Salwan Public School, Gurugram

Session: 2025 – 2026

MONTHLY PLANNER (SUBJECT-WISE)

MONTH – MAY 2025 (1 - 17 May 2025)
Class VII
Theme: Receptive Listener: ‘Praveen -Shrota’

Subjects Unit
English Competency: Students develop the ability to recognize basic linguistic
aspects (vocabulary and sentence structure) and use them in oral and
written expression.

Pre Content:

Read the Chapter from the textbook or through the given link.

https://ncert.nic.in/textbook/pdf/gehc104.pdf

Summary:
This is the tale of a kind and hardworking old couple who, despite their poverty,
were warm-hearted and generous towards everyone, even their unkind and cruel
neighbours. Their only companion was their beloved pet dog, who brought them
immense joy. Tragically, the dog was killed by the hands of the wicked
neighbors. However, in a series of extraordinary and unexpected events, the spirit
of the loyal dog returns to help the old couple in ways they could have never
imagined.

Message:
The consequences we face are often a reflection of our actions — the choices we
make today plant the seeds for the results we experience in the future.

During Class Content:

● Introduction and model reading
● Self-reading followed by discussing difficult words and their meaning
● Textual exercise; Comprehension Check Questions in the note book

Post Content:
● Textual exercises (To be done in the book only after discussion in the
class)
● Comprehension check (Page 61 & 64)
Page 1 of 25
HOTS
Q. Do you think the traditions and customs followed during the time of the
Daimios were beneficial? If not, explain your reasons. (word limit 80-100)

Competency: Students explore the form(poetry) and structure of different

genres (humour, suspense, tragedy) and literary/poetic devices.

Pre Content:
Recite the poem from the textbook or through the given link.

https://ncert.nic.in/textbook/pdf/gehc105.pdf

Summary:
In this poem, the poet paints a gentle picture of how trees bring joy and comfort
to all. Birds find a home among their leafy branches, while children turn them
into playgrounds—climbing, hiding, and dreaming in treehouses. Even adults
find delight beneath their shade, sipping tea and enjoying moments of peace
together.

Message:
Trees are the lifeline of our planet — without them, life would simply cease to
exist. They purify our air, shelter countless creatures, and bring balance to nature.
It is our duty to nurture, protect, and preserve them for a greener, healthier future.

Poetic Devices
Alliteration; Repetition of 'k' sound in the words 'kites' and 'caught'. Repetition
of the 'm' sound in the words 'make' and 'mother'. Repetition of the 'l' sound in
the words 'lot' and 'leaves'.

Rhyme Scheme: aa bb cc dd ee aa

During Class Content:

● Introduction and model reading/recitation
● Self-recitation followed by discussing difficult words and their meaning
● Textual Questions Comprehension Check Questions in the NoteBook
● Reference to Context (RTC)

Post Content:
● Textual exercises (To be done in the book only after discussion in the class)
● Comprehension check (Page 85)

RTC
1.
Trees are for birds.
Trees are for children
Trees are to make tree houses in.
Trees are to swing swings on.
Trees are for the wind to blow through.

Page 2 of 25
a. According to the poem, who benefits from the presence of trees?
b. In what ways do children have fun with trees, as described in the poem?
c. Name the poem and the poet?

2.
Trees are to have tea parties under.
Trees are for kites to get caught in
Trees are to make cool shades in summers.

a. Why do people prefer having tea parties under the shade of trees?
b. In what way do trees provide relief from the intense heat during summer?
c. Identify one poetic device used in the above stanza.

Competency: Students explore the form(poetry) and structure of different

genres (humour, suspense, tragedy) and literary/poetic devices.

Pre Class-Content:
Recite the poem from the textbook or through the given link.
https://ncert.nic.in/ncerts/l/gehc102.pdf

Summary:
"The Squirrel" is a poem by Mildred Bowers Armstrong that captures the
appearance and behavior of a squirrel. The poet describes the squirrel's tail as
curvy, resembling a question mark, and its grey body, which looks like it's
wearing a grey overcoat. The squirrel loves eating nuts, often sitting upright
while doing so, and enjoys playing with them as well. Being easily startled and
quick to move, squirrels are hard to approach. Whenever the poet and her friends
ran around the tree where the squirrel lived, it would always make sure to vanish
the other way.

Message:
No one holds superiority over another, for all are equal in the sight of God. He
has crafted the grand, immobile mountains, and in contrast, he has also created
the small squirrel, which, despite its size, can nimbly move from tree to tree and
savor different fruits. Both creations reflect the beauty and balance of God's
design, where each has its own unique purpose and value.

Poetic Device:
1. Personification: Personification is when an inanimate object, animal or idea
is given human characteristics. Squirrel has been personified.
2. Rhyme scheme: abcbdb

During Class Content:

● Introduction and model reading/recitation.
● Self-recitation followed by discussing difficult words and their meaning.
● Textual Questions in the Notebook.
● Reference to Context (RTC)

Page 3 of 25
Post Class Content:
● Textual exercises (To be done in the book only after discussion in the class)

RTC

He liked to tease and play,

And if we ran around his tree,
He went the other way.

1. What does the phrase “he went the other way” mean in the context of the
poem?
2. What makes the squirrel feel frightened or nervous?
3. Name the poem and its poet.

HOTS

Q1. The poem is a reflection of the poet’s desire to compose poetry on most
mundane elements that we come across in our day-to-day surrounding. Nature
has the power to heal, and all creatures are precious creations.

Write a letter to your friend sharing the experience of your visit to a serene hill
station or a place of natural beauty during your summer vacation. Describe how
the enchanting landscapes, fresh air, and vibrant surroundings filled you with
energy, awe, and inspiration. Reflect on how nature's beauty rejuvenated your
spirit and made you appreciate the simple wonders of the world. (Word limit 120-
150 words)

Competency: Students develop the ability to recognize basic linguistic

aspects (vocabulary and sentence structure) and use them in oral and
written expression.

Informal Letter
Informal letters are personal letters that are written to let your friends or family
know about what is going on in your life and to convey your regards.

Value points:
● An informal letter is usually written to a family member, a close
acquaintance, or a friend.
● The language used in an informal letter is casual and personal.
● Word limit 120-150 words

Page 4 of 25
 Format

1. Sender's Address:
Your full address, including street, city, and postal code, is placed in the
top left corner.

2. Date:
The date is written below the address, also on the left side.

3. Salutation:
Start with a casual greeting like "Dear [name]".

4. Body of the Letter (4 paragraphs):

Introduction (Para 1):
Briefly introduce the letter's purpose and establish a connection with the
reader.
Main Details (Para 2 & 3):
Share the main information or news you want to convey. Use
conversational language and consider using paragraphs to separate
different points.
Conclusion (Para 4):
Summarize your main points.

5. Closing:
Use a friendly closing phrase like "Yours Lovingly” or "With love" or
“Your Loving _______(brother/sister etc.).

6. Signature:
Write your full name below.

During Class Content:

• Recapitulation of the concept to check the previous learning of the
students.
• Explanation of the concept with the help of the pre content shared and live
examples from the class.
• Discussion of the concept in detail taking into consideration all the value
points related to the topic.
• Recapitulation of the concept taught by writing the sample.

Page 5 of 25
 Sample
• You are Sam/Samanta who is planning for a family get-together next
month. Write a letter to your cousin to plan for the same. (120-150
words)

House No. 123

New Town Street
Allahabad

May 7, 2025

Dear Som / Susan

I hope this letter finds you in good health and high spirits. It’s been quite some
time since we all got together, and I’ve been missing our fun-filled family
gatherings. With that in mind, I’ve come up with a small plan that I’m excited to
share with you.

I was thinking of organizing a family get-together next month. It would be the

perfect opportunity for everyone to relax and reconnect. My idea is to meet on a
Friday evening and spend the weekend at a cozy resort in Ranikhet. The pleasant
weather and serene surroundings will surely lift everyone’s spirits.

We can also explore the local sights if everyone is up for it. If you're on board
with the idea, we can start informing the rest of the family. I plan to visit you next
weekend so we can discuss it in detail.

Looking forward to your response. Please give my regards to uncle and aunt.

Yours lovingly

Sam / Samantha

Post Content:
Q1. You have recently shifted to a new city with your family. Write a letter to
your best friend telling him/her about your new school, your neighbourhood,
and how you are adjusting to the new place. (Word limit 120-150 words)

Q2. Your cousin couldn't attend your birthday party. Write a letter to him/her
describing how you celebrated your birthday and how much you missed
his/her presence. (Word limit 120-150 words)

Hindi दक्षता :- स्वतंत्रता के महत्व, काव्य में निनहत भाव को समझिे में सक्षम

कक्षा पूवव सामग्री –

मूल्यपरक न ंदु-

Page 6 of 25
1. कवि व ज
िं रे में बिंद क्षियों के माध्यम से आज़ादी के महत्त्ि के बारे में बताना
चाहते हैं।

2. हर प्राणी स्ितिंत्र रू से जीिन या न करना चाहता है।

3. उसी प्रकार िी भी व ज िं रे में अनेक सुख सुविधाओिं के होते हुए भी उसमें

रहना सिंद नहीिं करते।

4. उन्हें खुले आसमान में स्ितिंत्र रू से उड़ना,बहता हुआ ानी ीना और

आसमान की सीमा छूना सिंद है।

5. िे नीम की कड़िी ननबौरी तो खा सकते हैं लेककन ककसी भी बिंधन में नहीिं
रहना चाहते।

6. िे कहते हैं कक चाहे टहनी का सहारा न दो, घोंसला भी नछन्न-भभन्न कर

डालो, र यदद भगिान ने उन्हें िंख ददए हैं तो उनकी उड़ान में विघ्न मत
डालो।

7. उन्हें स्ितिंत्र रू से खल
ु े आकाश में उड़ने दो।

शब्दार्व –
1. िंछी – िी
2. उन्मुक्त – आज़ाद, खुले
3. व ज
िं रबद्ध – व ज
िं रे के अिंदर बिंद
4. कनक – सोना
5. तीभलयााँ – सलाखें
6. कटुक – कटु, कड़िा
7. ननबौरी – नीम का फल
8. कनक – कटोरी – सोने की कटोरी
9. स्िणण – श्िंख
र ला – सोने की जिंजीर
10. गनत – रफ़्तार
11. तरु की फुनगी – ेड़ की सबसे ऊाँची टहनी
12. र – िंख
13. अरमान – लालसा, इच्छा , कामना
14. गगन की सीमा – क्षिनतज
15. तारक – तारे के समान
16. क्षिनतज – जहााँ धरती और आसमान भमलते हुए प्रतीत होते हैं
17. होड़ा – होड़ी – दस
ू रे के बराबर होने या दस
ू रे से बढ़ जाने का प्रयत्न
18. तनती सााँसों को डोरी – प्राण खेरू उड़ जाना या प्राणों को न्योछािर करना।

Page 7 of 25
कक्षा के दौराि
● कक्षा पूर्व सामग्री पर आधाररत चचाव के साथ कवर्ता का पररचय।
● कवर्ता में र्वणवत वर्षय र्स्तु पढ़ना, अथव और उसी पर चचाव करना।
● कवर्ता की वर्स्तृत व्याख्या।
● संक्षेप में काव्य के वर्षय पर चचाव करना।

कक्षा पश्चात कार्व

1. हम िंछी उन्मुक्त गगन के ाठ के रचनयता कौन हैं?
2. िंछी अ ना मधुर गीत कब नहीिं गा ाएाँगें?
3. िंछी कैसा जीिन चाहते हैं? कविता में िंछी क्या याचना कर रहें हैं?
4. क्षियों की स्ितिंत्रता के प्रनत हमारी क्या जजम्मेदारी होनी चादहए? अ ने
विचार भलखखए ।
5. सोने का व ज
िं रा भी क्षियों को क्यों सिंद नहीिं आता? ‘हम िंछी उन्मुक्त
गगन के’ कविता के आधार र भलखखएI
6. िी हमारे याणिरण का महत्ि ूणण दहस्सा होते हैं। यदद आ के ड़ोस में
कोई व्यजक्त ेड़ों को काट रहा है जजससे क्षियों का आश्य नष्ट हो रहा है ,
तो आ क्या करें गे और क्यों?

गनतनवनि- प्रकृनत की संगीतमर्ी आवाज़—पक्षी

नदए गए नवषर् पर स्वरनित कनवता र्ा पोस्टर िाइए।

दक्षता :- प्रकृनत की मािवीर् संवेदिाओं को समझिे में सक्षम

कक्षा पूर्व सामग्री –

मूल्यपरक ब द
िं -ु

1. यह ाठ लेखक नागाजुन
ण जी ने भलखा है जजसमें उन्होंने दहमालय और उससे
ननकलने िाली नददयों के बारे में बताया है | दहमालय से बहने िाली गिंगा,
यमुना, सतलुज आदद नददयााँ दरू से लेखक को शािंत, गिंभीर ददखाई दे ती थीिं|
लेखक के मन में इनके प्रनत श्द्धा के भाि थे। लेखक को दहमालय की इन
बेदटयों की बाल-लीलाओिं को दे खकर आश्चयण होता है।

2. प्रस्तत
ु ाठ में लेखक ने अनेक नददयों का िणणन ककया है जैसे गिंगा,यमन
ु ा,
सतलज
ु आदद।

Page 8 of 25
3. दहमालय र दे खने से यह नददयााँ दब
ु ली- तली और कमजोर ददखती हैं लेककन
मैदानों में जाकर विशाल रू धारण कर लेती है। भसिंधु ब्रह्म ुत्र की ही तरह
रािी, सतलज
ु ,व्यास, चचनाब, झेलम, काबुल, कव शा, गिंगा, यमुना, सरयू,
कोसी, आदद दहमालय की बेदटयााँ है।

4. नददयााँ मााँ के समान हमारा ालन– ोषण करती हैं इसभलए काका कालेलकर
ने इन्हें लोकमाता कहा है ।

शब्दार्व
1. अचधत्यकाएाँ – हाड़ के ऊ र की समतल भूभम
2. अनु म – सिोत्तम, बेजोड़
3. उ त्यकाएाँ – घादटयााँ
4. प्रनतदान – िा स करना, बदले में दस
ू री िस्तु दे ना
5. प्रिादहत – बहाया हुआ , बहता हुआ
6. प्रेयसी – प्रेभमका , त्नी
7. बिंधरु – उतार – चढ़ाि िाली, ऊाँची – नीची
8. मुददत – प्रसन्न
9. लुभािना – मनोहर, सुिंदर
10. लोकमाता – सारे सिंसार की माता
11. विरही – वियोगी
12. विराट – अत्यिंत विशाल
13. विस्मय – आश्चयण
14. सिंभ्ािंत मदहला – प्रनतजष्ठत, सम्माननत
15. सचेतन – वििेक युक्त प्राणी
16. सरसब्ज़ – हराभरा
17. हजण – नक़
ु सान, हानन

कक्षा के दौरान :-
● किा ूिण सामग्री र आधाररत चचाण के साथ ाठ का ररचय।
● ाठ में िखणणत विषय-िस्तु ढ़ना, और उसी र चचाण करना।
● ाठ की की विस्तत
र व्याख्या।
● सिंिे में ाठ की विषय-िस्तु र चचाण करना।
● ाठ्य अभ्यास और प्रश्न उत्तर की चचाण।

कक्षा पश्चात कायव:-

अततलघुउत्तरीय प्रश्न -

Page 9 of 25
(क) लेखक ने दहमालय की बेदटयााँ ककसे कहा है और क्यों?
(ख) लेखक के मन में नददयों के प्रनत कैसे भाि थे?
(ग) दरू से दे खने र नददयााँ लेखक को कैसी लगती थीिं?

वर्स्तार से ललखिए
1. काका कालेलकर ने नददयों को लोकमाता क्यों कहा है ?
2. आ नददयों को ककस रू में दे खते हैं तथा नददयों का हमारे जीिन में
क्या महत्ि है?
3. नददयााँ जीिनदानयनी होती हैं, लेककन आज िे प्रदष
ू ण का भशकार हो रही
हैं। यदद आ ककसी नदी के ककनारे गिंदगी फैलाते हुए लोगों को दे खें, तो
आ क्या करें गे? ऐसा करते समय आ ककन मल् ू यों को अ नाएिंगे?
4. 'दहमालय की बेदटयााँ' ाठ में नददयों को मााँ के समान माना गया है। इस
बात को ध्यान में रखते हुए बताइए कक हमें नददयों के प्रनत कैसा व्यिहार
करना चादहए और क्यों?

गततवर्धि - यह लेि 1947 में ललिा गया था। त से हहमालय से तनकलनेर्ाली

नहदयों में क्या-क्या दलार् आए हैं?

योग्यता- शब्द भिंडार में र्द्

ृ धि ,व्याकरखिक तनयमों का ज्ञान, व्यार्हाररक प्रयोग
कक्षा पूर्व सामग्रीीः
मूल्यपरक ब नदीःु -
एक समान अथण को प्रकट करने िाले शब्दों को याणयिाची या समानाथी शब्द
कहते हैं। जैस:े अाँधेरा-अिंधकार, नतभमर, तम
कक्षा के दौरान:-

• विभभन्न शब्दों के याणयिाची शब्द स् ष्ट करना और िाक्य ननमाणण ।

• ाठ्य अभ्यास की चचाण।

कक्षा पश्चात कायव

1-20 याणयिाची शब्द अ नी कायण ुजस्तका में भलखखए।

कक्षा पूर्व सामग्रीीः

मल्
ू यपरक ब नद:ु -
विलोम का अथण होता है उल्टा। जब ककसी शब्द का उल्टा या वि रीत अथण ददया
जाता है उस शब्द को विलोम शब्द कहते हैं अथाणत एक दस
ू रे के वि रीत या

Page 10 of 25
 उल्टा अथण दे ने िाले शब्दों को विलोम शब्द कहते हैं। इसे वि रीताथणक शब्द भी
कहते हैं। जैस:े अाँधेरा-उजाला
अनुकूल-प्रनतकूल

कक्षा के दौरान:-
• विभभन्न शब्दों के विलोम शब्द स् ष्ट करना और िाक्य ननमाणण ।

• ाठ्य अभ्यास की चचाण।

कक्षा पश्चात कायव

1-25 विलोम शब्द अ नी कायण ुजस्तका में भलखखए।

Sanskrit योग्यता- उत्तम आचरि का महत्र् l

Pre Content:

प्रस्तुत ाठ में विद्िानों के सुभावषत श्लोक हैं। श्लोकों के द्िारा भशिा दी गई है कक जीिन
में क्या-क्या उ योगी हैं और सफलता के भलए मनुष्य के व्यिहार और विचार कैसे होने
चादहए।

During the class:

यहााँ सिंस्करत के सुन्दर िचनों का सिंकलन है। प्रथम श्लोक में सुभावषतों का महत्त्ि बताया
गया है। इस सिंसार में जल, अन्न और सभ
ु ावषत-ये तीन ही रत्न बताए गए हैं। हीरा, न्ना
आदद त्थर के टुकड़ों को रत्न कहना व्यथण है। दस
ू रे श्लोक में सत्य की मदहमा बताई गई
है। इस सिंसार में थ्
र िी, सत्य र दटकी है। सय
ू ,ण सत्य के आश्य से त ता है। सारा विश्ि
सत्य र दटका हुआ है। तीसरे श्लोक में कहा है कक इस थ्र िी र अनेक रत्न हैं। यथा-दान,
त , शौयण, विनय इत्यादद। ये सभी रत्न रमात्मा प्रदत्त हैं।चौथे श्लोक में सज्जन की
मदहमा कही है। हमें सज्जनों के साथ बैठना चादहए। सज्जनों का साथ करना चादहए और
उनके साथ ही भमत्रता करनी चादहए। ााँचिें श्लोक में कहा है कक व्यजक्त को ज्ञान के सिंग्रह
में , आहार तथा व्यिहार के विषय में सिंकोच नहीिं करना चादहए। छठे श्लोक में िमा का
महत्त्ि बताया गया है। जजस व्यजक्त के ास िमा रू ी हचथयार है , उसका दष्ु ट व्यजक्त
कुछ बबगाड़ नहीिं सकता है।

Post Content:
श्लोकाथं को कायण ुजस्तका में भलखखए।
शब्दाथण - 1 से 10 तक
प्रश्नोतर सिंख्या - 2 , 3 ,4

योग्यता : सत्सिंगतत के वर्षय से अर्गत करर्ाना l

यथोधचत समय पर र्ािी के प्रयोग से अर्गत करर्ाना l

Page 11 of 25
Pre Content :
प्रस्तुत ाठ की कथा ' ञ्चतन्त्र' नामक ग्रिंथ से ली गयी है। ' ञ्चतन्त्र' के लेखक िं०
विष्णुशमाण हैं। इस कथा के द्िारा बताया गया है कक अनुचचत समय र बोलने से कैसे सब
कुछ नष्ट हो जाता है। कभी-कभी मौन रहकर भी कायण सफल हो सकता है।

During the Class:

प्रस्तुत ाठ की कथा .िं विष्णुशमाण जी के प्रभसद्ध ग्रन्थ ' िंचतिंत्र' में से ली गई है। इस
कथा में बताया गया है कक उचचत-अनुचचत समय दे खकर ही बोलना चादहए तथा भमत्रों की
बात को मानना चादहए। मगध दे श में फुल्लोत् ल नामक तालाब था। उस तालाब में सिंकट
और विकट नामक दो हिंस तथा कम्बुग्रीि नामक उनका भमत्र कछुआ रहता था।एक बार
मछुआरे िहााँ आए और कहने लगे-'कल हम सभी जलचर प्राखणयों को मार डालेंग।े ' यह
सुन कर भयभीत कछुआ अ ने दोनों भमत्रों से सहायता के भलए विनती करने लगा। कछुए
के कहने र उन हिंसों ने एक डण्डे को दोनों ककनारों से चोंच में कड़ भलया तथा कछुए को
उस डण्डे के मध्य भाग को मुख से कड़ कर लटकने के भलए कहा। उन्होंने उसे समझाया
कक िह मागण में बबल्कुल न बोले अन्यथा उसकी मत्र यु हो सकती है। कछुए ने उनकी बात
मानी तथा उनके कहे अनुसार ककया।तब िे हिंस उस कछुए को लेकर दस
ू रे तालाब में
हुाँचाने के भलए उड़ चले। रास्ते में कुछ ग्िाले उस दृश्य को दे ख कर आश्चयण प्रकट करने
लगे और कहने लगे- 'दे खो, हिं सों के साथ कछुआ भी उड़ रहा है।' उनकी बात सन ु कर ज्यों
ही कछुए ने कुछ कहने के भलए अ ना मख
ु खोला, त्यों ही िह थ्
र िी र धड़ाम से चगरा और
मर गया।

भशिा-जो दहतैषी व्यजक्त की बात को नहीिं मानता है , िह शीघ्र नष्ट हो जाता है।

Page 12 of 25
Post Content:

शब्दाथण - 1 से 10 तक
प्रश्नोतर सिंख्या - 2 , 3 ,4 , l

योग्यता : आत्मतनभवरता की आर्श्यकता को पहचानना, प्रेरिादायक उदाहरिों से

सीिना,चररत्र तनमावि में स्र्ार्लिं न की भूलमका को समझना

Pre Content :

प्रस्तुत ाठ में दो भमत्रों की कथा के द्िारा िणणन ककया गया है कक स्िािलम्बी मनुष्य सदा
सुखी रहता है। राधीन व्यजक्त दुःु खी होता है। सबको अ ना कायण स्ियिं करना चादहए।
ाठ में सिंख्यािाची शब्दों से भी अिगत करिाया गया है।

During the Class:

करष्णमनू तण तथा श्ीकण्ठ दो भमत्र थे। श्ीकण्ठ का व ता समद्

र ध था। उसके घर में सब प्रकार
के सख
ु साधन थे। उसके विशाल भिन में चालीस खम्बे थे। अठारह कमरों में चास
खखड़ककयााँ थीिं। करष्णमनू तण के माता-व ता साधारण करषक थे। उनका घर आडम्बर शन्
ू य
तथा अत्यचधक साधारण था। एक बार श्ीकण्ठ उसके घर आया। उसके घर में नौकर को
न दे खकर श्ीकण्ठ ने कहा- 'तम्
ु हारे घर में एक भी नौकर नहीिं है। मेरे यहााँ तो अनेक नौकर
हैं।'स्िािलम्बी करष्णमूनतण कहने लगा-'मेरे आठ नौकर हैं। यथा-दो ैर, दो हाथ, दो आाँख
तथा दो कान। ये प्रनत ल मेरे अधीन रहते हैं। रन्तु तुम्हारे नौकर ददन-रात कायण नहीिं कर
सकते।' अतुः तुम नौकरों के अधीन हो। अ ना कायण स्ियिं करने से सुख ही प्राप्त होता है।

Page 13 of 25
 यह सुनकर श्ीकण्ठ अत्यचधक प्रसन्न हुआ और कहने लगा' आज से मैं भी अ ना कायण
स्ियिं करूाँगा।'

Post Content:
शब्दाथव - 1 से 10 तक
प्रश्नोतर सिंख्या -1, 2 , 3 ,4 ,

Mathematics Pre-Class Content:

• Fractions and Decimals
Value Points

Fractions:
• A fraction is a number representing a part of a whole.
• A proper fraction has a numerator smaller than the denominator.
Example: 2/5
• An improper fraction has a numerator greater than the denominator.
Example: 7/4
• A mixed fraction is a combination of a natural number and a proper fraction.
1
Example: 26
• Zero is not considered a fraction.
• The product of two proper fractions is less than each of the fractions.
• The product of a proper and an improper fraction is:
o Less than the improper fraction
o Greater than the proper fraction
Decimals:
• To multiply a decimal number by 10, 100, or 1000: Move the decimal point
to the right by as many places as there are zeros.
• To divide a decimal number by 10, 100, or 1000: Move the decimal point to
the left by as many places as there are zeros
During Class:
• Explanation of the value points related to Fractions and Decimals with the
help of ppt and videos.
• Examples will be discussed of the chapter from NCERT.
• The questions of the following exercises will be done after the discussion of
value points and the important examples.
o Ex 2.1
o Ex 2.2
o Ex 2.3
o Ex 2.4
• Discussion of questions from the worksheet for the topics will be done.

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 Post Class Content:
• Fractions and Decimals - Worksheet 2

Extra Questions:

3
1) What is the reciprocal of the mixed fraction 21 ?
8

2) Do as directed:
1 3 1 4
(i) 5 -3 (ii) 3 ×4
2 5 2 14
1 3
(iii) 5 ÷ (iv) 49.08 × 0.012
6 8
12
(v) 7 × 3.5 (vi) 36 ÷ 8

3) Aruna bought 6.75 kg of biscuits at the rate of Rs 25.50 per kg & 0.475 kg
plum cake at the rate of Rs 165.60 per kg She gives the shopkeeper a 500 rupee
note. How much change will the shopkeeper return to her?
5 2
4) What must be multiplied by4 to get 3?
5) Arrange 0.5, 7/8, 0.75 in ascending order

Science Competency: Describing the different modes of nutrition in plants,

Enhancing the scientific vocabulary.

Pre Class Content:

Students will explore the terms: Nutrition, Autotrophs, Heterotrophs, Parasites,
Saprotrophs, Host, Symbiosis, Insectivorous, Photosynthesis, Stomata,
Chlorophyll.
They will learn about the following:
• Mode of Nutrition in Plants
• Photosynthesis- Food Making Process in Plants
• Replenishment of Nutrients in soil
• Evaluate if leaves that are red, purple/ colours other than green might
show lesser photosynthetic activity than green leaves
• Describe the process of photosynthesis with the help of word/chemical
equation
• Establish the relationship between Rhizobium bacteria & leguminous
plants

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 Mode Of Nutrition in Plants

Plant Cell

Photosynthesis

Page 16 of 25
 Leaf Stomata

Open and Closed Stomata

Pitcher Plant

Page 17 of 25
 Fungus Growing on Bread

During Class Content

• Different modes of nutrition in plants will be discussed.
• Students will be explained the process of photosynthesis, and they will
learn to write word and chemical equations for the process of
photosynthesis.
• They will evaluate how non-green plants prepare their food.
• Students will understand how nutrients are replenished in soil.
• Starch test- They will perform an activity to detect the presence of starch
for the study of photosynthesis in plants.
• Discussion on harmful effects of excessive use of fertilizers on soil.

Post Class Content

Do the following Questions in the Science notebook:
Q1. Differentiate between the following:
(a) Autotrophs and Heterotrophs
(b) Parasite and Saprotrophs

Q2. Draw a well labeled diagram of a plant showing photosynthesis.

Q3. Some plants have deep red, violet or brown leaves. Do these leaves also carry
out photosynthesis?
Q4. When we observe the lower surface of a leaf through a magnifying lens, we
see numerous small openings. Give the scientific name for these openings and
draw its well labeled diagram.
Q5. Suggest an activity to determine the presence of starch in leaves. Write the
complete steps.
Q6. Two organisms are good friends and live together. One provides shelter,
water, and nutrients, while the other prepares and provides food. Name and
define the type of association of these organisms.
Q7. Nitrogen is an essential nutrient for plant growth. But farmers who cultivate
pulse crops like green gram, Bengal gram, black gram, etc., do not apply
nitrogenous fertilizers during cultivation. Why?

Page 18 of 25
Social Science Competency: Demonstrates understanding of key changes in society,
geography, culture, and politics from 700 CE to 1750 CE, and explains how
historical knowledge is built using different types of sources.

Pre-Class Content :

Read the chapter from the textbook and watch the video link shared below:
https://youtu.be/t0LoEA0N7Xo

Learners will read and note the following key words:

✓ Geographers – They study the Earth and the distribution of its land,
features and inhabitants.
✓ Cartographers – A person who makes maps.
✓ Archive – A place where documents and manuscripts are stored.
✓ Habitat – Refers to the environment of a region and the social and
economic lifestyle of its residents.
✓ Patron – An influential, wealthy individual who supports another person,
an artist, a craftsperson, a learned person, or a noble.

During Class Content:

Learners will be introduced to the following sub- topics:
Tracing Changes Through a Thousand Years
• The maps by Arab geographer al-Idrisi (1154) and French cartographer
(1720) give a large sketch of the Indian subcontinent as it was known in
earlier times.

New and Old Terminologies:

• Historical records exist in a variety of languages.
• The term Hindustan was coined by Minhaj-i-Siraj, a chronicler who wrote
in Persian for areas around Punjab, Haryana, and the lands between the
Ganga and Yamuna.
• Babur used Hindustan to describe the subcontinent and its flora and fauna.
• Fourteenth-century poet Amir Khusrau used the word Hind.
• In Hindi, the term ‘pardesi’ was used to describe an alien. In Persian, it
was called ‘ajnabi’.

Historians and Their Sources:

• The information about the medieval period is derived from two sources:
Archaeological and Literary.
• Archaeological sources available to us include monuments, temples,
coins, tombs, ornaments and paintings.
• Since paper became available in a reasonable quantity, a lot of written
accounts in the form of chronicles, autobiographies, farmans, and
accounts of foreign travellers are available from this period in Persian and
Arabic.

Page 19 of 25
New Social and Political Group:
• The study of the thousand years between 700 and 1750 is a massive
challenge to
• A historian, mainly because of the scale and variety of developments that
occurred over the period.
• It was a period of excellent mobility. One such group of people was
Rajaputra. Another group of warriors were Marathas, Sikhs, Jats, Ahoms
and Kayasthas.
• Throughout the period, forests were gradually cleared and
• agriculture extended. Challenges in their habitat forced many forest-
dwellers to migrate.
• As society became more differentiated, people were grouped into jatis or
sub-castes
• and ranked based on their backgrounds and their occupations.
• Ranks were not fixed permanently, and varied according to the power,
influence, and Resources controlled by the members of the jati.

Regions and Empires:

• Large states like those of the Cholas, Tughluqs, or Mughals encompassed
many regions.
• A Sanskrit prashasti that praises Delhi Sultan Balban tells that he was the
ruler of a vast empire that stretched from Bengal in the east to Ghazni in
Afghanistan in the west and included all South India (Dravida).
• There were considerable conflicts between various states.
• When the Mughal Empire declined in the 18th century, it led to the re-
emergence of regional states.

Old and New Religions:

• Religion was often closely associated with the social and economic
organization of
• local communities.
• It was during this period that significant changes occurred in religion. It
included the worship of new deities, construction of temples by royalty,
and the growing
• Importance of Brahmanas in the Hindu religion.
• Knowledge of Sanskrit helped Brahmins to earn respect.
• Many rulers patronised Islam.
Historical Periods:
• The British historians divided the history of India into three periods:
Hindu, Muslim and British.
• Most historians use economic and social factors to characterise the
significant elements of different moments in the past.
• The life of hunter-gatherers, early farmers and early empires was called
early societies.

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 • The growth of imperial state formations, the development of Hinduism
and Islam as the major religions and the arrival of European trading
companies marked the medieval period.
• The last era was called modernity, which carried a sense of material
progress and intellectual development.

Post Class Content

Assignment:
The following questions are to be attempted in the Social Science register:

Q1. How are historical records from the past different from the sources we
use today to learn about history?

Q2. Situation-Based Question:

You are a young apprentice working with a medieval historian in the 13th
century. One day, your teacher shows you two different maps of India — one
made by Al-Idrisi in 1154 CE and another by a British cartographer from the 18th
century.

Your teacher asks you to write a report comparing the two maps.

Based on this situation, answer the following:

I. What do the differences in the two maps tell you about how people
understood geography in different time periods?
II. Why do you think historians’ study different types of sources like maps,
coins, and texts from different periods?
III. If you had to explain the importance of context (who made the source and
why) to someone your age, how would you do it?

Q3. Why is the way we divide history into different time periods important for
understanding the past?
Q4. What difficulties do historians face when trying to understand and explain
information from medieval times?
Q5. What were some major changes or developments in religion between 700 CE
and 1750 CE?
Q6. How were rules and responsibilities decided and followed within different
jatis (communities or castes)?

Competency – Understand the basics of the environment, its components,

and how humans interact with it.

Pre-Class Content
Read the chapter from the textbook and watch the video link given below: -
https://youtu.be/3vZYD7xijsw

Page 21 of 25
Learners to note down the new key words from the chapter:
✓ Environment – The natural environment or natural world encompasses all
biotic and abiotic things occurring naturally.
✓ Ecosystem – It is a system formed by the interaction of all living
organisms with each other and with the physical and chemical factors of
the environment in which they live.
During the Class Content
Learners will be introduced to the following sub- topics:

Chapter – 1 Geography
Environment
• The nature, place, people, things, etc. that surround the living organisms
make the environment.
• It has three components: Natural, human and human-made.
• It is a combination of both natural and man-made phenomena.
• Natural environment comprises biotic and abiotic conditions, whereas the
man-made environment comprises the activities and interactions among
human beings.

Natural Environment:
• Land, water, air, plants and animals comprise the natural environment.
• Lithosphere, atmosphere, hydrosphere and biosphere are the four
domains of the natural environment.
• The lithosphere is the solid crust or the hard top layer of the Earth. It
contains landforms like mountains, plateaus, plains and valleys.
• Hydrosphere is the domain of water. It comprises water bodies like rivers,
lakes, seas, oceans, etc.
• The atmosphere is the thin layer of Earth that surrounds the Earth. It
protects us from the harmful rays and scorching heat of the sun.
• The biosphere is a narrow zone of the Earth where land, water and air
interact with each other to support life.

What is an Ecosystem?
• The relation between the living organisms, as well as the relation between
the Organisms and their surroundings form the ecosystem.
• There could be an ecosystem of extensive rainforest, grassland, desert,
mountains, lake, river, ocean and even a small pond.

Human Environment:
• Human beings interact with the environment and modify it according to
their needs.
• Early humans adapted themselves to their natural surroundings.
• With time, humans learnt to grow new things, domesticate animals and
lead a settled life.
• Industrial revolution, transportation and information revolution made
communication easier and speedier across the world.

Page 22 of 25
 Post Class Content
Assignment
The following questions to be attempted in the Social Science register:
Q1. How are plants, animals, and humans connected and dependent on each other
in the environment?
Q2. In what ways do humans change or shape the natural environment to meet
their needs?
Q3. What problems might arise in a city that has no trees or green spaces? How
would it affect people’s lives?
Q4. What steps can we take to maintain a balance between progress
(development) and protecting nature?
Q5. Situation:
The local authorities of Green Town plan to build a new shopping mall by cutting
down part of a forest area. While some people are excited about new job
opportunities and facilities, others are worried about the impact on wildlife and
air quality.

Based on this situation, answer the following:

I. What environmental concerns should be considered before starting the

project?
II. How might this decision affect both nature and the people living nearby?
III. Suggest one way the town can develop without harming the environment.

Computer Competency: Digital Literacy and Cyber Safety

Science
Pre Post Content:

What is Malware?
• Malware stands for malicious software.
• It is designed to harm, exploit, or steal data from computers or networks.
• Malware can damage systems, steal information, or give hackers
unauthorized access.

Common Types of Malware

Malware What it Does
Type
Virus Attaches to files and spreads when the file runs.

Worm Spreads by itself across networks.

Looks like a safe program but gives access to hackers or
Trojan Horse causes harm.

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Ransomware Locks your files and asks for money to unlock them.
Spyware Secretly collects your personal information.

Adware Shows unwanted ads and may collect data.

Records everything you type – including passwords and card
Keylogger numbers.

Remote Access Control: Pros & Cons

Disadvantages of Remote Access Tools (like AnyDesk, TeamViewer):

• Security Risks: Hackers may get access.
• Unintended Access: Weak passwords may lead to misuse.
• Scams: Fake calls or messages may trick users into giving control.

Advantages of Remote Access Tools:

• Easy technical support.
• Helps with teamwork from different places.
• Access your files from anywhere.
• Useful for IT maintenance, training, and cost savings.

Staying Safe Online: Cybersecurity Basics

Why You Need Antivirus, Strong Passwords, and 2-Step Verification:
• Antivirus blocks harmful programs and phishing sites.

• Strong passwords keep your accounts safe.

• Two-Step Verification (2FA) adds extra security (e.g., a code sent to
your phone).
Preventive Measures Against Malware

Here are some smart ways to protect yourself online:

• Install trusted antivirus software.

• Keep your software and system updated.
• Use a firewall.
• Be careful with emails and links.
• Enable Two-Factor Authentication (2FA).
• Create strong, unique passwords.
• Change passwords regularly.
• Browse safely and avoid unsafe websites.
• Back up your data.
• Secure your Wi-Fi.
• Stay alert about online scams.
• Use ad blockers.

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 • Educate yourself and your family.

During Class:
Discussion will be done on the mentioned topics.
Poster Making (Group Activity): Create a poster showing best practices to protect
against malware.

Post Class Content:

Revision assignments will be shared in Google Classroom.

Language Japanese:
Club Chapter 6: かぞえましょう (Kazoemashou – Let’s Count)
• Number Revision:
• Review numbers 1–100
• Introduction to basic counters (にん, ほん, まい, etc.)
• Vocabulary Development:
• Hiragana and Katakana-based word practice
• Skills Focus:
• Reading, writing, and speaking numbers
• Using numbers in basic sentence structures
• Activities:
• Counting classroom objects
• Pair-work: quiz games with numbers and counters
• Katakana-hiragana sorting tasks
French:

À la cafétéria – commander un repas (At the cafeteria – ordering a meal, basic

expressions)
Les adjectifs et les nationalités
la negation

German:
Modul 3, Lektion 1:-Akkusativ, Use of preposition “am” with weekdays.
Activity: Stundenplan

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