WBBSE 9th Class English Solutions – Formative Evaluation
WBBSE 9th Class English Solutions – Formative Evaluation
West Bengal Board 9th Class English Solutions – Formative Evaluation
WBBSE 9th Class English Solutions
1st Formative Evaluation
ALL ABOUT A DOG
SURVEY
Topic: Identifying assertive, interrogative, optative, exclamatory and imperative sentences
Learning outcome: Ability to identify assertive, interrogative, optative, exclamatory and imperative sentences and differentiate among those sentences from a given topic included in the textbook
Teacher’s role: Dividing the class into three groups and assigning specific tasks for each group
Time: 1 (One) period
Students’ role: Engage in groups to identify different types of sentences as assigned to them and write five sentences under each category of their own Assessment procedure: Written records of students will be assessed
ASSIGNMENT GIVEN TO STUDENTS
PART – I : Group Work
Read the text of ‘All About a Dog’ once again. Here you find both direct speeches and indirect speeches. First, find out all the direct speeches in the text and then classify them under the categories of assertive sentence, interrogative sentence, optative sentence, exclamatory sentence and imperative sentence. You may not find examples under each category and may find a lot of examples under one or two specific categories.
You must work in groups as suggested by the teacher. One group may be assigned to find out the direct speeches containing assertive sentences. The second one may deal with interrogative, optative and exclamatory sentences. And the third one may be assigned to find out direct speeches having imperative sentences.
When the survey is over, you should prepare a report together. Your report must reflect how many sentences are found under each category.
PART – II : Individual Work
Now write five sentences of your own under each category. এখন নিজে নিজে প্রতিটি বিভাগের অধীনে পাঁচটি করে বাক্য রচনা করো।
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
PART – I
Group A [Assertive Sentences]
(1) “You must take that dog out,” he said. (2) “I shall certainly do nothing of the kind. You can take my name and address,” said the woman. (3) “You must take the dog out that’s my order.” (4) “I won’t go on the top of the bus in such weather. It would kill me,” said the woman. (5) “Certainly not,” said her lady companion. “You’ve got a cough as it is.” (6) “It’s nonsense,” said her male companion. (7) “Shameful.” (8) “Yes, that’s it…” (9) “Well, he’s got his rules, you know,” he said genially. (10) “I’ll go to the top,” said the young lady with the dog, at last. (11) “You’ll have pneumonia,” the man said. (12) “I’ve got my rules,” the conductor said to me. (13) “Rules,” I said, “are necessary things. Some are hard and fast rules, like the rule of the road, which cannot be broken … a little good will and good temper.” (14) “No fares back,” said the conductor.
Group B [Exclamatory Sentences]
(1) “Let’s all report him!” (2) “… let’s make him give us our fares back!”
Group C [Imperative Sentences]
(1) “Call the police!” (2) “Let’s make him give us our fares back.” (3) “Give us our fares back…”
Group D [Interrogative Sentences]
Group E [Optative Sentences]
Report of the Survey
Different kinds of sentences are used to convey certain implications assertive sentences convey emphasis. Exclamatory sentences convey extremity of emotions and imperative sentences convey an order or command. In the given text, most of the direct speeches contain assertive sentences. There are 14 such sentences in the text. There is not a single direct speech having interrogative or optative sentence. Only 2 direct speeches contain exclamatory sentences. There are 3 direct speeches having imperative sentences. Neither any interrogative sentence nor any optative sentence is found in this text.
PART – II
Assertive Sentence
(1) He said to me, “You are wicked; so I shall not be friends with you.” (2) “God is gracious,” we remarked. (3) She said, “You may rely on my support.” (4) I said to them, “You all have done wrong.” (5) I said to my mother, “I shall always obey you.”
Interrogative Sentence
(1) I said to her, “When will you do it?” (2) He said to the officer, “Is there no hope for me?” (3) She said to me, “Did you write to me before?” (4) He said to her, “When did you come to my place?” (5) They said to me, “Who are you?”
Optative Sentence
(1) He said to me, “May you be happy.” (2) He said to you, “May God bless you.” (3) People said, “May the king live long.” (4) The hermit said to us, “May you all succeed.” (5) The doctor said to the patient, “May you get well soon.”
Exclamatory Sentence
(1) He said, “Alas! I am undone.” (2) He said, “What a fool I am!” (3) He said, “Good morning!” (4) The teacher said, “Congratulations!” (5) “Bravo! Well done,” the crowd cried.
Imperative Sentence
(1) He said, “Ratan, go there.” (2) He said, “Friends, lend me your ears.” (3) He said to me, “Do not go there.” (4) He said, “Let him do what he likes.” (5) He said, “Let us have some music.”
NATURE STUDY
Topic: Studying human nature through literary texts Learning outcome: Ability to think critically about the effects of the surrounding nature on man
Teacher’s role: Assigning a reading comprehension task, extracted from the textbook (Lesson 2) and setting questions on critical thinking
Time: 1 (One) period
Students’ role: Reading the passage to find the challenges posed by human nature042
Assessment procedure: Written records of students will be assessed
ASSIGNMENT GIVEN TO STUDENTS
Read the following passage. This is an excerpt from the lesson ‘All About a Dog’. Here you find the conflict between the young woman with the dog and the conductor is in the offing. Re-read it carefully, especially to judge the characters you find here.
I was travelling in a bus. It was a bitterly cold night, and even at the far end of the bus the east wind cut like a knife. The bus stopped and two women and a man got in together and filled the vacant places. The younger woman carried a little Pekinese dog. The conductor came in and took their fares. Then his eyes rested on the beady-eyed dog. I saw the trouble coming up. This was the opportunity for which the conductor had been waiting, and he intended to make the most of it. I had marked him as the type who had a general vague grievance about everything. He seemed to have a particular grievance against passengers who came and sat in his bus while he shivered at the door.
Answer the following questions:
1. Why did the conductor’s eyes rest on the beady-eyed dog? Did he have any specific objection about the dog?
2. Do you think it was right on the part of the young woman to carry a dog in the bus when it went against the rule?
3. Which characteristic quality of the conductor do we come across here?
4. Which characteristic quality of the narrator do we come across here?
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
1. The conductor was a man of complaining nature. He was looking for a bone of contention. Seeing the dog he felt the dog would serve his purpose. So he focused on the dog.
He did not have any specific objection against any particular animal. He just wanted something to create a dispute. The dog would cater to that need. That was all!
2. The young woman knew what she had done was against the rules. She was rather well aware of it. Still she chose to carry the dog in the bus. She might have had no other option left on that chilly winter night.
3. The conductor was quarrelsome by nature. He was also keen to show off his authoritativeness. He was always looking for an opportunity to satisfy his ego. He was particular about following rules. And he never failed to pick a quarrel for disobedience of such rules: Actually, the conductor had an inferiority complex. He disliked his job. He had to tolerate the bite of the winter wind at the door, whereas the passengers had the privilege of sitting inside the bus. It hurt his pride because he had to swallow this apparent injustice. He had to bear such discomfort daily. So, he was not in the mood for missing any chance to take revenge. That is the only way by which he could satisfy his pride.
4. The narrator was observant. Simply by watching the conductor’s expression, he smelt some trouble coming up. In fact, by reading the conductor’s expression, he could easily learn the conductor’s mind. His observation was perfect. What he guessed came true. The passive narrator is a master reader of human psychology.
IMAGINARY CONVERSATION
Topic: Conversation between a passenger and a bus conductor over the shortage of small change
Learning outcome: Critically think about human nature Teacher’s role: Arranging pair activity-a role play or an imaginary conversation
Time: 1 (One) period
Students’ role: Discussing with classmates on the topic Assessment procedure: Written records of students will be assessed
ASSIGNMENT GIVEN TO STUDENTS
Shortage of small change causes problem for both the passenger and the conductor of a bus. Now write an imaginary conversation between a passenger and a bus conductor over it.
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
Conductor: Your fare, please.
Passenger: [Handing over a note of hundred rupees to the conductor] A ticket for Rs. 12.
Conductor: A twelve rupee ticket against a hundred rupee note. It’s impossible.
Passenger: Why? You just can’t expect a ten-rupee note and a two-rupee coin always.
Conductor: I don’t have a mint. My forefathers did not I have it either.
Passenger : Why are you saying all this rubbish? It’s your responsibility to give us change.
Conductor: Sorry, sir. It’s yours. You are a daily passenger. Haven’t you ever noticed what has been written there?
Passenger: What?
Conductor: It clearly reads: Don’t ask for change of any note more than Rs. 50.
Passenger : I don’t give a damn. It was written when the maximum fare was Rs. 30. Now Rs. 10 is the average fare. It’s not acceptable any more.
Conductor: You may say whatever you like. But the matter is very clear. I can’t give you change against Rs. 100. It’ll be better if you get down.
Passenger: What do you mean? You can’t ask me to do so just for not having the exact fare.
Conductor: Sorry. You have to. Otherwise give me the exact fare. I may, however, give you change for Rs. 100. I have many ten-rupee notes.
Passenger: That’s it then. I’ll give you the exact fare. Please give me change for Rs. 100.
Conductor: OK, sir. Please keep in mind, small coins are not easily available nowadays. So, please give us exact fare whenever you can. It is no use putting us in trouble.
Passenger : I understand.
OTUR CASE STUDY
Topic: A journey in a bus with a pet
Learning outcome: Ability to analyze and evaluate the information through introspective study
Teacher’s role: Providing a case to the students and engaging them to solve the problem
Time: 1 (One) period
Students’ role: Discussing with peers on the topic for problemsolving
Assessment procedure: Written records of students will be assessed
ASSIGNMENT GIVEN TO STUDENTS
Read the following case. There is evidently a similarity between the incident you have gone through in ‘All About a Dog’ and the case given here. Now, try to read between the lines and apply your own wit to answer the questions that follow the passage.
It was a rainy evening. The bus was plying from Jamalpur to Kalna. In the middle of the route an old woman, drenched, with a goat kid in her feeble arms, waved her hand to stop the bus. The driver stopped. The woman was about to get into the bus. But a passenger objected. Then another joined him. Then another, thus a group of passengers made a staunch protest. The conductor stood silent for a while. Then he gravely declared, “The woman should be in our bus.” He just could not leave her in such bad weather. The protesters stopped shouting. The bus resumed the journey, obviously with the woman with the goat kid on her lap. It was still raining outside.
Answer the following questions:
1. Was it right on the part of the conductor to allow an animal in a bus?
2. Were not the passengers who protested wrong in doing so?
3. Had you been there, whom should you have supported, and why?
ENTWOO ASSESSMENT WORK SUBMITTED BY STUDENT(S)
1. The answer is both, yes and no. It was right from the humanitarian view point, but it was wrong from the legal point of view. Carrying an animal in a public transport is legally prohibited. So, the conductor broke the law by allowing the old woman with the goat kid. But leaving an old woman, totally drenched, in the middle of the deserted road at that hour of the evening would be inhuman. So, the conductor obeyed the principle of humanity by allowing her to get into the bus.
2. No, the passengers did nothing wrong if their action is seen from the legal point of view. Carrying an animal in a public vehicle is strictly prohibited. So, what they did was backed by the transport rule. Besides, some of them might be allergic to animal scent or hair. Hence it is quite wrong to say that their protest was unjust.
3. If I had been there in the bus, I would have taken the side of the passengers. The old woman had no right to cause other’s discomfort just for the sake of her own convenience. Besides, the conductor here might have had some other plan. He might allow the old woman to get into the bus with her goat kid not to respond to his conscience but to earn some extra money. He would demand a few more extra rupees for allowing her goat in the bus.
TIVE WOR CREATIVE WRITING
Topic: Diary writing
Learning outcome: Ability to develop a composition from a given lead or Darlee
Teacher’s role: Providing the cue of an incident, engaging the students into group discussion, facilitating them to imagine situations and motivating them for creative writing Time:
1 (One) period
Students’ role: Discuss in groups and develop the lead into a compact composition
Assessment procedure: Written records of students will be assessed
ASSIGNMENT GIVEN TO STUDENTS
Following is the beginning of an unfinished page of a diary. Use your imagination to complete the page.
It was ten o’clock. I took my place in the queue at the bus stand. The queue system is certainly an improvement on the chaos that otherwise prevailed before. A bus arrived and
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
Before starting to write, we have discussed the matter in a group about the probable incidents that could have taken place after the arrival of the bus. All in our group agree that the writing in the diary should be about an experience of a bus journey. In a crowded city we are habituated to some problems. To make it a bit spicy, we have decided to write an incident of pickpocket or an altercation between two passengers or an exchange of heated words between the bus conductor and a passenger and the like.
I have decided to stuff it with anecdotes and the outcome is as follows.
Date:
Time:
It was ten o’clock. I took my place in the queue at the bus stand. The queue system is certainly an improvement on the chaos that otherwise prevailed before. A bus arrived and the line pushed forward to get in. As many got in as there was room to accommodate them. Soon the vehicle was jam-packed and some had to stand on the foot-board at great risk. Those who were left behind wearily took up their positions again for the next bus.
Within the bus, we were packed like sardines. There was no question of getting a seat. I managed to hold on somehow to the overhead cross-bar. I was jolted backward and forward. Some people got irritated and hot words were exchanged every now and then. The poor conductor had to bear the brunt of it all. He had to collect fares from us. In a crowded bus this was not easy to do.
I was to get down at Rajabazar. So, I pushed my way slowly through the crowd of passengers. It added to the discomfort and the consequent loss of temper. Eager commuters tried to push in before we could get off. In the process of exit my shirt was torn. A button came off. Soon I discovered I had been clearly relieved of my purse. I shouted, “Pick pocket, pick pocket!” I noticed a young man jumping out as soon as the bus slowed. The bus finally halted only at the proper stop. I got down. After all, it was enough that my life was intact and my limbs unbroken. What else may I expect?
OPEN TEXTBOOK EVALUATION
Topic: Mischievous Montmorency: reading comprehension Learning outcome: Ability to analyze, think logically, compare and contrast between two situations
Teacher’s role: Providing a passage to the students and engaging them to analyze the situation with reference to concept developed in the lesson (i.e. “All about a Dog”)
Time: 1 (One) period
Students’ role: Applying the concept developed in the lesson in analyzing the given situation
Assessment procedure: Written records of students will be assessed
ASSIGNMENT GIVEN TO STUDENTS
Following is an excerpt from Jerome K. Jerome’s humorous novel ‘Three Men in a Boat: To Say Nothing of the Dog!’ Here you also find a dog which is the bone of contention. Read the excerpt carefully and answer the questions that follow.
Mischievous Montmorency
Montmorency was in it all, of course.
Montmorency’s ambition in life is to get in the way and be sworn at. If he can squirm in anywhere where he particularly is not wanted, and be a perfect nuisance, and make people mad, and have things thrown at his head, then he feels his day has not been wasted.
To get somebody to stumble over him, and curse him steadily for an hour, is his highest aim and object; and, when he has succeeded in accomplishing this, his conceit becomes quite unbearable.
He came and sat down on things, just when they were wanted to be packed; and he laboured under the fixed belief that, whenever Harris or George reached out their hand for anything, it was his cold damp nose that they wanted. He put his leg into the jam, and he worried the teaspoons, and he pretended that the lemons were rats, and got into the hamper and killed three of them before Harris could land him with the frying-pan. Harris said I encouraged him. I didn’t encourage him. A dog like that don’t want any encouragement. It’s the natural, original sin that is born in him that makes him do things like that.
[Adapted from Jerome K. Jerome’s ‘Three Men in a Boat: To Say Nothing of the Dog!’]
Answer the following questions:
1. Montmorency in the given extract and the Pekinese dog in ‘All About a Dog’ have certain similarities and dissimilarities. Mention them.
2. Who among the three, George, Harris and the narrator, was the most irritated with Montmorency? How do you come to such a conclusion?
3. Do you think the narrator had a soft corner for Montmorency? Give reasons for your answer.
4. Do you really think Montmorency is a mischievous dog? Give reasons for your answer.
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
- Similarities
Both Montmorency and the Pekinese dog were unaware of the trouble they caused. Both were pet dogs and both were indifferent to the problems they created for their master or mistress.DissimilaritiesMontmorency’s activities caused a lot of trouble for his master, whereas, the Pekinese dog’s presence itself and not his action caused trouble for his mistress.Montmorency was known as the mischief maker. But the Pekinese dog had not done anything to earn such a name. Montmorency thought that he was a part of the group and so participated actively in what the men were doing. But the Pekinese dog remained a passive lap dog, only blinking his eyes.Montmorency was the most unwanted at the time of packing. The Pekinese dog was always wanted during the journey in the bus.Montmorency caused loss to his master and his friends. For him, the jam, the teaspoons and the lemons were spoilt. Whereas, the Pekinese dog never misbehaved with his mistress. He sat quietly in her arms. He seemed to be totally unaffected by the situation.
- Harris’s irritation was most apparent. He was more vocal against Montmorency’s mischievous activities. He even accused the narrator of encouraging the dog. Besides, he did not hesitate to hit the dog with the frying-pan to drive him away.
- The narrator’s soft corner for Montmorency became evident when Harris accused him of encouraging the dog. The narrator excused the mischievous activities of Montmorency, never failing to mention them with a touch of humour. Last but not the least is the tone of the narrator when he speaks of the dog’s innate mischievous nature. He blames the ‘original sin’ for all the trouble caused by Montmorency. Man is born with ‘original sin’ The dog also has it. Thus Montmorency becomes more a man than a dog, at least in the narrator’s eyes.
- Here, in the given excerpt, Montmorency’s habits and activities are described in an exaggerated way. Montmorency is a rather lively dog. What he does in a playful manner is presented with the tinge of accusation, as if he did it with a specific intention. But the spirit of the dog is sometimes taken in the wrong light. Montmorency is mischievous but not bad.
2nd Formative Evaluation
MILD THE MIST UPON THE HILL
SURVEY
Topic: Identifying rhyming words
Learning outcome: Ability to think about language, words and pattern
Teacher’s role: Dividing the class into groups and assigning specific tasks for each groups
Time: 1 (One) period
Students’ role: Engage in groups to identify rhyming words as assigned to them and to write at least 2 rhyming words for each stanza following the rhyme-scheme of the lesson
Assessment procedure: Written records of the students will be assessed
ASSIGNMENT GIVEN TO STUDENTS
PART – I : Group Work
Go through the poem ‘Mild the Mist upon the Hill’ carefully and find out the rhyming words. Work in groups as suggested by the teacher. Each group is given a specific assignment.
PART – II : Individual Work
Now add two more rhyming words of your own to every stanza following the rhyme scheme of the original poem:
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
PART – I
GROUP A: Rhyming words
Stanza 1: (1) hill – fill (2) tomorrow sorrow
GROUP B: Rhyming words
Stanza – 2: (1) youth roof (2) more door
GROUP C: Rhyming words
Stanza 3: (1) fall – pall (2) rain – chain
GROUP D: Rhyming words
Stanza 4: (1) grass – pass (2) tears years –
PART – II
Stanza 1: (1) mill (2) borrow
Stanza 2: (1) booth (2) fore
Stanza 3: (1) tall (2) main
Stanza 4: (1) brass (2) fears
Report of the Survey
The rhyming words come at the end of each line. They help to determine the rhyme scheme of the poem. The poem gets its own particular rhythm because of these words. ‘Mild the Mist upon the Hill’ by Emily Jane Bronte consists of four stanzas and each stanza consists of four lines. The rhyme-scheme of the poem is: abab cdcd efef ghgh.
NATURE STUDY
Topic: Studying nature through literary texts
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 (Lesson 6) and setting questions on critical thinking
Time: 1 (One) period
Student’s role: Reading the poem (first two stanzas of Lesson 6) to find the effects of nature on human psychology
Assessment procedure: Written records of the students will be assessed
ASSIGNMENT GIVEN TO STUDENTS
Re-read the first two stanzas of the poem and answer the following questions:
Answer the following questions:
1. Which season of the year is spoken of here? How do you come to such a conclusion?
2. What sort of relationship between nature’s weather and human psychology do you find here?
3. In the first stanza, nature is treated as a person. Which human qualities are imposed upon her?
4. What quality of the poet’s nature do we come across when she has gone back to the days of youth?
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
- The season spoken of here is summer. During summer days, hilly areas have spells of rain. Yet the rain is not incessant in this season. The mist spoken of here is actually the low-lying clouds found in hilly areas during summer days.
- Weather affects the mood of a person. This common psychological phenomenon is evident here. The poet becomes nostalgic seeing the distant hills covered with mists. The past memories lie in our minds only to be awakened in tranquility. Likewise, when there is neither storm nor rain, mists come up to cover the hill. Thus memories of bygone days and a misty evening has a close relationship here.
- Sad feelings make a person weep. And after the emotional outburst comes some sort of calm. This human aspect is imposed upon nature here. She weeps in rains and then ensures a serene day. There will be neither storm nor rain tomorrow.
- The poet’s longing for past security and comfort is evident here. Misty atmosphere and an assurance of a calm day somehow makes her nostalgic. She likes to walk down the memory lane as the distant hills covered with mist beckon her. The poet is thus quite vulnerable to the weather condition. It is the weather that instills a craving for paternal security usually enjoyed by us in childhood.
IMAGINARY CONVERSATION
Topic: Conversation between the poet herself and her friend recollecting childhood days in the evening when the mist 1026 3 mildly covered the hill
Learning outcome: Critically think about human nature and the effect of natural surroundings on it Teacher’s role: Arranging pair activity
Time: 1 (One) period
Students’ role: Discussing with peers on the topic
Assessment procedure: Writing records of the students will be assessed
ASSIGNMENT GIVEN TO STUDENTS
Write an imaginary conversation between Emily Jane Bronte and her friend in the evening when the mist mildly covered the hill.
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
Emily: How are you? I’ve not seen you for quite some time.
Friend : Yes, I’ve been a little busy. How are you?
Emily: I’m fine. You know, I’ve just been thinking of our childhood days. I’ve been thinking of how we used to play, how we used to quarrel, how my father loved me and you all too, how we used to play hide and seek using the old hall door, how we used to enjoy a happy carefree life.
Friend: Oh truly, how good those days were ! And your father was so very affectionate, so caring. To me, he seemed to be a sheltering roof protecting us all, keeping us all under his fold.
Emily: Yes. You’re right. He was a sheltering roof. He saved us from sun and rain. We were happy and carefree under his care. Today’s mists that have come after the rain reminds me of all those days.
Friend Oh! Then you can have the sweet smell of those bygone years. The fragrance of yesteryears.
Emily: Yes. Memories just enchant me. Even now can enjoy those days through them.
Friend: Will those happy days ever come back?
Emily : No, my friend. Life never goes backward, nor tarries with yesterday.
CASE STUDY
Topic: Walking down the memory lane
Learning outcome: Ability to analyze and evaluate information through introspective study
Teacher’s role: Providing a case to the students and engaging them to solve the problem
Time : 1 (One) period
Student’s role: Discussing with peers on the topic for problemsolving
Assessment procedure: Writing records of the students will be assessed
ASSIGNMENT GIVEN TO STUDENTS
Like Emily Jane Bronte, Titir, a girl of your age, loves to walk down the memory lane. The childhood days haunt her very much.
Read the following passage about Titir and answer the questions that follow:
Titir does not remember everything that appealed to her childhood fancy, but she can distinctly remember their old house. It was a house in completely different surroundings. Now huge buildings have risen around it and they have hidden a part of the sky at which she had so often gazed. She had no brothers and sisters; so she had to play all by herself. She was a shy child and that was why she had been confined to their house most of the time. She had often looked at the sky through the window and at night gazed at the stars for hours together.
Answer the following questions:
1. Why is a person always fascinated by his/her old house?
2. What are the feelings of Titir now for her house in the present surroundings?
3. Why are we all more or less nostalgic about our childhood days?
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
- Old houses preserve old memories. Old houses remind one of old associations. Old houses make one reexperience the smell of bygone days. So, be it Emily Jane Bronte or Titir or any Tom, Dick and Harry, every human being is always fascinated by his or her old house. After all, it is the place that enables him to relive his past.
- Titir now feels suffocated in the concrete jungle. She has lost her sky, her best companion in her lonely childhood days. Her azure world is now lost among the dull grey skyscrapers. The area has become a ‘posh’ one. The market value of her old house may have looked up. But all this is meaningless to her. Her eyes seek the old unobstructed free view. If money is lost, nothing is lost. But, to a true human heart, if freedom is lost, everything else is worthless. So also it is in the case of Titir.
- Old is always golden and present is always laden. When we look back to our past, we look at it with an eye of veneration. But when we look at our present situation, we do it with a sceptic vision. Nostalgic romanticism eases all our distresses. We find nothing bad in old days. Whereas, when we think of the present, we rather weigh it in the balance of utility and mundane value. We want to judge everything then from a specific perspective. It never makes us feel at ease. So, for all of us, the nostalgic past is a room to have rest, a relief from regular drudgeries.
OPEN TEXTBOOK EVALUATION
Topic: I cannot remember my mother: reading comprehension (poem)
Teacher’s role: Providing a poem to the students and engaging them to analyze the situation with reference to the concept developed in the lesson (i.e., ‘Mild the Mist upon the Hill’)
Time: 1 (One) period
Students’ role: Applying the concept developed in the lesson in analyzing the given situation
Assessment procedure: Written records of the students will be assessed
ASSIGNMENT GIVEN TO STUDENTS
Read the following poem, where, like Emily Jane Bronte, Rabindranath recollects his bygone days and becomes nostalgic. Compare and contrast between the two poems and give answers to the questions that follow:
I cannot Remember My Mother
I cannot remember my mother
only sometimes in the midst of my play
a tune seems to hover over my playthings,
the tune of some song that she used to
hum while rocking my cradle.
I cannot remember my mother
but when in the early autumn morning
the smell of shiuli flowers
floats in the air, the scent of the morning service
in the temple comes to me as the scent of my mother.
I cannot remember my mother
only when from my bedroom window
I send my eyes into the blue of the distant sky,
I feel that the stillness of my mother’s gaze
on my face has spread all over the sky.
– Rabindranath Tagore
Answer the following questions:
- Do you think the person who is speaking in the poem is a child? Justify your answer.
- What kind of a person do you think the speaker’s mother was? Justify your answer from the points taken from the poem.
- The speaker says he cannot remember his mother. Yet he describes how she was, what she did etc. What does he really mean then?
- In this poem the writer talks about a number of comparisons that remind him of his mother. To do it, he uses a number of his senses. Enlist them with examples from the poem.
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
- No, the speaker of this poem is not a child. He was a child when his mother used to sing a lullaby and rock the cradle to make him sleep. But, from the second stanza at least, we learn that he is no longer a child. He is now old enough to identify which smell comes from shiuli flowers and which one from the incense sticks. He is old enough to associate the sky with his mother.
- The speaker’s mother was a pious lady. She used to go to the temple in the morning. So, when she used to come to her son, the boy could smell the scent of the incense stick. The speaker relates her with the smell of shiuli flowers. The shiuli blooms in the season of Durga Puja only. She was the kind of person whom one could revere.
- It is not that the speaker ca remember his mother. He rather remembers her on almost every occasion. Whenever he plays or listens to a song, he remembers his mother. Whenever he smells the fragrance of shiuli flowers or that of incense sticks, he remembers her. Whenever he gets the scope to gaze at the starstudded sky, he badly misses his mother. So, he actually wants to say that he cannot remember how she looked or what she looked like. He had forgotten her physical appearance.
- When the speaker describes his mother in this poem, he compares her to a number of objects. And these comparisons involve most of his five senses. One comparison involves sound, in the song the mother would sing. Another involves smell, in the flowers she would gather. The third involves sight, in his view of the star-studded sky. But he does not make any comparison involving the senses of taste and touch. The speaker thus describes his mother with the help the three senses of hearing, smell and sight.
3rd Formative Evaluation
THE NORTH SHIP
SURVEY
Topic: Identifying words having similar sound (viz., rhyming words and sound assonances)
Learning outcome: Ability to identify words having similar sound at the beginning, in the middle or at the end from a given topic included in the textbook
Teacher’s role: Dividing the class into groups and assigning specific tasks for each group
Time: 1 (One) period
Students’ role: Engage in groups to identify rhyming words and words having sound assonances as assigned to them and to work with rhyming words; e.g., finding rhyming words which are opposite to each other
Assessment procedure: Written records of the students will be assessed
ASSIGNMENT GIVEN TO STUDENTS
PART – I: Group Work
T You have already read the poem ‘The North Ship’ by Philip Larkin. Like all the poems you have read earlier, this poem also has some rhyming words. Rhyming words end with the same sound. You usually find them at the end of the lines of a poem. Apart from this, there are some other words which have rhyming of vowel sounds only or of consonants, but not vowels. They are known to be in assonance. In this poem, you will find such words also. You may find them in the same line or in successive lines.
Now, from 6 groups as suggested by the teacher. Each group is assigned to find out rhyming words and assonances in a sentence of the poem. (The poem consists of 6 sentences).
When the survey is over, you are to write a report. All groups will work together to prepare the report. Your report must mention clearly how many rhyming words are there and how many assonances are found.
Group A [Sentence Assigned: I saw three…journey.]
Rhyming words: by sky; sea — journey
Sound assonances: sailing (L1)-lifting (L2) — morning (L3)
Group B [Sentence Assigned: The first ship…a rich country.]
Rhyming words: west – possessed; sea – country
Sound assonances: wind (L7) — rich (L8); possessed (L7) – carried (L8)
Group C [Sentence Assigned: The second turned…in captivity.]
Rhyming words: east – beast; sea – captivity
Sound assonances: it – beast (L11)
Group D [Sentence Assigned: The third ship…shone frostily.]
Rhyming words: north – forth; sea – frostily
Sound assonances: breath – forth (L15)
Group E [Sentence Assigned : The northern sky…or unhappily.]
Rhyming words: black – back; sea – unhappily
Sound assonances: East – west (L19); Happily – unhappily (L20)
Group F [Sentence Assigned : But the third…a long journey.]
Rhyming words: far – star; sea – journey
Sound assonances: unforgiving (L22) – fire-spilling (L23); unforgiving (L22) – under (L23)
PART – II : Individual Work
Let’s have a fun with rhyming words. Write at least five pairs of rhyming words which are opposite to each other. None of these words should be chosen from the text’s rhyming lot. They must be of your own vocabulary. [An example from the text: Happily-Unhappily]
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
PART – I
Report of the Survey
The poem consists of 24 lines. Its rhyme-scheme is as follows:
a b a b c b c b d b d b e b e b f b f b g b g b
At the end of every alternative line, there is a rhyming word. Six distinct pairs of rhyming words are found in this poem. And for another six lines, we find words rhyming with ‘sea’ only. Besides, we find 18 words which are assonances in some way or other. These rhyming words and assonances make this poem good to read aloud.
PART – II
Answer : sad – glad; plus – minus; everything – nothing; indoor – outdoor; outer – inner
Answer may be as follows also: approval – refusal; superior – inferior; increase – decrease; affirmative – negative; appreciation – depreciation
NATURE STUDY
Topic: Studying nature through literary texts
Learning outcome: Ability to think critically about different conditions found in nature and their effects
Teacher’s role: Assigning a reading comprehension task from lesson 9 and setting question on critical thinking
Time: 1 (One) period
Students’ role: Reading the poem or a part of it to find the challenges of nature on a long journey by sea
Assessment procedure: Written records of the students will be assessed
ASSIGNMENT GIVEN TO STUDENTS
Re-read the poem ‘The North Ship’. There you find the following phrases that are used to describe specific conditions of the sea:
1. lifting sea (L3)
2. running sea (L6)
3. quaking sea (L10)
4. darkening sea (L14)
5. unfruitful sea (L18)
6. unforgiving sea (L22)
Answer the following questions:
- What was the nature of the sea as revealed in the said phrases? Explain in detail.
- Write down the corresponding weather conditions in each of the said six cases.
- What character quality of the poet, the narrator of the poem, do we come across here?
- Which kind of sea would you like to face as an adventurer on the sea?
SMKY ASSESSMENT WORK SUBMITTED BY STUDENT(S)
- At the beginning of the journey, the sea was wonderful. It was lifting with the wind that rose in the morning sky.
Next, we find a sea that ran like a human being. It is nothing but a deviation from an usual collocation. Here the sea water flowed and so, it ‘ran. The nature of the sea is hardly different here. Here the word ‘running’ is, in a way, a synonym of ‘lifting In any case, the sea was then wonderful.The nature of the sea surrounding the second ship was like a hunter. It was stirring. The ship was captivated in such tumultuous condition. Here the sea was no longer wonderful. It rather became unfriendly and frightening.The negative features of the sea were intensified when the sea became dark, either for the sky being overcast or due to absence of the sun at the end of the day. Like the ‘quaking sea, such a dark sea without a breath of wind indicated the sea’s unfavourable nature. It too created the sense of frightening.The bleak nature of the sea is indicated in two phrases ‘unfruitful sea’ and ‘unforgiving sea. In such situations, the sea’s nature was not at all favourable for continuing a voyage. It was rather harsh and hostile like a proud and powerful person.
- The sea’s nature depended much upon the corresponding weather condition. The wind in the morning sky made the sea wonderful and ‘lifting. The helpful wind made the sea water flowing favourably and thus helped the ship to sail faster than before. But the inclement weather created by a hunting wind set the sea stirring. It posed hindrance to smooth sailing. When the sky went dark and the weather condition became extremely gloom, the ship faced a completely hostile sea. It might make a voyage futile. The ship might not reach its destination. Even, in such a situation, one might suffer a shipwreck. It was such weather that made the sea ruthless and the voyage fruitless.
- The poet here is a keen observer of the sea-nay, life. His main focus lies on the unwelcoming conditions that a voyager faces in the sea of life. In a way, the poem is the reflection of the poet’s anxiety at the beginning of this career.
- An adventurer must be prepared to face odds and ends on his way to the destination. So, as an adventurer I must not expect a favourable situation all the while. I would love to face both the good and the bad, the favourable and the hostile, the calm and the tumultuous sea. Come what may, I must propel myself towards my destination. I would like to face every challenge of the sea to enjoy the adventure to the lees.
IMAGINARY CONVERSATION
Topic: Conversation among three ships about their respective experiences during their voyages.
Learning outcome: Critically think about the challenges in a journey by sea.
Teacher’s role: Arranging a group activity
Time: 1 (One) period
Students’ role: Discussing with peers on the topic LIK on the top
Assessment procedure: Written records of the students will be assessed
ASSIGNMENT GIVEN TO STUDENTS
In this poem you find three ships. They have different routes and meet different fates. Now write an imaginary conversation among them where they speak their minds freely.
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
The First Ship: Hi friends, how are you two ?
The Second Ship: I’m fine. How are you? Hope, you all are hale and hearty.
The North Ship: I’m not as good as you people think.
The First Ship: Why? You’re the poet-backed character. The poet’s main focus is on you. And he gives the title of the poem after you. So, I find there is no reason to lament and be sad.
The Second Ship: Right you are. I too have an unfruitful voyage. No wind was there to lead me to a rich country. Still, I’m not as sad as you.
The First Ship: Are you two jealous of me? Well, I’m not as lucky as you’re. The poet has used only a sentence for me.
The North Ship: Yes, he has used half of the poem to describe me and my perils. Yes, he is sympathetic to me. But his sympathy was of no use when I faced the darkening sea, the proud unfruitful sea and the unforgiving sea, and the fire-spilling star and a breathless weather. He has given me no destination to reach, but every odd to fight. And you say, I’m a poet-backed character. How funny it is!
The First Ship: Why are you two so morose? What happened to you in the sea?
The Second Ship: I sailed to the east, the opposite of your route. There the quaking sea hunted me like a beast. made me anchor in captivity.
The North Ship: I drove towards the north. You two returned, but I did not have any scope to do so due to foul weather and the hostile sea. I kept on sailing far and wide with little chance to return.
The Second Ship: Sorry friend. I’m not as unlucky as you are. I at least returned, though unhappily.
The First Ship: I am also sorry if my words hurt you. I admit, I’m not a poet-backed character. But luck favoured me all the time. I reached the rich country and returned from there happily.
CASE STUDY
Topic: Relating the North Ship with the Poet’s Career
Learning outcome: Ability to analyze and evaluate the information through introspective study
Teacher’s role: Providing them with help to solve the problem
Time : 1 (One) period
Students’ role: Discussing with peers on the topic for problem-solving
Assessment procedure: Written records of the students will be assessed
ASSIGNMENT GIVEN TO STUDENTS
Read the following case: The kind of life experienced by the poet early in his career was like a ship in an unwelcoming sea. The condition was ‘unfruitful’ because he was not taken into account as a poet then. Other famous poets and the society as a whole looked at him coldly because he then shone frostily instead of brightly. He felt that he was always under the shadow of a famous poet. Like a fire-spilling star, the famous poet was ready to burn the young poet down to the bottom of the sea of life and he would never reach his destination as a poet.
You may relate this sort of insecurity in the voyage of the North Ship as well. Now draw a comparison between them and answer the following questions:
Answer the following questions:
1. Why did the poet feel so insecure?
2. What were the misconceptions of the poet about life then?
3. What should the poet do to overcome the situation ?
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
- At the beginning, every creative personality is afraid of his or her future. So was the poet. He was nervous. He was uncertain about his future as a poet. He was not sure how the readers would take him-would they accept and acclaim his poetic genius or throw him unread into the basket of oblivion. Unknown future and little confidence in his own merit made the poet feel insecure.
- The poet was then neither sure of his own mettle nor confident about the attitude of other famous and established poets towards him. It seemed as if he was standing on a quicksand of deceits. Anxiety begot such misconceptions. Had he not been welcomed by the reader and the contemporary poets, his life or his attitude to life at the beginning would never have been discussed. The topic is now worthy for discussion. This only shows his conception about life and such anxious feelings were wrong.
- The poet should meet the challenges of career with due spirit. He should not leave the path of his career before achieving his goal. He who sticks will succeed. He must keep this adage in mind and barge ahead. It is wrong to die before the ultimate fall of life, if any, comes at all.
CREATIVE WRITING
Topic: Story writing
Learning outcome: Ability to develop a story from a given title
Teacher’s role: Proving the cue of a story through its title, engaging them into group discussions facilitating them to imagine situations and motivating them for creative writing
Time: 1 (One) period
Students’ role: Discuss in groups and develop the title into a original story
Assessment procedure: Written records of the students will be assessed
ASSIGNMENT GIVEN TO STUDENTS
In the poem ‘The North Ship’ we get allegorical depiction of three kinds of life. Some people have favourable situation to sail ahead and reach their desired destination. Some people have to return unsuccessfully. And some missions always remain unaccomplished as happened in the case of the North Ship. Keeping all these three possibilities in mind, fan out your imaginative faculty to write an original short story titled, ‘An Impossible Mission’.
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
Suggestions: We have discussed among ourselves what will be the probable outline of this story and have toyed with the following three outlines:
Outline 1: A born liar – never cared about anybody – guardians never rebuked him – was sentenced to death for lying before the king – standing on the altar of death, called his parents – snapped their ears in quick succession with teeth — did not repent – said, it was a punishment for hearing and tolerating his lies without rebuking him – parents should teach him: a cheat seldom succeeds.
Outline 2: A rocket was sent to Venus to find life – it went up and up – then broke down and fell – scientists resumed their work – met the same fate – after their failure for the third time, they dropped the mission – they concentrated on another project.
Outline 3: Father was rich and a humbug – tried his best to make his son good in studies – spent a lot of money – failed the boy too was keen to succeed through cheating — like father like son.
Out of the three, the third one may be chosen because it gives me scope to make my story a humorous one. In that case the story given below is my story.
An Impossible Mission
Keshav is a rich businessman. He is humbug too. Under the sun, he loves only one human being. He like his only son Subu. Subu is respected as the sole slender wick that would keep Keshav’s family-lamp burning.
Subu loves everything but studies. He loves flying kites and playing marbles. In kite-flying competitions, Subu scores above all. Keshav grows sad and disappointed at his son, for his aim is to groom him for some higher mission. So, he appoints a stern tutor. Subu’s daily routine suffers a drastic change. At first, he becomes obtuse and resists. The tutor complains to the guardians. As a result, the tutor gets a free passport to bring the child to the book. Subu’s grandmother starts shouting as the teacher starts using his rule-rod too much on the boy. Other members of the family remain silent. But the tutor gets the sack when everyone sees with dismay that the boy’s right ear shows a crick at the end.
Keshav appoints a new teacher. The guardians notice that the boy becomes more and more at ease with his new teacher. He reads, reaches him to the gate and does odd jobs for him. In the school exam. Subu scores ninety percent. Everyone sees his progress report with a surprise as if an ugly hen had laid a golden egg.
However, just before the final examination, Subu’s tutor, a teacher of their school too, is transferred to a rural branch of the school. And in the final examination, Subu fails. Keshav rushes to the school to know two facts. First, Subu’s favourite teacher has been sacked, not transferred. Second, Subu forged his report.card with the help of his dishonest tutor.
Keshav recalls how he cheats his clients by giving impure materials and how he cheats government officials by submitting forged bills for payment. He starts believing that his mission to groom his boy Subu is an impossible one. Subu, like his father, fails to clear the Madhyamik Pariksha. What an irony of fate !
MODEL MAKING
Topic: A chart showing activities of the ships mentioned in the poem (Lesson 9)
Learning outcome: Ability to understand who does what in the poem
Teacher’s role: Providing the poem (Lesson 9) and engaging the students into the group-activity
Time: 1 (One) period
Students’ role: Discussing with peers on the topic for making the chart
Assessment procedure: Written records of the students will be assessed
ASSIGNMENT GIVEN TO STUDENTS
Make a chart to show the nature of the three ships and salient features of their journey on the sea. Your chart must contain the advantages and disadvantages they faced in the course of their journey and their respective final outcomes. You may name the ships as the East Ship, the West Ship and the North Ship.
OPEN TEXTBOOK EVALUATION
Topic: ‘Wander-Thirst’: reading comprehension
Learning outcome: Understanding the poem, ability to analyze, compare and contrast between two situations
Teacher’s role: Providing a poem to the students and engaging them to analyze the situation with reference to the concept developed in the lesson (i.e., ‘The North Ship’)
Time: 1 (One) period
Students’ role: Applying the concept developed in the lesson in analyzing the given situation
Assessment procedure: Written records of the students will be assessed
ASSIGNMENT GIVEN TO STUDENTS
– Gerald Louise Gould
Read the poem given below:
Wander-Thirst
Beyond the east the sunrise; beyond the west the sea; And east and west the wander-thirst that will not let me be;
It works in me like madness to bid me say good-bye, For the seas call, and the stars call, and oh! the call of the sky!
I know not where the white road runs, nor what the blue hills are,
But a man can have the sun for friend, and for guide a star;
And there’s no end of voyaging when once the voice is heard,
For the river calls, and the road calls, and oh! the call of the bird!
Yonder the long horizon lies, and there by night and day The old ships draw to house again, the young ships sail away;
And come I may, but go I must, and if men ask you why,
You may put the blame on the stars and the sun and the white road and the sky.
Answer the following questions :
- Both, the poem composed by Philip Larkin and that by Gerald Louise Gould, speak of the journey of life allegorically. But do you find any difference in attitude towards life in their cases? If yes, then describe the differences. If no, then justify your answer.
- ‘Wander-Thirst, like ‘The North Ship’, mentions an unending journey. But is it the same kind of journey in both the poems? Justify your answer.
- In both the poems, we find references to stars and to the sky. Bring out the differences in these references.
- Which of the two is more appealing to you and why?
ASSESSMENT WORK SUBMITTED BY STUDENT(S)
- There is a difference between a love for travelling born out of a desire to see unseen places and to explore the unknown. In Philip Larkin’s poem, all the three ships have specific purposes and specific destinations. They do not represent any aimless life. In Gerald Gould’s poem, however, ‘wander-thirst’ has no specific aim to achieve, no particular mission to accomplish. There voyage represents a life that neither seeks knowledge nor has any desire to see new places nor even hankers after the unknown. It is simply an urge to roam and not to remain in one place. In a nutshell, ‘The North Ship’ depicts experiences of life, both good and bad. Whereas, ‘Wander-Thirst’ expresses a man’s irresistible desire to become a wanderer, a nomad.
- The North Ship wants to return, but fails because of hostile weather. It has not come back and perhaps it will never come back, out of compulsion. The bleak situation of an unforgiving sea and a ‘fire-spilling’ star ensure its destruction. The North Ship was rigged because, it sailed for a long journey.
But the voyage mentioned in ‘Wander-Thirst’ is different. Here the voyager’s only aim is to respond to the irresistible call of the seas, sky, roads and birds. He is seized by the unquenchable desire to see those elements of nature. So, he does not know when he will return home and all that he desires is to go on wandering.Hence these two cases are different. The North Ship’s journey stands for a life that loses its way and never reaches its destination. Whereas, the voyager having wander-thirst is totally indifferent to what awaits him at the end of his journey.
- In ‘The North Ship’, both the sky and the star were hostile. The sky ‘rose high and black’ and a ‘fire-spilling star, played the role of a devastator. But in ‘WanderThirst, it is the sky that calls the poet to bid goodbye to a secured family life. And the star becomes his guide during the voyage. Moreover, there the voyager can I have the sun as his friend.
- Obviously, the voyage referred to in ‘Wander-Thirst’ is more appealing to me. It fits my desire to wander from place to place without any destination. If my journey does not have any fixed destination or a specific purpose, then there is no question being happy or unhappy at the end of the journey. In that case, I can travel far and wide to see the unseen and to explore the unknown, irrespective of a favourable wind or an inclement weather.
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