TAGORE INTERNATIONAL SCHOOL EAST OF KAILASH, NEW
TAGORE INTERNATIONAL SCHOOLEAST OF KAILASH, NEW DELHIPARENT SYLLABUS (2020-2021)CLASS IXENGLISHBooks Prescribed:a. Beehive- Textbook in English for class IX- NCERTb. Moments- Supplementary Reader for class IX- NCERTc. Words and Expressions-I, Workbook****MONTHOctoberNo. of workingdays12NO.OF PERIODS/TOPICBEEHIVEProseReach for the Top-Santosh Yadav-Maria Sharapova(5-6 classes)LEARNING OUTCOMESACTIVITIESASSESSMENTTo be able toExperiential Learning activity –speak to any athlete and find out aboutthe kind of effort and intensive trainingrequired and what were the sacrificeshe/she made along the way. Discussthe same in the class.- Oral questioning in the class*get inspiration from the real life experiencesof people who has struggled and sacrificed toreach the top*list the character traits of Santosh Yadav*list the character traits if Maria Sharapova.* Learn some new words connected with.the passage*answer questions based on the passageFLIPPED CLASSROOMStudents to go through the followingvideoWatch another mountaineer- ArunimaSinhahttps://www.youtube.com/watch?v Wx9v J34FyoNewspaper Activity(Students will read the newspaper andfind an article that talks about any- Individual Tasking: Class andhome assignments through GoogleClassroom- Revision using the AMP technique
individual’s success story. They willpaste it in their notebooks and discussthe same in the class.)Think and share: Imagine you areSantosh Yadav/ Maria Sharapova. Youhave been invited to speak at an AllIndia Girls’ Athletic Meet as a chiefguest. Prepare a short speech for theoccasion motivating girls to think anddream big, not allowing difficulties todissuade them.Practice Worksheet & AssignmentOctoberMOMENTS:The Last leafO. Henry(4 classes)To be able to:-listen to the story and extract key information describe the feelings of the characters ateach stage listen and write descriptions of people*describe the scene in Johnsy’s bedroom*answer questions based on the chapterArt Integration activity:-Quiz using Google formReviving a life (Leaf Art): Studentswill use the art form, ‘Leaf Painting’ andpaint a dried leaf after watching thevideo below.- Oral questioning in the classhttps://www.youtube.com/watch?v BW4wG7-Bm6sOn the leaf, students will also write apositive message for Johnsy. They willdiscuss the same in the class.Class discussionThink- Pair share/ Web chart –Character traits of Johnsy andBehrmanPractice Worksheet & Assignment- Individual Tasking: Class andhome assignments through GoogleClassroom
OctoberBEEHIVE: Poetry The Duckand the Kangaroo ****Edward LearTo be able to:-Write a short summary of the poem-answer the text based and other questions-enjoy the humour and explain briefly whatmakes the poem funGroup Discussion – the setting, - Oral questioning in the classcentral idea and message- Individual Tasking: Class andResearch:home assignments through GoogleRead some of the nonsense verse of ClassroomSukumar Roy, translated by SukantaChaudhuriIndividual Activity: Write a nonsensepoem of your own on any subject.NovemberNo. of workingdays: 17BEEHIVEThe Bond of Love – KennethAnderson4-5 classesTo be able to:-mention any one aspect of the story that theycan relate to their own experiences.- mention what he or she liked or dislikedabout the story-sequence the main events-write charactersketches.-answer the questions based on the classdiscussionVirtual tour:- Oral questioning in the classVisit the Delhi Zoological park virtuallyand observe the animals.- Individual Tasking: Class andhome assignments through Googlewww.youtube.com/watch?v jclniEoLcY ClassroomI-Quiz using Google formThink and share: Do you think wildanimals should be confined?Speaking skill activity: Animals alsofeel the pleasure of love and pain ofseparation.Practice Worksheet & AssignmentNovemberBEEHIVE POETRYOn Killing a Tree – GievePatel4 classesTo be able to:*point out the consequences of cutting downtrees- write a summary of the poem-discuss poetic devices.-appreciate the central idea of the poem.Art Integration Activity: PoetryDoodleStudents will be asked to express whatthey interpreted from the poem in formof an image which they will create using- Oral questioning in the class- Individual Tasking: Class andhome assignments through GoogleClassroom
- discuss at least five things each of us mustdo in order to protect our natural heritage.doodle art.- Quiz using Google formStudents could make their owninterpretations of the author’s messageand articulate how they connected withthe poem in the image they choose.They will then share their creative workwith the class.Art used: Visual ArtsClass Discussion: Use of irony andsatire in the poem.Practice Worksheet & AssignmentAMP technique: for asking questions.NovemberMoments- Weathering theStorm in Ersama(4-5 classes).Overview of the chapter- web chart of important characters,using Mindomo.To be able to:-become sensitive towards the victim if anatural disaster- draft a character sketch of Prashant- answer the text based and other questions-class discussion on the cyclone, using-reflect on the preparedness of the community the Flipped classroom techniquetowards a natural disaster-list the characteristics of a good leaderFLIPPED CLASSROOMSUPER CYCLONE IN ORISSA-discuss the aftermath of the super cyclonehttps://www.youtube.com/watch?v sz-oEjUscgQERSAMA MOVEMENT IN 2000https://www.youtube.com/watch?v JKsaT4qdSRA- AMP technique-Co-operative study-Brainstorming- Oral questioning in the class- Individual Tasking: Class andhome assignments through GoogleClassroom-Quiz using Google form
Practice Worksheet & AssignmentNovemberGrammarSubject –verb agreement(2-3 classes)To be able to*attempt exercises on subject verb agreement*frame the sentences correctly*analyse the sentence structure and usage ofclauses.Whole group instruction- and sampleexercises to be done on the board.Exercises to be done on worksheetson pair share basis.Flipped classroom: Subject-VerbAgreement Learn English GrammarOnline - YouTubehttps://www.youtube.com/watch?v b2rY3uO7szsSubject Verb Concord Rules ee.aspNovemberDecemberNo. of workingdays: 22Grammar: Cloze filling ****(Phrasal verbs and clauses)To be able to:-revise grammatical conceptsPrepositions****ESSAY- Narrative/ Descriptiveparagraph- Draft 2Poetry (Beehive)The SnakeTrying-attempt cloze filling exercises with missingprepositions.To be able to:(2-3 classes)- Comment and discuss on the theme of thepoem-Identify and explain the use of poetic devicesand rhyme scheme used in the poem.-Explain the metaphorical significance of thepoem-become sensitive towards all living beings.- Oral questioning in the class.- Individual Tasking: Class andhome assignments through GoogleClassroom.- Quiz using google form.- Oral questioning in the class- AMP technique-Co-operative study-Brainstorming- AMP technique-Co-operative study-BrainstormingThink and share: list of words used inthe poem to describe the beauty of thesnake.Class discussion: Snakes are not asharmful as we perceive them to be.Research: Read the poem, Snake byD.H. Lawrence and compare it with TheSnake Trying.- Individual Tasking: Class andhome assignments through GoogleClassroom- Oral questioning in the class- Individual Tasking: Class andhome assignments through GoogleClassroom-Quiz using google form.
DecemberBeehiveDramaIf IWereYou(5-6 classes)To be able to:-observe and discussthe stage setting, stage directions, descriptionof the characters, their movements, gesturesand tonal variations.-reflect on some examples of wit and irony.- learn and locate the right meanings of newwords and phrases from the dictionary.-enact the play in the class-room.-draft the character sketch of importantcharacters.-read the text using the technique of role play.-answer the text based and other questionsArt Integration Activity:- Oral questioning in the classIts Showtime: #puppettheatre- Individual Tasking: Class andhome assignments through GoogleClassroomStudents will make stick puppets ofGerrard and the intruder and makerecord a two-three minute conversationbetween them in form of a video.- Quiz using google form.They can add their own ideas or evenincorporate an alternate ending to theplay.They will be shown the following videosin the class for ideas.https://www.youtube.com/watch?v 8xhCey23J5Ahttps://www.youtube.com/watch?v X4QaKvZqzX4Practice worksheet and assignmentDecemberBeehiveProseKathmandu****(3 classes)To be able to:-comprehend the message of the text-equip themselves with the culture inKathmandu-acquaint themselves with the culture ofBuddhism and Hinduism-draft a travelogue based on the textAMP TechniqueRole play: while reading the text.Activity:Writing a travelogueDuring your last Durga pooja holidaysyou visited Kathmandu with your family.Write a travelogue describing your visitwith the help of the following points 1date and time 2-means of transport 3description of the city Local people,market, beauty of the city andmonasteries. 4-return journey- Oral questioning in the class- Individual Tasking: Class andhome assignments through GoogleClassroom
Reading of the textAMP techniqueResearch: Reading ‘Heaven Lake’ byVikram SethKathmandu travel video guidehttps://www.youtube.com/watch?v Yu0WwVh4c6s#action shareKathmandu culture and heritagehttps://www.youtube.com/watch?v u7hJNOyzCroDecemberBeehive Poetry- A SlumberDid MySpiritSeal****(2 classes)To be able to:-comprehend the message of the text-equip themselves with the culture inKathmandu-acquaint themselves with the culture ofBuddhism and Hinduism-draft a travelogue based on the textFlipped classroom videos:- Oral questioning in the classThe Grieving Process: Coping WithDeath- Individual Tasking: Class andhome assignments through GoogleClassroomhttps://www.youtube.com/watch?v gsYL4PC0hykDraconian: A slumber did my spirit seal(Rock version)https://www.youtube.com/watch?v JXhXk3uE y4AMP TechniqueDecemberMoments: A House is not aHomeTo be able to:Class discussion: poetic devices usedin the poem.Resources:- Oral questioning in the class-Explain the term ‘disaster’.FLIPPED CLASSROOM VIDEO- Individual Tasking: Class and
-distinguish between natural and manmadedisaster.- express their own experience about the oldschool and new school.-share their personal experience about loss ifany.https://www.youtube.com/watch?v nq1 home assignments through GoogleHLaFvQl4ClassroomDEALING WITH DISASTERhttps://www.youtube.com/watch?v YKg - Quiz using google form.IYadRGjAFire safety awareness training videoBALA: Write a paragraph on thedisaster management drill recentlyconducted by your schoolArt integration activity: Reporting anaccidentImagine yourself as a journalist for TheTimes of India and make a videopresenting a report on an incident inMayur Vihar where a house caught fire.Practice worksheet and assignmentDecemberGrammar: Revision(3-4 classes) Tenses Modals Subject verb concordTo be able to:Resources:- Oral questioning in the class-attempt the worksheets/google forms givenby the teacherSubject-Verb Agreement LearnEnglish Grammar Online - YouTubehttps://www.youtube.com/watch?v b2rY3uO7szsSubject Verb Concord Rules ee.asp- Individual Tasking: Class andhome assignments through GoogleClassroom-answer multiple choice questions based ontenses.-answer multiple choice questions based onsubject verb concord.-answer multiple choice questions based onmodals.Small group discussion*KWL CHART- Revision using the AMP technique
*Wordwheel to be used as an AMPtechnique for assessment.Pinterest: For revising modals andtensesGame on tenses and com/game/tenses.htmlJanuary:No. of workingdays- 14MOMENTSThe Beggar(4-5 CLASSES)To be able to:-reflect on the aftermath of alcoholism-explore the theme of change, dishonesty,compassion, desperation and struggle-answer text based questions and questionsfrom the assignment- list some works of Anton ChekhovFlipped classroomhttps://www.youtube.com/watch?v wtZ9mEdewt0A class discussion based on the video.-Whole group instruction-Concept mapping-AMP technique- Web Chart on characters usingMindomo- Oral questioning in the class- Individual Tasking: Class andhome assignments through GoogleClassroom- Quiz using Google form.Art Integration Activity: Creating acomic stripStudents will create a comic strip basedon any part of the lesson.Practice worksheet and assignmentJanuaryMOMENTSThe Accidental Tourist****(3-4 classes)To be able to:-make a web chart on the protagonist-list things to be kept in mind while travelling-discuss the concept of social anxietyAMP techniqueOverview of the chapter- web chart of important characters-Pair Share- Oral questioning in the class- Individual Tasking: Class andhome assignments through GoogleClassroom
JanuaryWRITING SKILLSLetter Writing****Essay- Narrative/ DescriptiveParagraph- Draft 3To be able to:-reflect on their errors in draft 2 and reframe anew draft-AMP technique-Co-operative study-Brainstorming-Pair work- Revision using the AMP technique-Individual Tasking-reflect on their mistakes in the previous draft.-revise letter writingJanuaryASLSpeaking and listening skills-Listening skills (throughgoogle forms)-Speaking skillsRevision-Writing skills-Diary entry-Factual description-Story writingRevisionFebruaryNo. ofworkingdays: 21-Literature-Prose-Poetry-Practice TestGrammar-Reported speech-Subject verb agreementTo be able to*listen carefully to the podcast/teacher*attempt the google form based on what theyheard.Speak up confidently*use the language and vocabularyappropriatelyRevisionTo be able to-recall main value points of the stories andpoems-recall the writing formats.RevisionTo be able to-recall main value points of the stories andpoems-recall the grammatical concepts-attempt exercises given by the teacher-practice through Google Forms and GoogleClassroom.ASL activity (to be decided later)RevisionCollaborative learning- group wisefocus on different aspects of each itemand share the value points with theclass-Whole group instructionRubrics for ASL-Interaction- Vocabulary- Relevance-Coherence of ideas-Pronunciation-Assessment through revisionworksheet-Quizzes- AMP technique-AMP technique.-Revision worksheet-Google formRevision-Collaborative learning-Whole group instruction-AMP technique-Brainstorming-Revision worksheets-Google formsAssessment through revisionworksheet-Quizzes- AMP technique-Google Forms
-Tenses-Modals-DeterminersImportant Note: The topics marked with asterisk in the syllabus have been deleted by CBSE for the academic year 2020-21. However, these topics will becovered through discussion in the class to bridge the learning gaps.****HINDIeklvDVwcjdkyka'k@fo"k;Li'kZ& &,d Qwy dh pkg &izR;sd Nk &&gqd xfrfof/kewY; & laosnu'khyrk &ppkZ&vH;kl dk;Zi fyax&iz‛u&mRrjlaosnu‛khyrk&HksnHkko &lekiu xfrfof/kTkhou dkS'ky&ijLij lg;ksxO;kdj.k&vuqLokj] vuqukfld]foykse] Ik;kZ;okphys[ku& laokn] vuqPNsndkyka'k& 12uoacjTkhou dkS'ky&foosd'khyrkewY; & vuq'kkluvf/kxe izfrQylap;u &gkfen [kk¡&gqd xfrfof/k&ppkZ&vH;kl dk;Zi jpukRed xfrfof/k&n ‛;&JO;&lkexzh&Tkkr&ikr ds varj dks feVkus gsrq de ls de /kh&ekufp ¼,e-,e-½&iwoZ Kku gsrqnks lq ko vo'; ns ik,xkA/kkj.kk&ekufp ¼lh-,e-½ &lekiu &lkj& iwNs x, iz‚uksa esa ls dqN iz‚uksa ds lgh mÙkj & dyk lesfdr xfrfof/kns ik,xkA&;qXe o lkewfgd ppkZ ds ek/;e ls iz‚uksa ds dfork ys[kulgh mRrj fy[k ik,xkA& laokn fy[kdj ;qXe eas&Hkkjr esa NqvkNwr dh leL;k vkt HkhizLrqr dj ik,xkAgS& fo’k; ij d{kk esa ifjppkZ dh&dfork dks dgkuh ds :Ik esa fy[kus dk iz;kl tk,xhAdj ik,xkA ewY;kadukRed xfrfof/k& fn, x, fo’k; ij de ls de rhu okD;cksy ik,xkA&dfork dks ukfVdk ds :Ik esa izLrqr& dfork dks ukVd ds :i esa izLrqr djfd;k tk,xkAik,xkA vf/kxekRed xfrfof/k&vuqLokj]vuqukfld ;qDr 'kCn fy[k ik,xkA& vH;kl dk;Zi esa fn, x, dk;Z dks iw.kZ djlfdz; ekufld lgHkkfxrkmldk fo‚ys’k.k dj ik,xkA& de ls de pkj ‚kCnksa ds foykse oIk;kZ;okph crkrs gq, vH;kl dk;Z dj ik,xkA&vfHkO;fDr& izR;sd Nk fo’k; ls lacaf/krvius fopkjksa dh ekSf[kd vfHkO;fDr dj ik,xkA& iwNs x, iz‚uksa esa ls dqN iz‚uksa ds lgh mÙkj &n ‛;&JO;&lkexzhns ik,xkA& 'kCn vkSj in esa D;k varj gS\ bldks le /kh&ekufp ¼,e-,e-½&iwoZ Kku gsrq/kkj.kk&ekufp ¼lh-,e-½ik,xkA& ppkZ ds ek/;e ls iz‚uksa ds lgh mRrj fy[k dyk lesfdr xfrfof/kik,xkAewY;kadu fo"k; ij vk/kkfjr dk;Zi xwxy QkWElZ ij cgqfodYih;iz'uksa ij vk/kkfjr iz'uksÙkjhd{kk izfrfØ;kfofHkUu izdkj dh xfrfof/k;ksa}kjkfo"k; ij vk/kkfjr dk;Zi xwxy QkWElZ ij cgqfodYih;iz'uksa ij vk/kkfjr iz'uksÙkjhd{kk izfrfØ;kdfork ikB
&iz‛u&mRrj&lekiu xfrfof/klkekU; tkx#drk&/keZ ,drk dk ek/;eO;kdj.k& 'kCn vkSj in]gSAvFkZ ds vk/kkj ij okD;Hksn] foykse] i;kZ;okphys[ku & vukSipkfjd i &vuqLokj]vuqukfld ;qDr 'kCn fy[k ik,xkAukVd izLrqfr& vH;kl dk;Zi esa fn, x, dk;Z dks iw.kZ dj ewY;kadu fcanq&mldk fo‚ys’k.k dj ik,xkA Hkwfedk fuoZgu& de ls de pkj ‚kCnksa ds foykse o vfHkO;fDrIk;kZ;okph crkrs gq, vH;kl dk;Z dj ik,xkA Hkko&Hkafxek&vfHkO;fDr& izR;sd Nk fo’k; ls lacaf/krvius fopkjksa dh ekSf[kd vfHkO;fDr dj ik,xkAdkyka'k& 12fnlacjTkhou dkS'ky&foosd'khyrkewY; & vuq'kkluLi'kZ &/keZ dh vkM &gqd xfrfof/k&ppkZ&vH;kl dk;Zi &iz‛u&mRrj&lekiu xfrfof/klkekU; tkx#drk&/keZ ,drk dk ek/;egSAO;kdj.k&vuqLokj] vuqukfld]foykse] Ik;kZ;okph]milxZ] izR;;ys[ku& laokn] lans'k& iwNs x, iz‚uksa esa ls dqN iz‚uksa ds lgh mÙkjns ik,xkA& ppkZ ds ek/;e ls iz‚uksa ds lgh mRrj fy[kik,xkA&vuqLokj]vuqukfld ;qDr 'kCn fy[k ik,xkA& vH;kl dk;Zi esa fn, x, dk;Z dks iw.kZ djmldk fo‚ys’k.k dj ik,xkA& de ls de pkj ‚kCnksa ds foykse oIk;kZ;okph crkrs gq, vH;kl dk;Z dj ik,xkA&vfHkO;fDr& izR;sd Nk fo’k; ls lacaf/krvius fopkjksa dh ekSf[kd vfHkO;fDr dj ik,xkA&n ‛;&JO;&lkexzh/kh&ekufp ¼,e-,e-½&iwoZ Kku gsrq/kkj.kk&ekufp ¼lh-,e-½ &lekiu &lkj & dyk lesfdr xfrfof/k& iwNs x, iz‚uksa esa ls dqN iz‚uksa ds lgh mÙkjns ik,xkA& ppkZ ds ek/;e ls iz‚uksa ds lgh mRrj fy[kik,xkA&vuqLokj]vuqukfld ;qDr 'kCn fy[k ik,xkA& vH;kl dk;Zi esa fn, x, dk;Z dks iw.kZ djmldk fo‚ys’k.k dj ik,xkA& de ls de pkj ‚kCnksa ds foykse oIk;kZ;okph crkrs gq, vH;kl dk;Z dj ik,xkA&vfHkO;fDr& izR;sd Nk fo’k; ls lacaf/krvius fopkjksa dh ekSf[kd vfHkO;fDr dj ik,xkA&n ‛;&JO;&lkexzh/kh&ekufp ¼,e-,e-½&iwoZ Kku gsrq/kkj.kk&ekufp ¼lh-,e-½ &lekiu &lkj & dyk lesfdr xfrfof/k Hkkjr ds fofHkUu izkarksa dh lkaLd frd yd ¼Nk ksa }kjk½fo"k; ij vk/kkfjr dk;Zi xwxy QkWElZ ij cgqfodYih;iz'uksa ij vk/kkfjr iz'uksÙkjhd{kk izfrfØ;kfofHkUu izdkj dh xfrfof/k;ksa}kjkdkyka'k& 12tuojhLi'kZ& [kq'kcw jprs gSagkFk&gqd xfrfof/k&ppkZ&vH;kl dk;Zi &iz‛u&mRrj&lekiu xfrfof/klap;u & fn, ty mBs&vH;kl dk;Zi &iz‛u&mRrjQVkWxzQh ;k ukVd izLrqfr fo"k; ij vk/kkfjr dk;Zi xwxy QkWElZ ij cgqfodYih;iz'uksa ij vk/kkfjr iz'uksÙkjhd{kk izfrfØ;kfofHkUu izdkj dh xfrfof/k;ksa}kjk
&lekiu xfrfof/kO;kdj.k&vuqLokj] vuqukfld]foykse] Ik;kZ;okph] okD;Hksnys[ku& i ] ukjk ys[kudkyka'k& 12Qjojhiqujko fRrLi'kZ o lap;u& leLrikBO;kdj.k& leLr& vH;kl dk;Zi esa fn, x, dk;Z dks iw.kZ djmldk fo‚ys’k.k dj ik,xkA& de ls de pkj ‚kCnksa ds foykse oIk;kZ;okph crkrs gq, vH;kl dk;Z dj ik,xkA&vfHkO;fDr& izR;sd Nk fo’k; ls lacaf/krvius fopkjksa dh ekSf[kd vfHkO;fDr dj ik,xkA&n ‛;&JO;&lkexzh/kh&ekufp ¼,e-,e-½&iwoZ Kku gsrq/kkj.kk&ekufp ¼lh-,e-½lfdz; ekufld lgHkfxrk fo"k; ij vk/kkfjr dk;Zi xwxy QkWElZ ij cgqfodYih;iz'uksa ij vk/kkfjr iz'uksÙkjhd{kk izfrfØ;kfofHkUu izdkj dh xfrfof/k;ksa}kjkokf"kZd ;dkyka‛k &„vifBr&x ka‛kajpukRed&dk;Zai &iwfrZ%]laLd r&vuqoknafp &o.kZuaO;kdj.kadkyka‛k &„laf/k&vH;kl dk;Ze O;atulaf/k% &t‛kRo¼oxhZ;ÁFkeo.kZL;r rh;o.ksZ ifjorZue ½] e LFkkusvuqLokj%folxZlaf/k% & mRoe miinfoHkfDr% ¼vH;kl&dk;Z½izkIr miyfC/k;k¡@vf/kxe cks/kxfrfof/k;k¡@jpukRed&fdz;kdykifo’k;k/kkfjr dyk lefUor/kh&ekufp ¼,e-,e-½&iwoZ Kku gsrq/kkj.kk&ekufp ¼lh-,e-½ &laf/k gsrq rFkk lekiu&lkj gsrqÁokg&fp ¼¶-p-½ &miinfoHkfDr% iBu gsrq&ÁnŸkkifBr&x ka‛k ij vk/kkfjr i ’V iz‛uksads laHkkfor mŸkj fy[kus dk vH;kl dj ik,xkA&ÁnŸki dh iwfrZ eat’w kk esa fn, ‚kCnksa }kjk djik,xkA&ÁnŸkfp dk o.kZu de ls de ik¡plaLd rokD;ksa }kjk dj ik,xkAmiinfoHkfDr%&de ls de pkj fgUnh okD;ksa dk laL—rvuqokn dj ik,xkA&fo’k; laca/kh i ’V iz‛uksa esa ls de ls de nksiapeds lgh mŸkj crkdj fy[kus dk vH;kl djlIrehhik,xkA‘k’Bh&laf/k dks /kkj.kk ekufp ¼concept map½}kjk Hkyh&Hkk¡fr le tk,xk rFkk ‚kCnksa ds eRL;ik ¼lfØ; ekufld lgHkkfxrk½laf/k@foPNsn }kjk vH;kl dk;Z dj ik,xkAxfrfof/kewY;kadudk;Zi ksa }kjk ewY;kadu&vifBr&x ka‛kavk/kkfjrk¼dk;Zi ½Adk;Zi ksa }kjk ewY;kadu&miinfoHkfDr%iapeh]"k"Bh] lIrehxwxy QkWeZdyk&,dhdj.k&f‛k{k.k&fo’k;k/kkfjr &cgqfo/k&ewY;kaduHkk’kk vfHko/kZu&xfrfof/k%okpu dkS‛kyHkwfedk&fuoZgu@dFkk okpuaewY;kadu&fcUnq%&
iapeh ]"k"Bh ]lIrehdkyka‛k &„Hkk’kk vfHko/kZu&xfrfof/k%uoEcj‚kseq’kh ¼izFkeks Hkkx%½dkyka‛k &‡ÞtVk;ks% ‚kkS;Ze Þdkyka‛k &ƒvifBr&x ka‛kadkyka‛k &„jpukRed&dk;Zai &iwfrZ%]laLd r&vuqoknafp &o.kZu¼a lekpkji h; xfrfof/k%½O;kdj.kadkyka‛k &ƒÛla[;k%¼vH;kl&dk;Z½dkyka‛k &ƒÛmilxkZ% ¼vH;kl&dk;Z½dkyka‛k &ƒokpu&Jo.k&ijh{k.ka&mfpr&miinfoHkfDrinksa }kjk okD;iwfrZ dkvH;kl dk;Z dj ik,xkA&vfHkO;fDr& izR;sd Nk fo’k; ls lacaf/krvius fopkjksa dh ekSf[kd vfHkO;fDr dj ik,xkA&iwNs x, dfBu ‚kCnksa esa ls U;wure nks&rhu‚kCnksa ds vFkZ crkdj ‚kCnkoyh dk foLrkj djik,xkA&izR;sd Nk tVk;q dh ohjrk okys lkjxfHkZrrFkk ljy ‚ykdksa ds }kjk thou dks ljy ole ) cuk ik,xkA&izR;sd Nk ‚kkS;Z ds lqifj.kke dks tkuik,xkA&ekuo dY;k.k ds fy, dk;Z dks fuMj gksdjle; ij djus dh vfuok;Zrk ij ppkZ djrsgq, de ls de nks okD; cksy ik,xkA&i;kZ;inksa]fo‛ks’k.k&fo‛ks’; crkdj fy[k ik,xkA&‛yksdksa dk vUo; o ljykFkZ dj ik,xkA&;qXe esa rFkk lewg esa iz‚uksa ds mRrjksa ij ppkZdjrs gq, leLr d{kk ds lkFk eq[; fcanqvksa dkslk k djds fy[k ik,xkA&fo’k; laca/kh i ’V iz‛uksa esa ls de ls de nksds lgh mŸkj crkdj fy[kus dk vH;kl djik,xkA&ÁnŸkkifBr&x ka‛k ij vk/kkfjr i ’V iz‛uksads laHkkfor mŸkj fy[kus dk vH;kl dj ik,xkA&ÁnŸkfp dk o.kZu de ls de ik¡plaLd rokD;ksa }kjk dj ik,xkA&ÁnŸki dh iwfrZ eat’w kk esa fn, ‚kCnksa }kjk djik,xkA&de ls de pkj fgUnh okD;ksa dk laL—rvuqokn dj ik,xkA&la[;k%¼ƒ&ƒŒŒ½ ¼ƒ&† dsoya ÁFkek&foHkDrkS½}kjk okD;&iwfrZ dj ik,xkA&milxksZa ;qDr }kjk okD;&iwfrZ dj ik,xkA&vfHkO;fDr& izR;sd Nk fo’k; ls lacaf/krvius fopkjksa dh ekSf[kd vfHkO;fDr dj ik,xkA&iwNs x, dfBu ‚kCnksa esa ls U;wure nks&rhu‚kCnksa ds vFkZ crkdj ‚kCnkoyh dk foLrkj djdyk&,dhdj.k&f‛k{k.k&fo’k;k/kkfjr &cgqfo/k&ewY;kaduHkk’kk vfHko/kZu&xfrfof/k%okpu dkS‛kyHkwfedk&fuoZgu@dFkk okpua&HkkokfHkO;fDr 1&mPpk.k‛kq)rk 1&d.BLFkhdj.k 1&vkRefo‛okl 1&ÁLrqrhdj.k 1ÞtVk;ks% ‚kkS;Ze Þ ls lacaf/kr&y?kqpyfp Adk;Zi ksa }kjk ewY;kadu&ÞtVk;ks% ‚kkS;Ze Þhttps://youtu.be/zKG-7V Cd2w?t 296 Ûla[;k%¼ƒ&ƒŒŒ½ ¼ƒ&† dsoya/kkj.kk&ekufp ¼lh-,e-½ &fo’k;ÁFkek&foHkDrkS½lekiu &lkjÛmilxkZ%Áokg&fp ¼¶-p-½ &milxZ&iBu gsrq¼dk;Zi ½xwxy QkWeZdyk&,dhdj.k&f‛k{k.k&milxkZ%fo’k;k/kkfjr &cgqfo/k&ewY;kadueRL;ik ¼lfØ; ekuflddFkk &f‛k{k.k&&fo’k; 1fo’k;k/kkfjr &&ekSfydrk 1cgqfo/k&ewY;kadu&jpukRedrk 1dFkk okpu&fu;rle;kuqlkj 1Hkwfedk&fuoZgu&ÁLrqrhdj.k 1‚yksd&xk;udyk&,dhdj.k&f‛k{k.k&fo’k;k/kkfjr kfHkO;fDr 1&mPpk.k‛kq)rk 1&d.BLFkhdj.k 1&vkRefo‛okl 1&ÁLrqrhdj.k 1dyk&,dhdj.k&f‛k{k.k&fo’k;k/kkfjr &cgqfo/k&ewY;kadu
ik,xkAfnlEcj‚kseq’kh ¼izFkeks Hkkx%½dkyka‛k & Þi;kZoj.ke Þdkyka‛k &ƒvifBr&x ka‛kadkyka‛k & jpukRed&dk;Zai &iwfrZ%]laLd r&vuqoknafp &o.kZu¼a lekpkji h; xfrfof/k%½O;kdj.kaiqujko fŸkdkyka‛k &„vH;kl&dk;Z&a/kkrq:i‚kCn:iÁR;;&izR;sd Nk egkuxjksa dh ;kaf d&cgqyrk dsdkj.k gks jgh ok;qe.My vkSj Hkwe.My dhefyurk dks tku ik,xkA&ekuo dY;k.k ds fy, i;kZoj.k ‚kqf) dhvfuok;Zrk ij ppkZ djrs gq, de ls de nksokD; cksy ik,xkA&ik’kk.kh lH;rk vkSj izkd frd NVk ls ;qDri;kZoj.k ij ppkZ djrs gq, de ls de nksokD; cksy ik,xkA&i;kZ;inksa]fo‛ks’k.k&fo‛ks’; crkdj fy[k ik,xkA&fo’k; laca/kh i ’V iz‛uksa esa ls de ls de nksds lgh mŸkj crkdj fy[kus dk vH;kl djik,xkA&mfpr&/kkrq:iksa }kjk okD;iwfrZ dk vH;kldk;Z dj ik,xkA&‛kCn:iksa }kjk okD;iwfrZ dk vH;kl dk;Z djik,xkA&ÁR;; o mlds Hksnksa dks /kkj.kk ekufp ¼concept map½ }kjk fu;eksa lfgr le dj de ls de pkj ‚kCnksa ls Á—fr&ÁR;;i Fkd djrs gq, vH;kl dk;Z dj ik,xkA&vfHkO;fDr& izR;sd Nk fo’k; ls lacaf/krvius fopkjksa dh ekSf[kd vfHkO;fDr dj ik,xkA&iwNs x, dfBu ‚kCnksa esa ls U;wure nks&rhu‚kCnksa ds vFkZ crkdj ‚kCnkoyh dk foLrkj djik,xkAÞi;kZoj.ke Þhttps://youtu.be/uooGDYSyOyc?t 827/kh&ekufp ¼,e-,e-½&iwoZ Kku gsrq/kkj.kk&ekufp ¼lh-,e-½ &laf/k gsrq rFkk lekiu&lkj gsrqÁokg&fp ¼¶-p-½ &*izR;; iBu gsrqÁR;;—rL hf)reRL;ik ¼lfØ; ekufld kkfjr &cgqfo/k&ewY;kadu*iksLVj o Lyksxu ;kadu&fcUnq%&&HkkokfHkO;fDr 1&mPpk.k‛kq)rk 1&d.BLFkhdj.k 1&vkRefo‛okl 1&ÁLrqrhdj.k 1okpu&Jo.k&ijh{k.kadk;Zi ksa }kjk ewY;kadu&Þi;kZoj.ke Þxwxy QkWeZvk/kkfjrk¼dk;Zi ½Adk;Zi ksa }kjk ewY;kadu&miinfoHkfDr%iapeh]"k"Bh] lIrehdyk&,dhdj.k&f‛k{k.k&fo’k;k/kkfjr &cgqfo/k&ewY;kadu*iksLVj o Lyksxu ys[kuewY;kadu&fcUnq%&&fo’k; 1&ekSfydrk 1&jpukRedrk 1&fu;rle;kuqlkj 1&ÁLrqrhdj.k 1dyk&,dhdj.k&f‛k{k.k&fo’k;k/kkfjr okfHkO;fDr 1&mPpk.k‛kq)rk 1&d.BLFkhdj.k 1&vkRefo‛okl 1&ÁLrqrhdj.k 1dyk&,dhdj.k&f‛k{k.k&fo’k;k/kkfjr &
tuojh‚kseq’kh ¼izFkeks Hkkx%½iqujko fŸkdkyka‛k &‡Lo.kZdkd%xksnksgue lwfDrekSfDrde dkyka‛k &„vifBr&x ka‛kadkyka‛k & jpukRed&dk;Zai &iwfrZ%]laLd r&vuqoknafp &o.kZu¼a lekpkji h; xfrfof/k%½dkyka‛k & O;kdj.kaiqujko fÙk%Ûla[;k%¼ƒ&ƒŒŒ½ ¼ƒ&† R;;dkyka‛k &„Hkk’kk vfHko/kZu&xfrfof/k%Jqrys[k%&izR;sd Nk fo’k; dh iqujko fŸk dj ik,xkA&izR;sd Nk yksHk djus ds nq’ifj.kke dks tkuik,xkA&ekuo dY;k.k ds fy, dk;Z dks le; ijdjus dh vfuok;Zrk ij ppkZ djrs gq, de lsde nks okD; cksy ik,xkA&i;kZ;inksa]fo‛ks’k.k&fo‛ks’; crkdj fy[k ik,xkA&‛yksdksa dk vUo; o ljykFkZ dj ik,xkA&;qXe esa rFkk lewg esa iz‚uksa ds mRrjksa ij ppkZdjrs gq, leLr d{kk ds lkFk eq[; fcanqvksa dkslk k djds fy[k ik,xkA&fo’k; laca/kh i ’V iz‛uksa esa ls de ls de nksds lgh mŸkj crkdj fy[kus dk vH;kl djik,xkA,xkA&la[;k%¼ƒ&ƒŒŒ½ ¼ƒ&† dsoya ÁFkek&foHkDrkS½}kjk okD;&iwfrZ dj ik,xkA&milxksZa ;qDr }kjk okD;&iwfrZ dj ik,xkA&‛kCn:iksa }kjk okD;iwfrZ dk vH;kl dk;Z djik,xkA&/kkrq:iksa }kjk okD;iwfrZ dk vH;kl dk;Z djik,xkA&de ls de pkj ‚kCnksa ls Á—fr&ÁR;; i Fkddjrs gq, vH;kl dk;Z dj ik&ÁnŸkkifBr&x ka‛k ij vk/kkfjr i ’V iz‛uksads laHkkfor mŸkj fy[kus dk vH;kl dj ik,xkA&ÁnŸkfp dk o.kZu de ls de ik¡plaLd rokD;ksa }kjk dj ik,xkA/kh&ekufp ¼,e-,e-½&iwoZ Kku gsrq/kkj.kk&ekufp ¼lh-,e-½ &fo’k;lekiu &lkjÁokg&fp ¼¶-p-½ &milxZ&iBu gsrqmilxkZ%eRL;ik ¼lfØ; ��k;k/kkfjr &cgqfo/k&ewY;kaduyksHk% u dj.kh;% &iksLVj lfgra lwfDr@‛yksd ys[kuaHkwfedk&fuoZgu@dFkk %&&HkkokfHkO;fDr 1&mPpk.k‛kq)rk 1&d.BLFkhdj.k 1&vkRefo‛okl 1&ÁLrqrhdj.k 1dk;Zi ksa }kjk ewY;kadu&Lo.kZdkd%xksnksgue lwfDrekSfDrde Ûla[;k%¼ƒ&ƒŒŒ½ ¼ƒ&† dsoyaÁFkek&foHkDrkS½ÛmilxkZ%‚kCn:i] /kkrq:i] izR;;vk/kkfjrk ¼dk;Zi ½dyk&,dhdj.k&f‛k{k.k&fo’k;k/kkfjr &cgqfo/k&ewY;kaduyksHk% u dj.kh;% &iksLVj lfgra lwfDr@‛yksd ys[kuaewY;kadu&fcUnq%&&fo’k; 1&ekSfydrk 1&jpukRedrk 1&fu;rle;kuqlkj 1&ÁLrqrhdj.k 1dyk&,dhdj.k&f‛k{k.k&fo’k;k/kkfjr &cgqfo/k&ewY;kaduHkwfedk&fuoZgu@dFkk okpuaewY;kadu&fcUnq%&&HkkokfHkO;fDr 1&mPpk.k‛kq)rk 1&d.BLFkhdj.k 1
Qjojh‚kseq’kh ¼izFkeks Hkkx%½iqujko fŸkdkyka‛k & HkzkUrks cky%Þfldrklsrq%ÞtVk;ks% ‚kkS;Ze dkyka‛k &ƒvifBr&x ka‛kadkyka‛k & jpukRed&dk;Zai &iwfrZ%]laLd r&vuqoknafp &o.kZuaO;kdj.kadkyka‛k & O;atulaf/k% &t‛kRo¼oxhZ;ÁFkeo.kZL;r rh;o.ksZ ifjorZue ½] e LFkkus vuqLokj%folxZlaf/k% &mRoe dkyka‛k &ƒmiinfoHkfDr% ¼vH;kl&dk;Z½iapeh ]"k"Bh ]lIreh&ÁnŸki dh iwfrZ eat’w kk esa fn, ‚kCnksa }kjk djik,xkA&de ls de pkj fgUnh okD;ksa dk laL—rvuqokn dj ik,xkA&vfHkO;fDr& izR;sd Nk fo’k; ls lacaf/krvius fopkjksa dh ekSf[kd vfHkO;fDr dj ik,xkA&iwNs x, dfBu ‚kCnksa esa ls U;wure nks&rhu‚kCnksa ds vFkZ crkdj ‚kCnkoyh dk foLrkj djik,xkA&izR;sd Nk fo’k; dh iqujko fŸk dj ik,xkA&izR;sd Nk fo k }kjk thou dks lkFkZd ole ) cuk ik,xkA&ekuo thou dh lkFkZdrk ds fy,fo k&vH;kl dh vfuok;Zrk ij ppkZ djrs gq,de ls de nks okD; cksy ik,xkA&i;kZ;inksa]fo‛ks’k.k&fo‛ks’; crkdj fy[k ik,xkA&‛yksdksa dk vUo; o ljykFkZ dj ik,xkA&iz‚uksa ds mRrjksa ij ppkZ djrs gq, leLr d{kkds lkFk eq[; fcanqvksa dks lk k djds fy[kik,xkA&fo’k; laca/kh i ’V iz‛uksa esa ls de ls de nksds lgh mŸkj crkdj fy[kus dk vH;kl djik,xkA&ÁnŸkkifBr&x ka‛k ij vk/kkfjr i ’V iz‛uksads laHkkfor mŸkj fy[kus dk vH;kl dj ik,xkA&ÁnŸki dh iwfrZ eat’w kk esa fn, ‚kCnksa }kjk djik,xkA&ÁnŸkfp dk o.kZu de ls de ik¡plaLd rokD;ksa }kjk dj ik,xkA&fgUnh okD;ksa dk laL—r&vuqokn dj ik,xkA&laf/k o mlds Hksnksa dks /kkj.kk ekufp ¼concept map½ }kjk fu;eksa lfgr le dj de ls de pkj ‚kCnksa dk laf/k olaf/kfoPNsn djrs gq, vH;kl dk;Z dj ik,xkA&mfpr&miinfoHkfDrinksa }kjk okD;iwfrZ dkvH;kl dk;Z dj ik,xkA&vfHkO;fDr& izR;sd Nk fo’k; ls lacaf/krvius fopkjksa dh ekSf[kd vfHkO;fDr dj ik,xkA&vkRefo‛okl 1&ÁLrqrhdj.k 1/kh&ekufp ¼,e-,e-½&iwoZ Kku gsrq/kkj.kk&ekufp ¼lh-,e-½ &fo’k;lekiu &lkjÁokg&fp ¼¶-p-½ &fo’k; ds iBu gsrqlaf/k%LojatueRL;ik ¼lfØ; ��k;k/kkfjr &cgqfo/k&ewY;kaduHkwfedk&fuoZgudFkk&okpu‛yksd xk;ufolxZdk;Zi ksa }kjk ewY;kadu&HkzkUrks cky%Þfldrklsrq%ÞtVk;ks% ‚kkS;Ze O;atulaf/k%folxZlaf/kmiinfoHkfDr%vk/kkfjrk ¼dk;Zi ½xwxy QkWeZdyk&,dhdj.k&f‛k{k.k&fo’k;k/kkfjr kokfHkO;fDr 1&mPpk.k‛kq)rk 1&d.BLFkhdj.k 1&vkRefo‛okl 1&ÁLrqrhdj.k 1dyk&,dhdj.k&f‛k{k.k&fo’k;k/kkfjr kO;fDr 1&‛kq) o Áokgiw.kZ mPpkj.k1&d.BLFkhdj.k 1&vkRefo‛okl 1
&iwNs x, dfBu ‚kCnksa esa ls U;wure nks&rhu‚kCnksa ds vFkZ crkdj ‚kCnkoyh dk foLrkj djik,xkAekpZ‚kseq’kh ¼izFkeks Hkkx%½iqujko fŸkdkyka‛k &„Þi;kZoj.ke Þdkyka‛k &ƒŒfo’k;xr ‚kadkvksa dk iqujko fŸk }kjkfuokj.kA&izR;sd Nk fo’k; dh iqujko fŸk dj ik,xkA&i;kZ;inksa]fo‛ks’k.k&fo‛ks’; crkdj fy[k ik,xkA&‛yksdksa dk vUo; o ljykFkZ dj ik,xkA&;qXe esa rFkk lewg esa iz‚uksa ds mRrjksa ij ppkZdjrs gq, leLr d{kk ds lkFk eq[; fcanqvksa dkslk k djds fy[k ik,xkA&ikBksa ls lacfa /kr i ’V iz‛uksa esa ls de ls denks ds lgh mŸkj crkdj fy[kus dk vH;kl djik,xkA&ÁnŸkkifBr&x ka‛k ij vk/kkfjr i ’V iz‛uksads laHk
Books Prescribed: a. Beehive- Textbook in English for class IX- NCERT b. Moments- Supplementary Reader for class IX- NCERT . Practice Worksheet & Assignment - Oral questioning in the class - Individual Tasking: Class and . by the teacher
students in understanding the contributions of Tagore and Ray in the literature and film of India. The film "Rabindranath Tagore" by Satyajit Ray illustrates the life, times, and works of Tagore in Calcutta. Vignettes of Tagore's life are enacted, incorporating actual photographs and films of Tagore.
The choir workshop ended with a concert in three parts, first professional UODA students singing 20 minutes, then the CLEFS students played and finally our choir sang two Tagore songs and three Swedish folk tunes. - Our fifth concert took place the same day in the evening as the workshop, on January 6, 2020, and just like the workshop .
janus et cie waterworks safavieh l e xin g t on a venu e t h ir d a venu e s e c on d a v e nu e east 55th street east 5th street east 5th street east 5th street east 59th street east th street east d street east d street east s t street tutenkian artisan carpets the catholic center of an a sa tvern
Las muchas encarnaciones de Tagore y los escritos de su espíritu1 Cláudio Costa Pinheiro . Pero aquel oscuro libro de menos de cien páginas sería el primero de muchos antes escritos por el poeta indio des- . marzo y noviembre de 1913 (Sanyal 2009:1). En la secuencia del Nobel,
CharacteristicsofIndian EducationDuringTagore's Time. Tagore'sChildhoodEx-periencesRegarding Education. AimsofEducation Summary. . . IdealEducation. Summary CongruencyBetweenEducation andSociety Notes IV PRACTICALASPECTSOFTAGORE'STHEORY. 1 7 8 19 29 31 31 31 36 39 46 46 52 53 59 60
to the situation, as he saw it, and "Swaraj 6 in a year" was the slogan with which he sought to rouse his countrymen to united action. But to Tagore, the rationalist, such an appeal to emotion was revolting. He frankly said: "But when he talks of 'Swar
Class 1 Ms. C. Sabeeka Rao DAV Public School, P.O. Nayapalli, Bhubaneswar English Let Open the Magic Book 1 2 Ms. Astha Arya Tagore International School, East of Kailash, New Delhi English 3 Secrets for Teaching Character Traits VII 3 Ms. Sriekala Nair DAV International Schoo
Board of Education/Charter School Absecon Bd of Ed Alexandria Twp Bd of Ed Allamuchy Bd of Ed . East Amwell Bd of Ed East Brunswick Twp Bd of Ed East Greenwich Bd of Ed East Hanover Twp Bd of Ed East Newark Bd of Ed East Orange Bd of Ed East Ruthe
