WBBSE 10th Class English Solutions 2 Our Runaway Kite
WBBSE 10th Class English Solutions 2 Our Runaway Kite
West Bengal Board 10th Class English Solutions 2 Our Runaway Kite
WBBSE 10th Class English Solutions
SURVEY
Topic: Identifying wh-questions/information questions and interrogative statements/simple questions.
Learning outcome: Ability to identify different types of interrogative sentences.
Teacher’s role: Dividing the class into groups and assigning specific tasks to each group.
Time : 1 (one) period
Students’ role: Engage in groups to identify different types of interrogative sentences.
Assessment procedure: Written records of the students will be assessed.
NATURE STUDY
Topic: Studying nature through literary text.
Learning outcome: Ability to think critically about the effects of nature on man.
Teacher’s role: Assigning a reading comprehension task extracted from the text book (Lesson 5) and setting questions that facilitate critical thinking.
Time: 1 (one) period.
Students’ role: Reading the passage to find the aspects of juvenile nature.
Assessment procedure: Written records of the students will be assessed.
ASSIGNMENT GIVEN TO STUDENTS
Read the following passage. This is an excerpt from the text ‘Our Runaway Kite’. Though studied earlier, please re-read so that you can answer the questions given after the passage.
We had to hurry to fix the if we wanted to send it up before the wind fell. We rushed into the lighthouse to get some paper. We knew there was no more red paper. We took the first thing that came handy-an old letter lying on the bookcase in the sitting room. We patched the kite up with the letter, a sheet on each side and dried it by the fire. We started out, and up went the kite like a bird. The wind was glorious and it soared. All at once-snap! And there was Claude, standing with a bit of cord in his hand, looking foolish. Our kite had sailed away over to the mainland.
Answer the following questions:
1. Why were they so keen to fly a kite?
2. They patched the kite up with an old letter. Would you do the same thing in a similar situation?
3. Why had the kite snapped?
4. Why do you think the old letter had been kept on the bookcase?
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
- Claude and Philippa had only a few options for play. They were only two and so they could not play most games of their choice. The two were sufficient in number to fly a kite. Besides, that summer their hobby was flying kites. For the first time in their life they had learnt how to make kites. So, as a maiden venture they found kite flying the most interesting. Hence they were keen to fly the kite taking advantage of a favourable wind.
- No. A letter, however old it might be, had been kept. This suggests that the letter was not a mere piece of paper containing some message. It had some other value too. So, before using it, I would have shown it to my parents. Without their permission, I would not have used it.
- The wind blew so forcefully that the cord of the kite snapped.
- Father of Claude and Philippa actually kept the letter with care. It was the last letter he had received from his sister Esther. So, he had kept the letter as a souvenir, precious because of its emotional value. He had probably been reading the letter time and again. Maybe in a hurry he left it on the bookcase.
IMAGINARY CONVERSATION
Topic: Conversation among Claude, Philippa, Dick and Mimi about life on the Big Half Moon island and that on the mainland.
Learning outcome: Critically think about nature and man.
Teacher’s role: Arranging a group activity- a role play.
Time: 1 (one) period.
Students’ role: Discussing with peers on the topic.
Assessment procedure: Written records of the students will be assessed.
ASSIGNMENT GIVEN TO STUDENTS
In the text you have gone through the life of Claude and Philippa before and after the arrival of Dick and Mimi on the Big Half Moon. Now write an imaginary conversation among them on this topic.
ASSESSMENT WORK SUBMITTED BY STUDENT (S)
Claude: Imagine, how lonely we had been here before you two came!
Mimi: Why? You had Philippa as your playmate.
Philippa: So what? Two can never make a group. We desperately wanted an uncle and an aunt and some cousins, like most of the boys and girls on the mainland have.
Dick: Yes, you two were very lonely then.
Claude: We were. In winter, when we would visit the mainland, we would experience a different kind of life altogether.
Philippa: It would attract us. But we thought we would never have it.
Claude: You know, we used to quarrel a good deal with the mainland children in winter.
Mimi: Why? Were your neighbours in the mainland quarrelsome by nature?
Claude: Not at all. But we would miss no opportunity of picking a quarrel with them, just because here, on the Big Half Moon island we had none to quarrel with.
Dick: I understand your situation. In the mainland we had many companions to play as well as to quarrel with. But here you two had none else to do so.
Philippa: Here life was so boring.
Claude: No doubt, this island looks beautiful in spring and summer. The harbour looks blue and calm with little wind and ripples. But only natural beauty cannot satisfy our craving for a complete life.
Philippa: And all this changed when you started living with us.
Claude: Now we can enjoy family life and social life in a full-fledged way. Thank you for all this.
Mimi: Oh no! We’ve played a lot. Enough for the day at least. Let’s start quarrelling now. Otherwise, life will remain incomplete. (All of them burst into laughter.)
CASE STUDY
Topic: Sociable animals.
Learning outcome: Ability to analyse and evaluate the information through introspective study.
Teachers’ role: Providing a case to the students and engaging them to solve the problem..
Time: 1 (one) period.
Students’ role: Discussing with peers the topic for problemsolving.
Assessment procedure: Written records of the students will be assessed.
ASSIGNMENT GIVEN TO STUDENTS
Read the following case. It is about vampire bats. It also is a sociable animal. Like Claude and Philippa, it also craves for company. After reading its case carefully, answer the questions that follow:
Vampire bats are extremely sociable animals which tend to live in colonies in dark places, such as caves, old wells, hollow trees and buildings. Vampire bat colony numbers can range in thousands in roosting sites. A vampire bat can only survive about two days without a meal of blood, yet they cannot be guaranteed of finding food every night. This poses a problem, so when a bat fails to find food, it will often ‘beg’ another bat for food. The ‘host’ bat may regurgitate a small amount of blood to sustain the other member of the colony. This regurgitation behaviour is carried out among bats maintaining a long-term association with one another. Studies have shown that bats will not share their resources equally but will share re often with those that they know they will encounter again, as well as relatives. Therefore, if the same bat is unsuccessful on a following hunt, the bats it is associated
with will also share their resources. By reciprocating to one another so that all remain fed, the strength of the vampire bat colony as a whole is steadily increased with no individual bat suffering.
Answer the following questions:
1. Claude and Philippa needed companions. Vampire bats also need companions. But the reason behind such urge is different in these two cases. Show the difference.
2. Do you think that a society like the bats’ colony somehow instigates laziness among its members? Justify your answer.
3. What is the main advantage of the regurgitation behaviour of the bats?
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
1. Claude and Philippa needed companions as their playmates. But in the case of a bat colony they need companions for their very survival. In the first case the urge was for soul-sustenance. But in the second case the urge was for physical sustenance.
2. No, I don’t think so. A bat can beg for food only if it fails to get any. So, under no circumstances, it can beg others for food without trying to get it.
3. Because of this practice only, every member of a bat colony gets food. None remains unfed. As a result the colony as a whole becomes stronger.
CREATIVE WRITING
Topic: Diary writing.
Learning outcome: Ability to develop a composition from a given lead.
Teacher’s role: Providing the cues for a composition, engaging the students in group discussion, facilitating their efforts to imagine situations and motivating them for creative writing.
Time: 1 (one) period.
Students’ role: Discuss in groups and develop the lead into a story.
Assessment procedure: Written records of the students will be assessed.
ASSIGNMENT GIVEN TO STUDENTS
Following is the beginning of the page of a diary. Discuss in groups. You are free to interpret it in your own way. Use your imagination to complete it.
Beginning of the page
I am an only child. Some people say only children are misfits. They are….
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
We discussed the given lead among ourselves. From group discussion three probable outlines of the composition emerged. They are as follows:
| Probable Outline 1 | Those who say only children are misfits are right. The writer may cite many examples from his/her own experience. |
| Probable Outline 2 | Those who say only children are misfits are incorrect in their observation. Only children can enjoy their time in their own say. They need not share their parents with others. The writer may cite his/her own example. |
| Probable Outline 3 | Those who say only children are misfits are wrong. They have their own advantages. But, at the same time, they also crave for a sibling. The writer may cite his/her own example. |
The composition given below is on the basis of Probable Outline 3. I have chosen it because it reflects the psychology of most of the people. In spite of having so many advantages of being the only child of his/her parents, an only child usually wants a sibling.
A Page of a Lonely Child’s Diary
Sunday, December 12, 2017
I am an only child. Some people say only children are misfits. They are selfish and spoiled. More than often they are loners lacking in social skills yet terribly lonely. I think this is an oversimplification of only children. I have certainly not been spoiled. Raised by my widowed mom who worked full-time, I spent many days of my childhood alone. I had a babysitter when I was very young. But soon I fought for the right to become a latchkey kid. My mom granted the privilege when I was in class four. By class six, I used to stay home by myself even when mom worked 3-11 pm shifts. Yet I was not spoiled. Actually my mom did not have a lot with which to spoil me. I did lack in social skills, but only among my peers. I was quite capable of carrying on a conversation with adults. Probably, I found my peers to be immature and boring.
Even now I face this problem.
It’s true that I feel lonely at times. But it is also true that I find comfort in being alone. I enjoy the peace of silence in our house many nights, sitting on a couch and reading a book.
Still I cannot let got of the desire of wanting a sibling. In our neighbourhood, I sometimes see two siblings who fight like caged animals. But at least they have someone to fight with. I have no one. I dream I will get help with my homework from an older sibling or I will teach a younger sibling to play chess. But I have none. My maternal uncle sometimes comes to our place. Then I have someone around to talk to. But I want someone who does not have to go home for dinner.
I want someone as my brother or sister.
MODEL MAKING
Topic: Making a chart showing different outdoor games played in rural Bengal.
Leaming outcome: Ability to comprehend that games played by rural children are different from those usually played by city boys and girls.
Teacher’s role: Providing information from his/her own experience and engaging students into the group activity.
Time: 1 (one) period.
Students’ role: Discussing with peers the topic for making a chart.
Assessment procedure: Written records of the students will be assessed.
ASSIGNMENT GIVEN TO STUDENTS
In the story ‘Our Runaway Kite’ you have learnt about some games (viz. pirate caves, shipwrecked mariners, etc.) played by Philippa and Claude. Those games are usually played in the rural areas of the western countries. Likewise there are certain games which are usually played by boys and girls of rural Bengal. Make a chart mentioning such games and write a line or two about each of them.
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
Games of Rural Bengal
Ekka-dokka or Kit-kit: It is played with a round but flat stone. For it, a rectangle about three yards long and two yards wide is drawn. Then it is divided into six parts. The player must hop over or skip the square where the stone is thrown. In England this game is called ‘hopscotch.
Golli: The game is played with glass balls or marbles. This game is played in almost all countries from Australia to Uganda. In north of England, it is popularly known as ‘taws.
Lukochuri: It is called ‘chor-police’ also. In western countries, it is known as ‘hide-and-seek. Claude and Philippa played it as ‘pirate caves!
Chhoa-chhui: It is played in European countries as touch-me-touch-me-not’.
Kumir-danga: Played on an uneven surface, this game involves four or more kids, one of whom is chosen as the ‘kumir’ (crocodile) and the rest stand on the high ground or ‘danga: The ‘kumir’ has to catch hold of the others as they try to cross the ‘kumir’s’ domain and go to the other side.
Rumat chor: This one starts with the usual ‘inky pinky ponky’ and a ‘thief’ is chosen. Once this is done, the rest of the group form a circle and sit facing inwards. The thief is to run around this circle and drop a hanky behind someone. Whoever finds the hanky, jumps up and starts chasing the thief. The thief has to elude the chaser and occupy the slot left vacant by him/her.
Pittu: Seven round but flat stones are piled up. Two teams are formed. Each of the players is given a chance to knock down the pile with a ball. As soon as the pile hit, one team has to rearrange the stones and the other team tries to hit others with the ball. If all the team members of the rival team are hit before the pile is rearranged, game is over.
Kanamachi: In European countries, this game is known as ‘blind man’s bluff. One of the players is blindfolded and made to stand inside a circle made by the other players. He / she has to touch the others one by one and identify each of them. Whoever is identified correctly becomes the next ‘Kanamachi. While the game is to confuse the blind folded player, everyone keeps on shouting ‘Kanamachi bho-bho; Jake pabi take chho.’
Ikdi Mikdi Cham Chikdi: In this game players are to sit with their fingers spread on the floor. The player has to fold the finger where the rhyme ends. The player whose fingers are folded first wins the game.
OPEN TEXTBOOK EVALUATION
Topic: Postmaster: Reading comprehension.
Learning outcome: Ability to analyse, think logically, compare and contrast between two situations.
Teacher’s role: Providing a passage to the students and engaging them to analyse the situation with reference to the concept developed in the lesson (i.e. ‘Our Runaway Kite’).
Time: 1 (one) period.
Students’ role: Applying the concept developed in the lesson in analysing the given situation.
Assessment procedure: Written records of the students will be assessed.
ASSIGNMENT GIVEN TO STUDENTS
Read the following text. Compare and contrast it with the situation given in ‘Our Runaway Kite’. This will help you to answer the following questions.
The Postmaster
For his first job, the postmaster came to the village of Ulapur. It was a very humble village. There was an indigo factory nearby, and the British manager had with much effort established a new post office.
The postmaster was a Calcutta boy-he was a fish out of water in a village like this. His office was in a dark thatched hut; there was a pond next to it, scummed over with weeds, and jungle all around. The indigo agents and employees had hardly any spare time, and were not suitable company for an educated man. Or rather, his Calcutta background made him a bad mixer-in an unfamiliar place he was either arrogant or ill-at-ease. So there was not much contact between him and the residents in the area.
But he had very little work to do. Sometimes he tried to write poems. The bliss of spending one’s life watching the leaves trembling in the trees or the clouds in the sky-that was what the poem expressed. God knew, however, that if a genie out of an Arab tale had come and cut down all the leafy trees overnight, made a road, and blocked out the sky with rows of tall buildings, this half-dead, well-bred young man would have come alive again.
[An excerpt from ‘The Postmaster’ by Tagore]
Answer the following questions:
1. Give reasons for the following statements:
(a) The postmaster was a fish out of water in the village of Ulapur.
(b) The postmaster developed a habit of writing poems.
2. For the postmaster, what were the disadvantages of staying in a humble village?
3. Find out similarities and dissimilarities between the condition of the postmaster in Ulapur and that of Claude and Philippa on the Big Half Moon before the arrival of Aunt Esther, Mimi and Dick.
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
1. (a) The postmaster was a city-bred young man. He was not accustomed to the life style of a remote village. So, in an unfamiliar situation, he was like a fish out of water.
(b) The postmaster had both much spare time and a bent for creative writing. So, to utilise his spare time fruitfully, he developed the habit of writing poems.
2. In the city, the postmaster could enjoy the company of educated persons. Besides, there he could have the amenities available in a big city. But in a humble village like Ulapur, he missed both. These were the main disadvantages of his life there.
3. Neither the postmaster nor Claude and Philippa lived in those places willingly. They were compelled to do so. All of them longed for the company of their peers.
However, the Big Half Moon was a desolate island. Philippa and Claude found no other children there. But in Ullapur, there were many villagers, agents and employees of the indigo factory. Still the postmaster accepted none of them as his worthy companion.
Follow on Facebook page – Click Here
Google News join in – Click Here
Read More Asia News – Click Here
Read More Sports News – Click Here
Read More Crypto News – Click Here