Wetting of Questions 30/12/2014

 wetting -    ( contextual meaning ) the act of changing something into something different in essential characteristics

CLUSTER MEETING ( 30 / 12 / 2014 )SCHEDULE ( DETAILS IN DHSE PORTAL)

1     9.30 AM Registration
2     9.45 AM Sharing of Teaching – Learning Experiences
3    11.00 AM Tea Break
4    11.15 AM Familiarisation of Assessment Approach (Focus on CE)
5    12.30 PM Lunch Break

6     1.15 PM Familiarisation of TE Guidelines
7     1.45 PM Preparation of Question Pool
8     2.15 PM Presentation and Wetting of Questions
9     3.00 PM Tea Break

10   3.15 PM Question Paper Setting
11   3.45 PM Formation of Monitoring Team
12   4.30 PM Closing of Programme

Materials to be brought by the teachers

• Print out of Assessment Approach provided in the DHSE portal

• Formats of CE Recording available in the DHSE portal

• Text books


• TE Guidelines available in the website www.scertkerala

DETAILS IN


http://dhsekerala.gov.in/downloads/circulars/2712140456_mon.pdf

Death the leveller - Activity for summarizing ( LD )

Death the leveller  -   Activity  for summarizing ( LD* )

SUMMARY

•        Our glories are not …………everything ….All-kings and ……….. people-die one day.Fate is not changeable. Sceptre ,……….,scythe and …….. are made to dust eventually.Death is presented as a …. here.

•         The struggle of many a people to conquer or control the world is ……………..They will have to die one day.Fate ………… them.

(  conquers,leveller,ordinary,die,permanent,crown,spade,meaningless )

•        The ……… will also die. In a war,the feeling of victory is only ………...The victor and the ……. will die one day.But the ……… of the good people will BE …………….. for ever.

(  victor,mighty,deeds,vicitm,remembered ,temporary  )

POETIC DEVICES

•        There is  ……..in the lines like glories are shadows.

•        There is  personification in the lines like ……………………………………..

•        The metonymy used in the lines like……….. is noteworthy.

•        The contrast brought out by the oxymoron in the line …………………is striking.

•        These devices makes the poem …………………

( metonymy,metaphor,death lays its icy hand,victor-victim bleeds,sceptre and crown,interesting,beautiful )

THOUGHTS

Only the actions of the just

Smell sweet and blossom in the dust

The life of ……………………. is an example. He / she was working for the  poor people in ……….We love and respect him/her  because of his / her  good ………………………..  Death reduces all to dust. But the good actions  of the people will …………………….

click here to download this file
*LD-STUDENTS WITH LEARNING DIFFICULTY

UNIT 4 BRAVING THE HAZARDS-TEACHER PLANNER

Braving the Hazards

Unit 4

PERIOD 1

Brave /breɪv/ verb gerund or present participle: braving

1.     endure or face (unpleasant conditions or behaviour) without showing fear.

"he pulled on his coat ready to brave the elements"

synonyms:

endure, put up with, bear, withstand, weather,suffer, sustain, go through;

Braving the odds Brave-braved-braved PERIOD 1 Refer to text:SHOW THE PICTURES  Supplementary questions FOR DISCUSSIN IN 5/6 GROUPS 1.What is shown here ? 2.Do you think  it is man made ? 3.Can you remember some recent disasters in India ? 4.What are the usual effects of a disaster ? 5. Do you think disaster can affect the progress of a nation ? 6. How can we reduce the effects of a disaster ? EXPECTED ANSWERS( PRINT OUTS CAN BE USED IN GROUPS  WITH LEARNING DIFFICULTY ) These pictures tell us about ………………………………………. . Ideas supplemented WITH A PRINT OUT 1.A photo of destruction caused by a ………..   (   wild fire/flood/tsunami/volcano eruption/collapse of a building  ) is shown here. 2.It is a ……….  (   natural  /  man- made )  disaster. 3.……………………..( flood in Kashmir / storm in Andhrapradesh / building collapse in Chennai / landslide in Kerala …..) 4.Many people/animals ……………… (  die /do not die )    Many people/animals ……….. (  get hurt  / do not get hurt )    Many people …………… (do not lose / lose )   their properties and savings. 5.I think … …….( disasters affect the  progress of a Nation / disasters do not affect the  progress of a Nation ) 6.The effects of disasters can be reduced …………..     a. if we got training in crisis management     b. if we are warned well ahead     c.  if we have good equipments.     d. if we have good technologies. NOW PRESENT YOUR IDEAS ON DISASTER MANAGEMENT( ONE FROM EACH GROUP) click this link to download this plan

REVIEW PLANNER-THE PRICE OF FLOWERS

TO DOWNLOAD CLICK HERE 

INTRODUCTION OF DEATH THE LEVELLER ( TEACHER PLANNER )

DEATH THE LEVELLER
DOWNLOAD LINK GIVEN AT THE BOTTOM

Introduction

Period 1

1.“ When I go to that part of the country, I shall visit your brother’s

grave and write to you. "

What would have the writer thought about while standing at Frank’s grave in Dera Ghazi Khan ?

Discuss in groups

 2.

WATCH THE video  https://www.youtube.com/watch?v=jj90iwKzvyY

 Sung by : Kamukara Purushothaman

Scene: A graveyard
Film: Harishchandra
Song: AthmaVidyalayame..

Here the lyricist compares the "Chudalakkad" (graveyard) to a school full of students who
are actually nothing but souls. (ആത്മ വിദ്യാലയമേ)

ആത്മ വിദ്യാലയമേ , ആത്മ വിദ്യാലയമേ (Oh! the school of souls ! the school of souls !)

അവനിയില്‍ ആത്മ വിദ്യാലയമേ   ( the school upon  the earth , of souls)

അഴിനിലയില്ലാ ജീവിതമെല്ലാം (All life without any rules or regulations)

ആറടി മണ്ണില്‍ നീറിയൊടുങ്ങും. (Will come to an end in soil six feet thick)

..( ആത്മ വിദ്യാലയമേ...

തിലകം ചാര്‍ത്തി ചീകിയുമഴകായ്‌

പലനാള്‍ പോറ്റിയ പുണ്യ ശിരസ്സെ

(Oh! The very same head that we once used to
deck with "thilakam" and comb nicely ..)

ഉലകംവെല്ലാന്‍ ഉഴറിയ നീയോ (  You who tried to conquer the world )

വിലപിടിയാത്തൊരു തലയോടായി(  has now become a petty skull )  (.ആത്മ വിദ്യാലയമേ

ഇല്ലാ ജാതിക ള്‍ ഭേദവിചാരം ( Here there are no castes and discrimination)
ഇവിടെ പുക്കവര്‍ ഒരു കൈ ചാരം ( Those who reach here are just a handful of ash)
മന്നവനാട്ടേ യാചകനാട്ടേ ( Whether one be a beggar or a king )

വന്നിടുമൊടുവില്‍ വ ന്‍ ചിത നടുവി ല്‍ ( Here in this earth, ends up in a huge pyre)

 3.CAN YOU TRANSALATE THIS-

ഒന്നല്ലി നാ,മയി സഹോദരരല്ലി, പൂവേ,
ഒന്നല്ലി കയ്യിഹ രചിച്ചതു നമ്മെയെല്ലാം


ഇന്നീവിധം ഗതി നിനക്കയി പോക! പിന്നൊ-
ന്നൊന്നായ്‌ത്തുടര്‍ന്നു വരുമാ വഴി ഞങ്ങളെല്ലാം
ഒന്നിനുമില്ല നില-ഉന്നതമായ കുന്നു-
മെന്നല്ലയാഴിയുമൊരിക്കല്‍ നശിക്കുമോര്‍ത്താ ല്‍….

PERIOD 2

  Read and comment on the theme of these poems.(group work )

1. When these graven lines you see, 
Traveller, do not pity me; 
Though I be among the dead, 
Let no mournful word be said.

Children that I leave behind, 
And their children, all were kind; 
Near to them and to my wife, 
I was happy all my life.

My three sons I married right, 
And their sons I rocked at night; 
Death nor sorrow never brought 
Cause for one unhappy thought.

Now, and with no need of tears, 
Here they leave me, full of years,-- 
Leave me to my quiet rest 
In the region of the blest.

2.

O Captain! my Captain! our fearful trip is done,
The ship has weather'd every rack, the prize we sought is won,
The port is near, the bells I hear, the people all exulting,
While follow eyes the steady keel, the vessel grim and daring;
But O heart! heart! heart!
O the bleeding drops of red,
Where on the deck my Captain lies,
Fallen cold and dead.

O Captain! my Captain! rise up and hear the bells;
Rise up—for you the flag is flung—for you the bugle trills,
For you bouquets and ribbon'd wreaths—for you the shores a-crowding,
For you they call, the swaying mass, their eager faces turning;
Here Captain! dear father!
This arm beneath your head!
It is some dream that on the deck,
You’ve fallen cold and dead.

My Captain does not answer, his lips are pale and still,
My father does not feel my arm, he has no pulse nor will,
The ship is anchor'd safe and sound, its voyage closed and done,
From fearful trip the victor ship comes in with object won;
Exult O shores, and ring O bells!
But I with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.

3

If  I should die,
And you should live,
And time should gurgle on,
And morn should beam,
And noon should burn,
As it has usual done;
If birds should build as early,
And bees as bustling go,–
One might depart at option
From enterprise below!
‘Tis sweet to know that stocks will stand
When we with daisies lie,
That commerce will continue,
And trades as briskly fly.
It make the parting tranquil
And keeps the soul serene,
That gentlemen so sprightly
Conduct the pleasing scene!

4.

How wonderful is Death,
Death, and his brother Sleep!
One, pale as yonder waning moon
With lips of lurid blue;
The other, rosy as the morn
When throned on ocean’s wave
It blushes o’er the world;
Yet both so passing wonderful!

5. And you as well must die, belovèd dust,
And all your beauty stand you in no stead;
This flawless, vital hand, this perfect head,
This body of flame and steel, before the gust
Of Death, or under his autumnal frost,
Shall be as any leaf, be no less dead
Than the first leaf that fell,this wonder fled,
Altered, estranged, disintegrated, lost.
Nor shall my love avail you in your hour.
In spite of all my love, you will arise
Upon that day and wander down the air
Obscurely as the unattended flower,
It mattering not how beautiful you were,
Or how belovèd above all else that dies.

6. Oh man! thou feeble tenant of an hour,
Debased by slavery, or corrupt by power –
Who knows thee well must quit thee with disgust,
Degraded mass of animated dust!
Thy love is lust, thy friendship all a cheat,
Thy smiles hypocrisy, thy words deceit!
By nature vile, ennoble but by name,
Each kindred brute might bid thee blush for shame.
Ye, who perchance behold this simple urn,
Pass on – it honors none you wish to mourn.
To mark a friend’s remains these stones arise;
I never knew but one – and here he lies.

The learners may select from the following collection.( 6/8/….copies )

Death is a lesson to man.

Death is inevitable.

Death is the brother of sleep.

Death is wonderful.

Victory is meaningless as death is a reality.

Death is a fact but life does not stop there.

Death is a peaceful return to our home.

All will die.Even the captains.You and me.

Now read the given poem in the text and find out what it is about…….

DEATH THE LEVELLER.

SOME CHOICES MAY BE GIVEN.

1.  DEATH IS THE END OF EVERYTHING

2.  THE EFFECT OF GOOD DEEDS REMAIN EVEN AFTER DEATH,

3.  EVERY ONE WILL DIE.

4.  WE NEED NOT WORRY ABOUT DEATH`

5.  NONE OF THE ABOVE

6. SOME OF THE ABOVE

FOR DEEPER DISCUSSIONS OF THE POEM ,USE POWERPOINT PRESENTATION AVALABLE IN THE BLOG

http://ckrenglishclass.blogspot.in/2014/11/blog-post.html

TO DOWNLOAD THIS PLAN CLICK HERE

CHARACTERISATION OF MAGGIE( The Price of Flowers )-TEACHER PLANNER

TO DOWNLOAD THIS FILE CLICK HERE
The character of Maggie( The Price of Flowers )


NOTE : TEACHERS ARE ADVISED TO TAKE SUFFICIENT PRINTOUTS BEFORE USING IN A CLASSROOM

PERIOD 1

1.Discuss the social issues involved in the images

Six images given(DOWNLOAD AND KEEP IN A FOLDER NAMED PHOTOS)

 

(begging,Stealing,drug trafficking,-sand mining,bootlegging,smuggling,alcoholism)

groupwork

2.Find out five reasons why people engage in……(ONE TOPIC FOR EACH GROUP)..

begging

Stealing

drug trafficking-

sand mining

bootlegging

smuggling

alcoholism

GENERAL REASONS

POVERTY,UNEMPLOYMENT,GREED FOR MONEY,FRUSTRATION,AMBITIONS,FINANCIAL PROBLEMS

3.WHAT ARE THE IMPLICATIONS OF POVERTY ?

1.People may resort to negative behavoiurs.

2. People may face the challenge positively.

4.In what way MAGIIE AND HER FAMILY were responding to poverty ?

Did they submit to poverty ?

Did they resort to the negative ways of life ?

DID THEY REQUEST THE AUTHOR FOR FINANCIAL HELP ?

Did they try to face life  courageously ?

What did Maggie do to earn a living ?

What did her mother do to help her ?

5.WHAT ASPECT OF HER CHARACTER IS EVIDENT FROM THIS VIEWPOINT ? Is she a different person ? WRITE A NOTE

***********************************************************

PERIOD 2

Read the following excerpts from the lesson and find out what aspect of her character is revealed.You may select from the words or phrases given in brackets

(TAKE PRINT OUTS AND SUPPLY TO EACH GROUP)

1. 'Yes,' she answered,' I work as a typist in the Civil Service

stores. Every afternoon, I come home this way. Today is

Saturday, so I am off early.'

'Shall I call you Miss Clifford or Alice? '

'I am not grown-up yet. You may call me what you like.

I am usually called Maggie.' She laughed.

'Are you very anxious to grow up?'

'Yes.'

'Tell me why.'

'When I grow up, I shall be paid more for my

work. My mother is old.'

(Confusing,understands the ways of life , determined to fight,Caring towards her mother,simple and polite,hardworking,realistic,proud and vain )

2. 'Is the work you do to your liking?'

'No. The work is very mechanical. I want work

that will make me use my head, brain work.

Like the work of a secretary.'

(Confusing,ambitious,intelligent,imaginative,satisfied,simple and polite,hardworking,realistic,proud and vain )

3. 'Maggie,' said Mrs. Clifford, 'show Mr Gupta the ring.'

'Has your brother sent you a ring?' I asked her. 'Let me

see what kind of a ring it is.'

'It is a magic ring, 'Maggie explained. 'A yogi gave it to

Frank.'

She brought it and asked, 'Can you see the past and the

future in it?'

(superstitious,manipulative,innocent,caring,selfless love,amicable,lovable,selfish)

4. 'Maggie,' I pleaded, 'please play something! I am very fond

of the violin. I have a sister at home about your age. She

used to play for me.'

'The way I play is not at all worth listening to,' Maggie

said.

My entreaties at last persuaded her to play. 'I do not know

many pieces,' she said. 'What would you like to hear?'

'Shall I choose something? All right, then, give me your

music. Let me see what you have.'

…………. I selected 'The Blue Bells of Scotland' and handed

Maggie the music. Maggie played and I hummed the tune

to myself.

When the song was over, I praised her playing lavishly as

I thanked 'Maggie has never had the opportunity to

study,' Mrs. Clifford said. 'She has learned what she knows

by herself. If our circumstances ever improve, I shall

arrange for her to have lessons.' On my way back, I was

filled with astonishment.

(hardworking, aritistic, loves music, disciplined, learns by herself,independent,talented,victorious)

5.'Mr Gupta,' the girl said, ‘I do not know what you will

think of the request I am going to make. Please forgive me

if it is very, very wrong.'

'What is it? What do you wish to ask?’

'All day yesterday, Mother kept saying that if Mr Gupta

would come and gaze into the crystal, he might learn

something about Frank. Mr Gupta is a Hindu, she said. If

only he would come, she said. That is why l wrote to you.'

'If you want me to try once more, go and bring me the

ring, Maggie. Of course I'll do it.'

'But if you don't see anything again this time?' I understood

what Maggie meant. I was silent.

'Mr Gupta, I have read in books that Hindus

are extremely truth-loving. If you could bring

yourself to tell Mother only once, after looking

into the crystal, that Frank is all right, that he is alive --

will it be too much of a lie? Will it be very, very wrong?' As

she spoke, tears streamed from her eyes.

I thought it over. I am not very virtuous. I have done my

sinful things. So I decided to do this.

(communicates well,practical,wise,foolish,manipulating,sensitive,tries everything to save her mother,successful in compelling the narrator to tell a lie,a negative personality ,uses the power of words effectively,emotional,powerful in communication)

6. 'Frank is buried at Fort Monroe, near Dera-Ghazi-Khan.'

The girl's eyes were filled with tears as she spoke.

'When I go to that part of the country, I shall visit your

brother's grave and write to you.'

'It won't be troublesome for you? Or

inconvenient?' Maggie asked.

'Why should it be? Dera-Ghazi-Khan is not very far from

where I shall be. It will certainly be possible for me to go

there someday. I'll write and tell you about it.'

Maggie's face was filled with gratitude. As she thanked

me, her voice choked. She took a shilling out of her pocket

and put it down on the table in front of me, saying, 'Please

buy flowers with this shilling when you go,

and lay them on my brother's grave for me.’

In my emotion, I lowered my eyes. The child had earned

the shilling with so much toil!

( polite but compelling in argument, uses simple words with magical power, sincere and hardworking,sensational,sensitive,commanding,emotional,persuading,sacrificing,thankful,determined,deidicated )

7.But I reconsidered. Why should I deprive her

of the joy this sacrifice would give her? All that this shilling could have given her ,

she was foregoing for the love of her brother. The joy of doing it was beyond

all price. The grief in her heart would be eased a little.

What good would it do to deprive her of it? I picked up the

shilling.

'Maggie,' I said, 'I shall use this shilling to buy flowers and

put them on your brother's grave.'

Maggie stood up. 'How can I thank you?'

she said. 'Now it is time for me to go to work. Good-bye, remember to write.'

( deeply sad on the demise of  her brother  , uses simple words with magical power, sincere and hardworking,sensational,sensitive,commanding,emotional,persuading,finds joy in sacrificing,thankful,determined,dedicated ,deep love towards her brother)

 PRINT OUT S OF THE FOLLOWING TABLES MAY BE SUPPLIED FOR THE STUDENTS TO DISCUSS AND COMPLETE IN GROUPS

A.

Exercise.No	summary	Attitudes/qualities
1	Maggie handing over one shilling	.............................
2	Maggie speaking about her anxiety to grow up	....................................
3	Maggie speaking about her ambitions	......................................
4	The writer deciding to take the shilling	.......................................
5	Maggie requesting the narrator to gaze into the ring the second time	.............................................
6	Maggie requesting the narrator to gaze into the ring and “see the past and the future in it ”	.....................................
7	Maggie playing violin

OR 

B.

summary	Attitudes / Qualities
Maggie speaking about her anxiety to grow up
Maggie speaking about her ambitions
Maggie requesting the narrator to gaze into the ring and “see the past and the future in it ”
Maggie playing violin
Maggie requesting the narrator to gaze into the ring the second time
Maggie handing over one shilling
The writer deciding to take the shilling

 LEARNERS MAY BE ENCOURAGED TO MAKE SMALL PARAGRAPHS USING THE DATA AVAILABLE IN THE ABOVE SENTENCES.

Eg.

When we find Maggie speaking about her anxiety to grow up, her understanding of life and her determination to fight on is revealed.

 ........................

Period 3 :

AFTER COMPLETING THIS WORK STUDENTS MAY BE ENCOURAGED TO FOLLOW THE INSTRUCTIONS IN THE TEXT (ACTIVITY III,CHARACTER SKETCH,PAGE 63)

AFTER A GENERAL DISCUSSION THEY MAY BE ADVISED TO PREPARE A WRITE UP on  the character of Maggie PROVIDING RELATED EVIDENCE using the notes made in the earlier periods.