes Activity
periods Assessments
Answers questions orally and in
writing on a variety of texts.

Supplementary Reader • Develop literal comprehension- Students will speak about the 4
sentence writing. challenges faced by the
Unit 2
children in the story- Children
• Infers the meaning of unfamiliar
Children at work at Work and how child labour
words by reading them in context.
Disaster Risk Reduction- can prevent a child from going
• Enrich vocabulary using a dictionary to school and limit their
Topic
and context clues. opportunity to fulfil their
Community-Based
• Asks and responds to questions potential.
Disaster Drills:
based on texts (from books or other Prepare an awareness poster on
Organising community- resources) and out of curiosity. child labour.
wide disaster
preparedness drills.

Involving students in
planning and executing
these drills.

July Writing Skills • Reads textual/non-textual materials Refer to the SCM. 3

in English.
 No. of Portion for
Month Course description Learning outcomes Activity
periods Assessments
SCM- Formal Letter • Writes formal letters, personal
(Letter to Municipal diaries, lists, emails, SMS, etc.
Authority)
• Uses appropriate grammatical forms
in communication (e.g., noun,
pronoun, verb, determiners, time
and tense, passivisation, adjective,
adverb, etc.)

Honeydew • Identifies details, characters, main Students step into the shoes of 5
idea, and sequence of ideas and the characters navigating the
Unit 4 (Prose)
events while reading. complexities of identity and
memory loss. Each participant
• Infers the meaning of unfamiliar
of Memory will be assigned a role, either as
words by reading them in context.
a character from the story or as
• Identifies details, characters, main a support figure in the
idea, and sequence of ideas. protagonist's life. The objective
Reads textual/non-textual is to delve into the emotional
landscape of the characters,
grappling with the impact of
memory loss on their sense of
self. Through the role-play,
students will explore the
nuances of relationships,
 No. of Portion for
Month Course description Learning outcomes Activity
periods Assessments
empathy, and the quest for
identity. After the role-play, a
reflective discussion can
provide insights into the
challenges and triumphs faced
by the characters, allowing
students to draw parallels to
their own experiences and
understandings of identity.

Grammar • Develop verb concept Refer to the SCM. 3 FA 2 (08.08.2024)

Literature
SCM- Transitive and • Idea of kinds of verbs and usage
Intransitive Verbs Honeydew
• Communicates accurately using
appropriate grammatical forms Unit 2 (Poem)
while using active and passive voice. Geography Lesson
• Transforms sentences from active to Grammar
passive voice and vice-versa. Transitive and
Intransitive Verbs
Active and Passive
Grammar • Communicates accurately using Whipping Words: Crafting 4 Voice
appropriate grammatical forms Recipes
SCM- Active and Passive Writing Skills
while using active and passive voice.
 No. of Portion for
Month Course description Learning outcomes Activity
periods Assessments
• Transforms sentences from active to Students will choose a simple no Formal Letter (Letter
passive voice and vice-versa gas cooking recipe and write the to Municipal
steps using active voice on their Authority)
recipe cards. They will rewrite
the same steps using passive
voice on their recipe cards. As a
fun twist, each group follows
the compiled recipe instructions
to prepare the dish.
Emphasising the importance of
clear and concise instructions.
Allow time for each group to
taste their prepared dish.
Facilitate a class discussion on MT (18.09.2024)
the cooking experience, relating Honeydew
it to the impact of voice on • Unit 1- The
communication. Best Christmas
Present (Prose)
Honeydew • Identifies details, characters, main Exploring Personal Journeys: 4 • Unit 1- The
idea, and sequence of ideas and Ant and the
Unit 4 (Poem) Each group to analyse specific
events while reading. Cricket (Poem)
stanzas or lines from the poem
The Last Bargain
and discuss their
interpretations. They should
 No. of Portion for
Month Course description Learning outcomes Activity
periods Assessments
• Recites the poem with appropriate focus on how the poem conveys • Unit 2- The
pause, intonation, and the search for freedom and self- Tsunami
pronunciation. satisfaction and create a visual (Prose)
representation of their • Unit 4- (Prose)
• Takes notes while the teacher
interpretation using drawings, Bipin
teaches from the book.
symbols, or diagrams on the
provided sheet or digital Lapse of
platform. Each group will Memory
present their visual • Unit 4- The
representation to the entire Last Bargain
group, explaining how their (Poem)
interpretation aligns with the Supplementary
theme of freedom and self- Reader
satisfaction. As part of personal • Unit 2-
reflection, they will reflect Children at
individually on their own Work
experiences related to the • Unit 3 The
theme of the poem. They can jot Selfish Giant
down their thoughts, feelings, • Unit 5 Princess
or personal stories. All will September
collectively write a Grammar:
collaborative poem inspired by • Tenses
 No. of Portion for
Month Course description Learning outcomes Activity
periods Assessments
their reflections and • Finite and
discussions. Non-finite
Verbs
August Supplementary Reader • Identifies details, characters, main Role-play 4 • Linking Words
idea, and sequence of ideas. • Active and
Unit 3 Students will select different
• Reads textual/non-textual materials roles from the story, Passive Voice
The Selfish Giant
in English with comprehension. Selfish • Transitive
Disaster Risk Reduction- and to develop short scripts Intransitive
• Identifies details, characters, main
Topic based on scenes from the • Contractions
idea, and sequence of ideas and 1
Emergency story. They will perform their Writing:
events while reading.
Preparedness Kits: role-play in front of the • Debate
others. After each Writing
Components and
performance, there would be a • Dialogue
importance of
brief discussion about the Writing
emergency preparedness
characters' choices, emotions, • Poster
kits.
and the transformations • Data
How to create depicted in the scenes. Interpretation
personalised emergency • Formal Letter
kits for different (Letter to
scenarios. Municipal
Authority)
Writing Skills • Writes a coherent and meaningful Refer to the SCM. 3
paragraph through the process of
SCM- Data Interpretation
 No. of Portion for
Month Course description Learning outcomes Activity
periods Assessments
(Short Writing Skills) drafting, revising, editing, and News to Numbers: Analysing
finalising. Trends

• Prepares a write up after seeking Students look for data in the

information in print / online, notice newspaper and plot the same
board, newspaper, etc. in a graph, chart, table, etc.
They will discuss each
Presents concise information with
situation with the members
precision
of their group and interpret
the same in a form of a
paragraph.

Grammar • To use contractions effectively. Refer to the SCM. 1

Contractions • Writes grammatically correct

sentences for a variety of situations,
using the appropriate contractions.

4
Supplementary Reader Debate Activity: "Friendship
vs. Freedom:
Unit 5 - Princess • Asks questions based on the text
September using appropriate vocabulary and The class will be divided into
accurate sentences. two groups: into two teams:
Disaster Risk Reduction-
Team Friendship and Team
Topic • Answers questions orally and in
Freedom. Each team to
writing on a variety of texts.
First Aid Basics: research and prepare
 No. of Portion for
Month Course description Learning outcomes Activity
periods Assessments
Teaching basic first aid arguments supporting their
skills for common assigned theme (friendship or
injuries during disasters. freedom). They will use
Understanding the evidence from the story to
importance of first strengthen their points and
responders. present well-reasoned
arguments

Writing Skills • To convey relevant information in a CW- Refer to the SCM. 3

precise manner.
Dialogue Writing Money Smart School
• Learn to punctuate properly.
Read the story:
• Develops dialogues from a story.
How to open a bank account?
• Organises sentences with the help of
Activity:
verbal and visual clues and with a
sense of audience. Write five sets of dialogues for
Rohan and Amit. Amit is going
to open a bank account and
Rohan is helping him as he has
already a bank account.

Writing Skills • Prepares a write-up after seeking Debate Writing: 3

information in print / online,
Debate Writing
newspaper, etc.
 No. of Portion for
Month Course description Learning outcomes Activity
periods Assessments
• Writes short paragraphs coherently Write a debate on the topic
with a proper beginning, middle, and
end with appropriate punctuation
Or
marks.

September Revision Syllabus to be tested in Mid-Term 8

Exam
 TERM-II (28.09.2023 TO MARCH 2024) CLASS-VIII, ENGLISH
No. of Portion of
Month Course Description Learning Outcome Activity
periods Assessments

September Honeydew • Writes answers to textual 4

Unit 5 (Prose) questions after Choose any of the adventurers
comprehension/inference. of their choice and share- The
The Summit Within
• Draws character sketch and Ten Life Lessons told by
Disaster Risk Reduction-
attempts extrapolative writing. him/her. This will be followed
Topic 1
• Learn the usage of phrases. by a discussion.
Climate Change and Its
Impacts:
Explaining how climate
change contributes to
extreme weather events.
Discussing sustainable
practices to mitigate
climate change effects.

October Honeydew 3
Unit 5 The School Boy • Recites the poem with appropriate The class will be divided into
(Poem) pause, intonation, and groups, and they will learn and
pronunciation. recite the poem with proper
 No. of Portion of
Month Course Description Learning Outcome Activity
periods Assessments
intonation, expression, and
diction.
CW- An interesting discussion
on different types of schools.
This will be supported by
pictures from magazines
/newspapers

Grammar • Communicates accurately using Comic Strip Script 4

Reported Speech (SCM) appropriate grammatical forms
Students work in groups and
while using direct and indirect
each group will create a comic
speech.
strip minus the dialogue and
• Transforms sentences from direct pass it on to the other group.
to reported speech and vice-versa. The other group will add
dialogues and pass it to the other
group to rewrite the dialogues in
reported speech. Encourage
feedback and discussion about
the effective use of speech
transformations.

Writing Skills • Help the students to pen down CW- Imagine you are an 3
Autobiography their experiences. interesting storybook. Write an
 No. of Portion of
Month Course Description Learning Outcome Activity
periods Assessments
• Learn to use proper tense and autobiography expressing how
person you make people travel to far-off
• Develop thinking and creative places and have intriguing
skills. experiences.

• Writes short paragraphs coherently

with a proper beginning, middle,
and end with appropriate
punctuation marks.
• Narrates stories (real or imaginary)
and real-life experiences in English

Honeydew • Enables the learners to cope with a Journal Writing 4

Unit 6 (Prose) twist in the story. Distribute passages from the
• Identifies details, characters, main story that highlight Jody's
idea, and sequence of ideas and emotions and actions related to
Disaster Risk Reduction- 1
events while reading. loneliness and guilt. Students to
Topic
• Reads a variety of texts for pleasure analyse Jody's character,
Wildlife Rescue and e.g. adventure stories and science identifying key moments and
Rehabilitation: fiction, fairy tales, also non-fiction decisions that reflect these

Exploring the articles, narratives, travelogues, themes. They will write their

importance of proper biographies, etc. (extensive reading) insights in the journal and share FA 3 (05.11.2024)
procedures for rescuing them with the class. Literature
 No. of Portion of
Month Course Description Learning Outcome Activity
periods Assessments
and rehabilitating wild They will imagine the story from Honeydew
animals affected by the fawn's perspective. What
Unit 6 (Prose)
disasters. might the fawn think and feel
about Jody's actions? How does
the fawn perceive the world Grammar
around it? Students will write a Reported Speech
short creative piece, in the form
Contractions
of a letter or diary entry,
Writing Skills
expressing the fawn's thoughts
Autobiography
and emotions.

Writing Skills • organises sentences coherently Write a bio sketch of Martin 3

Bio sketch with the help of verbal and visual Luther King.
clues. (Details to be provided in the
• Identifies details, characters, main classroom)
idea and sequence of ideas and
events while reading.
• Writes a bio sketch with the given
cues.

November Supplementary Reader • Draws character sketches and The End or the New Beginning: 4
Unit 6 attempts extrapolative writing.
 No. of Portion of
Month Course Description Learning Outcome Activity
periods Assessments
The Fight • Asks and responds to questions Students give a new ending or
based on texts and out of curiosity. write a sequel to the story -The
• Writes answers to textual Fight.
questions after
comprehension/inference.

Writing Skills • Writes a letter to the editor on his Voices United: Collaborative
Formal Letter own. Letter to the Editor 3
(Letter to the Editor) • Learn to communicate information, You are Ritul/Rithvika. Write a
ideas, suggestions, requests, and letter to the Editor of the local
complaints. daily writing about the irregular
• Writes emails, messages, notices, and short water supply in your
formal letters, descriptions/ locality.
narratives, personal diaries, reports, Divide the class into small
short personal/ biographical groups. Assign each group a
experiences, etc. specific aspect or angle related to
the chosen topic for research.
Groups research their assigned
aspect, gathering facts, statistics,
and supporting evidence. Each
group contributes key points,
arguments, and suggestions for
the letter. Collaborate in crafting
 No. of Portion of
Month Course Description Learning Outcome Activity
periods Assessments
clear, concise, and persuasive
language. Discuss the
importance of an engaging
introduction, well-supported
arguments, and a compelling
conclusion. Rotate the groups so
that each group reviews and
edits the letter drafted by
another group. Encourage
constructive feedback on clarity,
coherence, and persuasive
elements. Discuss the
importance of respectful and
persuasive language in a letter to
the editor.

Honeydew • Reads textual/non-textual Paragraph Writing Pg.62

Unit 7 (Prose) materials in English with (Honeydew)

comprehension. Art Integrated Activity
A Visit to Cambridge
• Identifies details, characters, main 4.1.1.8 4
idea, and sequence of ideas and
Students will watch a video on FA 4 (19.12.2024)
events in textual / non-textual
rock climbing
material. Literature
 No. of Portion of
Month Course Description Learning Outcome Activity
periods Assessments
• Asks and responds to questions Supplementary Reader
based on texts and out of curiosity. Unit 6- The Fight
• Infers the meaning of unfamiliar
Grammar
words by reading them in context.
Active and Passive
December Honeydew • Infers the meaning of unfamiliar Art Integrated Activity 5 Voice
Unit 8 (Prose) words by reading them in context. • Annexure-II 4.4.2.8 Tenses
A Short Monsoon Diary • Writes answers to textual Students will write a poem about Writing Skills
questions after spring when trees are in full
Disaster Risk Reduction- Bio sketch
comprehension/inference. bloom.
Topic 1
• Learn to write a diary entry.
Environmental
Awareness and
Stewardship:

Exploring how the

lesson reflects an
appreciation for nature.

Connecting this
awareness to the
importance of
environmental
 No. of Portion of
Month Course Description Learning Outcome Activity
periods Assessments
stewardship in disaster
risk reduction.

Honeydew • Learn to use imagery and rhyme Activity: Using the three 3
Unit 8 (Poem) schemes in poetry. elements of a successful life -

• Appreciating the poem Hope, Perseverance, and

On The Grasshopper and
Patience, create a short poem of
Cricket •
your own.

Subject Enrichment • To enable students to discover Speaking Skills Activity: 3

Activity: deeper meaning in the content. "Picture Perfect Presentation"
Speaking Skills Activity • To improve thinking skills. activity. Each student will have
• To give students practice with the opportunity to speak about
language items an image, sharing their
observations, thoughts, and any
relevant information.

Writing Skills • Framing a story using a pictorial Write a story given on 47 of

prompt. Honeydew.
SCM- Story Writing
• Writes coherently with a focus on
appropriate beginning, middle, and
end.
 No. of Portion of
Month Course Description Learning Outcome Activity
periods Assessments
• Organises sentences coherently
with the help of verbal and visual
clues and with a sense of audience.

January Supplementary Reader • Narrates stories (real or imaginary) Money Smart School 6 Annual Examination

and real-life experiences in English. Honeydew:

Unit 8 Read the story:
• Unit 4 (Prose) Bipin
Jalebis • Identifies details, characters, main Insurance: A story
idea, and sequence of ideas and
Disaster Risk Reduction- Activity: Debate on the topic 1 of Memory
events while reading.
Topic • Unit 5 The School
Boy (Poem)
Community-Based
• Unit 6
Disaster Drills:
Fawn (Prose)
Organising community- • Unit 7 A Visit to
wide disaster Cambridge (Prose)
preparedness drills. • Unit 8 A Short
Involving students in Monsoon Diary
planning and executing (Prose)
these drills. • Unit 8 On the
Grasshopper and
Writing Skills • Writes short paragraphs with a Refer to the SCM. 4 Cricket (Poem)
proper beginning, middle, and end Supplementary
Article Writing
with appropriate punctuation
Reader
marks.
 No. of Portion of
Month Course Description Learning Outcome Activity
periods Assessments
• Writes an article on the given • Unit 2 Children at
topic. Work
• Unit 8 Jalebis
Writing Skills • Writes a letter to the editor on his Write an application to the 4 Grammar:
Formal Letter own. principal of your school
• Tenses
• Learn to communicate information, requesting him to allow you to
(Application to Principal) • Finite and Non-
ideas, suggestions, requests, and take part in an inter-school
finite Verbs
complaints. debate competition. You are
• Linking Words
Rajita/Rajit.
• Writes emails, messages, notices, • Contractions
formal letters, descriptions/ • Reported Speech
narratives, personal diaries, reports, • Transitive and
short personal/ biographical Intransitive Verbs
experiences, etc. Writing:
• Poster
February Revision for Annual Assessment 10 • Dialogue Writing
• Formal Letter
(Application to
Principal)
• Article Writing
• Story Writing