​The students commenced their journey of furthering their syllabus with the chapter 'The Snake and the Mirror.' The introduction of the chapter was done via a discussion on 'Vanity.' The chapter was then read, explained along with the character analysis, discussion on the elements of the story, the genre of humor, the life circumstance of the protagonist, and ended with a story plot creation. They weaved some fantastic stories using the given elements such as a) the characters of self, a snake, and rats; b) setting of nighttime with no electricity; c) props such as a room and a mirror.[Life Skill Integration]

The concept of the poem 'The Lake Isle of Innisfree' was initialized via videos of: a) traffic chaos in a city, as against, b) peace and tranquility of the lake and island at Innisfree in Ireland where the poet in real life spent a lot of time as a boy. The students noticed the vast difference between chaos and serenity and related it with their own day-to-day hectic life. The poet and the poem were then introduced to the students, and after a thorough explanation of the contents of the poem, the learners were able to understand the elements of the poem, its rhyme scheme, significance of nature, tone, theme, message, and literary devices. Q&A were discussed.

The students were eager to read the story titled, 'My Childhood' being a biographical excerpt of APJ Abdul Kalam. The students were checked upon their pre-knowledge on biography and autobiography, and they eagerly shared their knowledge on the Late President. The discussion was done on his life, friends, religious bias along with the reading and explanation of the chapter and Q&A. The concept closure was done with a group discussion.

The students next learned about and developed an understanding of the terms Ballad and Legend. The poem 'The Legend of Northland' was introduced in the class, and the works of the poetess Phoebe Cary were discussed. The students read the poem on their own and narrated what they had understood. The educator then read and explained the entire poem and the story narrated within. The morals taught in the story were evaluated, and the students actively took part in putting forward their point of view in the class. [Value Education Integration]

The students began the next story by discussing the art of storytelling and then relating it to the chapter 'Iswaran the Storyteller.' They also discussed what would happen if stories would not be told? They understood why stories were important in our lives and how they have the power to transport us to a different realm altogether. The students realized that a captivating story becomes interesting only when the narrator twists and turns the action and the plot to make the narrative full of suspense and surprise yet plausible. The story of Iswaran was read and explained, the Q&A, HOTS done.

Then Story Enactment Activity [Drama Integration] for the chapter 'In the Kingdom of Fools' was taught via role play. The students understood that it is how difficult it can be to manage fools and wisdom is important. The chapter was explained, and the students enjoyed the story. Q&A was discussed. HOTS questions were assigned to the students.

​The month ended on a beautiful note with yet another touching story of 'The Happy Prince.' The importance of statues in a city was discussed, and the students talked about how judging someone by the way they look is not right. They also reflected on the fact that we have all judged somebody at some point in time. The students read the story and gathered that something precious does not always mean materialistic goods but kindness and a good soul is what is important in this world.

History : "Democracy is the road to Socialism." - Karl Marx
The chapter "Socialism and the Russian Revolution" began with a discussion on the ongoing Russia-Ukraine war. The extent of the Russian empire was explained with a map. The students were able to differentiate between Communism, Socialism, and Capitalism. The agents of Social Change in Europe - Liberals, Conservatives, and Radicals were discussed. The nature of Russian society was explained by a PowerPoint presentation. The students were able to sensitize to the Russian people and their conditions. The spread of the Russian Revolution and incidents like Bloody Sunday and the February Revolution were discussed. The First World War and its impact on Russia were analyzed. Map work on the Central and Allied powers of the First World War was done. Revision for the half-yearly examination was conducted.

Civics : Ch.3 - Constitutional Design : The Preamble of a country is the backbone of the constitution. The importance of the preamble was discussed wherein each student was asked to explain the keywords of the preamble and the interpretation these words had in their day-to-day life. The importance of the constitution was reinforced through a general discussion.

Geography: In our previous blog post, we embarked on a journey to unravel the physical features of India. We continued our exploration, delving into the intriguing landscapes and unique facets that make this subcontinent a geographical marvel.

The Great Indian Desert Location on the Map: To truly understand the vastness of the Great Indian Desert, also known as the Thar Desert, students are encouraged to turn to modern technology. With the aid of Google Maps, you can pinpoint its precise location. It sprawls across the northwestern part of India and extends into Pakistan.

Crescent-shaped Sand Dunes: Imagine standing amidst rolling sand dunes, their shapes resembling a crescent moon. That's what you'll encounter in the Thar Desert. These dunes are a remarkable feature of the landscape, and they shift with the wind, creating a mesmerizing scene.

Jaisalmer Sand Festival: Each year, the Jaisalmer Sand Festival brings this enchanting desert to life. This vibrant celebration showcases the rich culture of the region, with music, dance, and art against the backdrop of the golden sands.

Water Man of India – Rajendra Singh: Rajendra Singh is a name synonymous with water conservation in India. His innovative efforts have rejuvenated several rivers in Rajasthan, including the Arvari River. For an in-depth understanding, check out the video on the Arvari River Project to witness the transformation brought about by his dedication.

Coastal Plains: Eastern and Western Plains

Location: India boasts an extensive coastline, and it's divided into two major coastal plains – the Eastern and Western Plains.

Divisions: These plains are further divided into distinct regions, each with its own unique charm. Explore the Kannad Coast, Konkan Coast, Malabar Coast, Coromandel Coast, and the Northern Circars to experience the diverse coastal beauty of India.

Important Rivers: The rivers that flow through these coastal plains are the lifelines of the regions they traverse. From the Godavari to the Brahmaputra, each river has its own significance, influencing the surrounding ecosystems and communities.

Slopes and Gradients: The topography of these coastal plains varies, with gentle slopes meeting the vast expanse of the ocean. This dynamic landscape is not only picturesque but also essential for agriculture and trade.

Island Groups: Andaman and Nicobar, and Lakshadweep

Location on the Map: These island groups add a touch of tropical paradise to India's geography. Andaman and Nicobar Islands are located in the Bay of Bengal, while Lakshadweep lies in the Arabian Sea.

Capital City: Port Blair serves as the capital of the Andaman and Nicobar Islands, while Kavaratti holds this distinction in Lakshadweep.

Number of Islands: The Andaman and Nicobar Islands comprise around 572 islands and islets, whereas Lakshadweep boasts 36 coral islands.

Flora and Fauna: These islands are a haven for biodiversity, housing unique species of plants and animals. Explore the lush rainforests of Andaman or the coral reefs of Lakshadweep to witness their natural wonders. The Andaman Islands hold a significant place in India's history. They served as a remote penal colony during British colonial rule. The infamous Cellular Jail in Port Blair stands as a stark reminder of the struggles endured by freedom fighters.

Barren Island's Active Volcano: The Barren Island in the Andaman group is home to India's only active volcano. While it might sound intimidating, it's a fascinating natural wonder to behold from a safe distance.

PHYSICS : Embarking on the captivating journey into the realm of "Gravitation," students were led through a series of thought-provoking questions, aimed at kindling their curiosity and engaging their prior knowledge. The chapter began by challenging their intuitive understanding: Do all objects fall towards the earth? Why do astronauts appear weightless in space?It is seen that a falling apple is attracted towards the earth. Does the apple attract the Earth? If so, we do not see the earth moving towards the apple. Why?Guided by these intriguing inquiries, students were led into discussions of empathy, fostering a deeper connection with the subject matter. As they pondered scenarios like free fall, they were prompted to empathize with the life of astronauts in space.The concept of Universal Law of gravitation, a cornerstone of the chapter, was explained to the students.By engaging in this deductive process, students not only reinforced their theoretical knowledge but also practiced applying these principles to solve numerical problems. The chapter thus equipped them with a deeper appreciation of the intricate interplay between gravitational force governing our physical world. EXTERNAL LINKS:
https://youtu.be/Kw51KiZhm0I
https://youtu.be/c9shwPMpSq8
https://youtu.be/lbOXZ2tcTgc

CHEMISTRY: The learners conducted experiments to understand the properties of a true solution, suspension, and colloidal solution by preparing sugar, soil, and starch solutions in their Chemistry lab. They enthusiastically participated in the practical, which helped them relate the concept to real-life examples, thereby aiding their clear understanding of the concepts. They also learned about different types of solutions - saturated, unsaturated, and supersaturated - by dissolving salt in normal and hot water. Their curiosity to learn about different types of solutions was evident while performing the experiments. In addition to this, they also revised the chapters, "Matter In Our Surroundings" and "Matter Around Us Pure" for their upcoming Half-yearly examination.

BIOLOGY: Teaching about animal tissues leads to a fascinating glimpse into the microscopic framework of life. Tissues, comprising epithelial, connective, muscle, and nervous tissues, are these specialized cell groups that orchestrate functions such as protection, support, movement, and communication. By employing visual aids, hands-on exploration using microscopes, and clinical connections, educators illuminated the significance of tissues in medical and biological fields. By comparing tissue types and delving into case studies, students gained a deeper grasp of anatomy's impact on bodily functions. This foundational knowledge sets the stage for a broader understanding and sparks enduring curiosity about life's intricate fabric.

सावन के महीने में छात्रों को दिल को छूती कविता गीत -अगीत को विस्तार से पढ़ाया गया | कविता की कठिन शब्दावली का अर्थ बताते हुए उसकी प्रश्नोत्तरी कराई गई | सतत विकास लक्ष्य - जलवायु कार्यवाही से एकीकृत करते हुए गतिविधि कराई गई | हरिवंश राय द्वारा लिखित कविता - अग्निपथ पढ़ाई गई | इस कविता को पढ़ाने का उद्देश्य छात्रों को जीवन में कठिन परिस्थितियों का सामना करने की सीख देना है | पूरक पुस्तिका संचयन के पाठ - स्मृति को कराते हुए उन्हें बालमन की शरारतों के बारें में बताया गया | सतत विकास लक्ष्य - थलीय जीवों की रक्षा से संबंधित गतिविधि कराई गई | व्याकरणिक विषय उपसर्ग और प्रत्यय का अर्थ स्पष्ट करते हुए उससे शब्द की नव रचना करना बताया गया | अर्थ के आधार पर वाक्य - भेद कराए गए | वाक्यों की पहचान करना सिखाया गया | रचनात्मक लेखन के विषय - अनौपचारिक पत्र और संवाद लेखन कराया गया | रक्षाबंधन और स्वतंत्रता दिवस से संबंधित अनुच्छेद लेखन कराया गया | ​

संस्कृत – ‘षष्ठ: पाठ: - ‘तत् त्वमसि’ = (तत् त्वम् असि) शास्त्रों व उपनिषदों में वर्णित महावाक्यों में से यह एक वाक्य है, जिसका शाब्दिक अर्थ है, वह तुम ही हो means ‘That art you’ or ‘You are that’। वही ब्रह्म आज भी विद्यमान है। यह महावाक्य यह बोध कराता है कि : “हर प्राणी ब्रह्म स्वरूप है। तुम अंदर से वही हो जो तुम बाहर ढूँढ रहे हो।हम जिस पूर्णता को बाहर खोज रहें है वह हमारे अंदर ही विद्यमान है। अंतर्विषयक-अध्यात्म और पुरातन इतिहास – तत् त्वम असि का जाप करने का मतलब यह पहचानना है कि ब्रह्म और आत्मा एक हैं, और इस तरह कोई अहंकार या अलगाव की भावना नहीं हो सकती है। तत् त्वम् असि चार सिद्धांत महावाक्यों में से एक है, जो उपनिषदों के संक्षिप्त कथन हैं। शिक्षणोद्देश्य और बहुगुणीय बौद्धिक प्रवीणता - रचनात्मक लेखन के अंतर्गत विचार विश्लेषण की क्षमता प्रदान कर पठन-श्रवण-कौशल और लिङ्ग वचनानुसार गद्यांशावबोधन संबंधी योग्यता प्रदान करना। हलंत शब्दरुपाणि - सकारान्त , तकारान्त , नकारान्त, समयलेखन , संख्या चित्रलेखन और , पत्रलेखन की पुनरावृत्ति कराई गई । ​

​Theme: Friendships and Feelings Chapter 3: Das würde ich nie tun! In August, students were taught the assimilation of a seen passage to find verbs with fixed prepositions, questions with Wo+prepositions, pronouns with da+prepositions, conjunctions with intentions, articles, and nouns in the genitive case. Students were equipped to understand framing hypothesis sentences, participate in a debate and discussion, and apply the grammar to express opinions, agreement/disagreement with their partner.

The right way to celebrate the occasion of Krishna Janmashtami is to embrace and follow the teachings of lord Krishna from bBhagwat Geeta.The power of Shree Krishna destroys all your sorrows, enhances your happiness, and creates goodness all around. With this thought, in August students learnt a beautiful Krishna Vandana on the song - "Shri Krishna govinda" in Kathak style along with beautiful postures, mudras and body balancing. ​

Students learnt more about using their voices effectively and engaging in speech-related activities. August is the month when India celebrates its Independence. To mark this special occasion and truly grasp its significance, drama students performed a play called "Tiranga" on 15th of August. Additionally, students enacted important moments from India's struggle for independence in their classrooms. In an effort to understand the value of freedom, students also came up with improvised scenes that depicted the challenges Indians faced before gaining independence. This experience really helped them better understand and appreciate the sacrifices made by those who fought for our freedom. It is because of these valiant individuals that we enjoy our freedom today. ​

History-The chapter Socialism and the Russian Revolution began with a discussion on Russia-Ukraine war. The extent of the Russian empire was explained with a map. The students were able to differentiate between Communism, Socialism, and Capitalism. The agents of Social Change in Europe- Liberals, Conservatives and Radicals were discussed. The nature of Russian society was explained by a PowerPoint presentation. The students were able to sensitize to the Russian people and their conditions.
Civics-In the fascinating realm of "Constitutional Design," the students embarked on a profound journey of understanding and exploration. The chapter opened with an engaging activity that delved into the complex themes of Segregation and Discrimination. Through situational analysis based on the school's almanac, the students were prompted to reflect on these critical issues. The chapter's essence was encapsulated by the timeless quote, "It always seems impossible until it's done." The exploration deepened as the students were introduced to Nelson Mandela, an iconic figure synonymous with resilience and transformation. An image of Mandela served as a visual introduction, quickly recognized by the students. The stark images depicting the sufferings of South Africa under Apartheid were presented, creating a vivid understanding of the historic context. The life journey of Nelson Mandela was narrated, instilling inspiration and capturing the students' imagination. Drawing parallels, the chapter beautifully intertwined the legacy of Mahatma Gandhi as a source of inspiration for Nelson Mandela's struggle. The students connected the dots, recognizing the shared spirit of resilience across different struggles. To add depth, images of the members of the Constituent Assembly were showcased, inviting the students to delve into the foundational processes of constitution-making. Amidst this exploration, the chapter turned its focus to the intrinsic need for a constitution. The context of South Africa illuminated the significance of having a constitution, a theme that resonated deeply with the students as they related it to the constitution of their own nation, India. Additionally, the profound importance of the 26th of January was emphasized, reminding the students of the significance of Republic Day and the foundation it laid for India's constitutional journey.
Geography-In the captivating realm of "Physical Features of India," students embarked on a geographical exploration that revealed the mesmerizing diversity of their homeland. Chapter 2 delved into the intricate tapestry of India's natural landscapes, allowing students to connect with their environment on a deeper level. Commencing the chapter with a robust recapitulation of the Himalayan mountain range, students revisited the grandeur and significance of this towering natural wonder. This served as a foundation for the broader journey of discovery that awaited them. As the chapter unfolded, the focus shifted to the enchanting Northern Plain, a sprawling expanse that holds both historical and ecological significance. Armed with maps, students dived into the geographical intricacies of this plain. The rich lexicon of terms like "khadar," "Bangar," "bhabhr," and "terai" was unraveled, casting light on the diverse facets of this region. To enhance their understanding, a carefully selected video was shared, allowing students to visualize the landscapes they were studying. Diving deeper into the exploration, the chapter invited students to unravel the mysteries of the Western and Eastern Ghats. The geographical nuances of these majestic mountain ranges were deciphered through map-based discussions, fostering critical thinking and spatial awareness. The engaging journey was further enriched by an exploration of India's desert landscape and its scattered islands, brought to life through maps and guided inquiries. The chapter's multimedia approach, combining classroom discussions, maps, and carefully chosen videos, ensured that students not only gathered information but also cultivated a sense of connection with the diverse physical features of their nation. The exploration kindled curiosity, nurtured geographical understanding, and instilled a profound appreciation for India's natural beauty.
​Video links: https://www.youtube.com/watch?v=hyMGYENEDok https://www.youtube.com/watch?v=8HbWPUiHv40

PHYSICS-Embarking on the captivating journey into the realm of "Force and Laws of Motion," students were led through a series of thought-provoking questions, aimed at kindling their curiosity and engaging their prior knowledge. The chapter began by challenging their intuitive understanding: Can a stationary object initiate movement on its own? Can a moving object cease its motion spontaneously? Guided by these intriguing inquiries, students were led into discussions of empathy, fostering a deeper connection with the subject matter. As they pondered scenarios like participating in a tug-of-war or facing obstacles despite relentless effort, they were prompted to empathize with the concepts of force, resistance, and persistence. The concept of inertia, a cornerstone of the chapter, was unveiled through an engaging hands-on activity. A five-rupee coin, balanced on a stiff card over an empty glass tumbler, highlighted the principle of inertia. A swift flick of the card caused the coin to drop vertically into the glass, demonstrating how objects tend to maintain their state of rest or motion. This experiential exploration brought the notion of inertia to life, enabling students to grasp its significance through firsthand observation. Further enriching their understanding, students transitioned to a practical activity on the sports ground. Engaging in either cricket or football, they analyzed the impact of ball hitting the net, driven by the varying strengths of different students. This experience underscored the importance of momentum, power, and strength, as every individual's unique potential influenced the outcome of the impact. The integration with physical education provided a holistic perspective on the connection between force and movement. The exploration culminated in the derivation of the relationship between force, acceleration, and mass, guided by Newton's second law of motion. By engaging in this deductive process, students not only reinforced their theoretical knowledge but also practiced applying these principles to solve numerical problems. The chapter thus equipped them with a deeper appreciation of the intricate interplay between force, motion, and the laws governing our physical world. EXTERNAL LINKS: https://youtu.be/YywhSniBQPk https://youtu.be/5oi5j11FkQg https://youtu.be/YbWjx3LUc0U https://youtu.be/kKUQNNzawDM https://youtu.be/8YhYqN9BwB4 https://youtu.be/6zFkVEI6WAY BAGLESS DAY ACTIVITY: EGG Drop Challenge (Design Thinking) A captivating Bagless Day activity unfolded with the "Egg Drop Challenge," an engaging exploration into the world of Design Thinking. Armed with a variety of materials such as cardboard, paper, straws, tape, cotton balls, bubble wrap, and rubber bands, students embarked on a creative endeavor: designing a protective structure to safeguard an egg from breaking upon impact after being dropped from a height. Amidst this hands-on endeavor, students found themselves delving into the principles of Newton's laws of motion, creating a dynamic connection between theory and practice. As they designed their contraptions, they were prompted to consider Newton's First Law of Motion—also known as the law of inertia. The egg's resistance to change in its state of rest or motion illustrated the concept's essence. The external force acting upon the egg, like the impact with the ground, demonstrated the application of this law in a tangible context. Moreover, Newton's Second Law of Motion, encapsulating the relationship between mass, force, and acceleration, came into play. By considering the egg's mass and the force it would experience upon impact, students learned to minimize acceleration through strategic design. Employing materials to cushion or distribute the force over a larger area, they showcased their grasp of the principles behind Newton's second law (F = ma). Even Newton's Third Law of Motion, the law of action and reaction, found its place in the activity's discourse. The force exerted by the ground on the egg upon impact was intricately tied to this law, underscoring the holistic nature of the study. To reinforce their comprehension, the session included a comprehensive discussion of the NCERT back exercise questions. Additionally, students were provided with a worksheet containing numerical-based problems to offer them a practical perspective on the concepts at hand. In this engaging and multidimensional activity, students not only harnessed their creativity and problem-solving skills but also delved into the intricate laws governing motion and forces, forming a bridge between theory and practical application.
CHEMISTRY-Embarking on a journey through the intricate world of plant biology, students delved into the captivating realm of "Understanding Plant Tissues." This chapter unveiled the hidden intricacies of plant anatomy, shedding light on the remarkable adaptations that enable plants to flourish in various ecosystems. The exploration began with a hands-on laboratory activity, a true voyage of discovery. Through meticulous observation, students explored the realm of simple tissues, such as parenchyma, collenchyma, and sclerenchyma. Under the guidance of microscopes and using permanent slides, they ventured into the microscopic landscapes of these tissues, uncovering their unique characteristics and functions. This tactile engagement enabled students to bridge the gap between theory and practical knowledge, fostering a deeper understanding of the botanical world. Building upon this foundation, the chapter prompted students to revisit the concept of cell division, a fundamental process that underpins growth and development in plants. By recapitulating this pivotal concept, students reinforced their understanding of cellular dynamics and their role in plant tissue formation. As the chapter concluded, students were left with a richer appreciation of the intricate web of plant tissues. They had explored the world beyond the visible, engaging with the microscopic intricacies that contribute to the resilience and diversity of plant life. Through both hands-on exploration and conceptual reinforcement, students were equipped to decipher the botanical mysteries and understand the building blocks of plants' structural complexity.
BIOLOGY-During the month of July, students embarked on a fascinating journey, transitioning from the microscopic realm of cells to the intricate study of plant tissues. The exploration of plant tissues brought them face to face with the remarkable diversity and functions that make up the botanical world. This foray into the world of plant tissues unveiled the astonishing adaptations that enable plants to flourish across a myriad of environments. A hands-on laboratory activity provided students with the opportunity to observe the intricacies of plant tissues. They delved into the world of simple tissues, including parenchyma, collenchyma, and sclerenchyma, each with its distinct structure and function. The microscope became their tool of discovery as they examined permanent slides, unraveling the intricate arrangements that constitute these tissues. Complex tissues, such as xylem and phloem, also came under their scrutiny. These tissues, responsible for crucial functions like water transport and nutrient distribution, were studied with a keen eye, allowing students to comprehend the intricate workings of plants on a cellular level. Furthermore, the month's curriculum encompassed a recapitulation of the concept of cell division—a fundamental process in the growth and reproduction of cells. This review allowed students to solidify their understanding of this essential aspect of cell biology. As students delved into plant tissues and cell division, they not only expanded their knowledge but also honed their observation skills and microscopic techniques. The study of plant tissues not only offered a glimpse into the intricacies of plants' inner workings but also provided a deeper understanding of their adaptations and survival strategies in various environments.

संस्कृत – शब्दकोश में वृद्धि करते हुए हलंत शब्दरुपाणि - सकारान्त , तकारान्त , नकारान्त की पुनरावृत्ति , धातुरुपाणि –सेव् , लभ् , मुद् , शक् , आप् आदि का लिखित और अनुप्रयोगात्मक अभ्यास कराया गया । अंतर्विषयक- (कला और साहित्य) से समायोजित करते हुए साहित्यिक कल्पनाशीलता और सृजनात्मकता की योग्यता का विकास कर मौलिक भाषा संबंधी ज्ञान प्रदान किया गया। पाठ: - कर्मणा यातिसंसिद्धिम्’ भाषिककार्य , गद्यांशावबोधन का अनुप्रयोगात्मक अभ्यास , उदाहरण प्रत्युदाहरण द्वारा स्पष्टीकरण। पाठवाचन और विषयवस्तु से उद्देश्य सहित परिचय प्रदान करना। सत्यता, निष्ठा और कर्तव्यपरायणता की महता का संक्षिप्त परिचय कराते हुए जीवनोपयोगी शिक्षा से छात्रों का परिचय कराकर महत्व समझना । चिंतनक्षमता का आत्मविश्वास और संवर्धन कर संवादविधि से वर्णन कराते हुए पठन - अवबोधन कौशल क्षमता प्राप्त करना । पाठ: - विजयतां स्वदेश: - गद्यांशावबोधनम् - भाषिककार्यम् पाठवाचन और विषयवस्तु से उद्देश्य सहित परिचय प्रदान करना । प्रस्तुत पाठ स्वतंत्रता के महत्त्व और स्वदेश की रक्षा पर केंद्रित है। गद्यांशावबोधन और भाषिककार्य का अनुप्रयोग अभ्यास कराना । विपरीतार्थक-पर्याय- विशेष्य- विशेषण , कर्तृ और क्रियापद आदि संबंधी ज्ञान क्षमाता प्रदान करना । अभ्यासपत्र द्वारा पठितपाठ्यक्रम आधारित मूल्यांकन कार्य पूर्ण कराया गया। ​

​After the summer break, students returned to school with a strong sense of enthusiasm for learning. The class transitioned into new topics, particularly the exploration of the simple future tense and future tense in the French language. The lessons were designed to be comprehensive, beginning with a thorough recap of the past tense and extending to cover the imperative tense as well. The curriculum encompassed a range of language skills, including practical writing exercises. Students learned to compose informal-style postcards and gained insight into writing invitations and messages. Additionally, they acquired the skills to gracefully accept or decline invitations. The teaching approach incorporated various study materials, such as word documents, PowerPoint presentations, and relevant workbook pages, to ensure a comprehensive understanding of the concepts. In order to consolidate their learning and gauge their progress, the class participated in a revision session called "Bilan 1," which encompassed all the topics covered up to that point. As part of fostering a well-rounded understanding of the language, the students also delved into the culture and civilization associated with the lesson. This holistic approach to language learning aimed to provide students with not only linguistic proficiency but also cultural awareness.

During the recent sessions, students engaged in a review of verb conjugations, particularly focusing on the verbs "Tener" and "Hacer." They also expanded their understanding by delving into additional applications of these verbs. The conjugations of "ser" and "estar" were discussed in detail, and the students practiced constructing sentences using these verbs. To make the learning process enjoyable and interactive, the class participated in online activities centered around feelings, moods, and irregular verbs. Further, the class revisited adjectives associated with colors, comprehending their usage in sentences. Students practiced applying these adjectives effectively. In order to enhance reading comprehension skills, the class tackled reading passages from the workbook "Repaso 1." The exercises provided an opportunity for students to apply their language skills in a practical context. Video links: https://www.profedeele.es/actividad/emociones-sensaciones-fisicas/ https://www.profedeele.es/actividad/verbo-presente-irregular/

Students learnt different types of software such as DAW for mixing or producing music. Technology has changed how people create music. Students have the possibility of becoming composers and produce film scores from their home studios. ​

From enunciating intricate tongue twisters to crafting characters with distinct speech patterns, our journey through voice and speech was both entertaining and enlightening. Students embarked on a quest to master the art of voice throw, exploring the nuances of projection and resonance. They honed their skills in controlling voice pitch, using it as a powerful tool to express a wide range of emotions and personalities. Through captivating exercises, students not only polished their vocal abilities but also cultivated self-confidence and effective communication. As July unfolded, students discovered that the magic of drama lies not only in the scripts and performances but also in the mastery of voice – a skill that resonates far beyond the stage, enriching our daily lives. ​

Students completed their jamini Roy painting ‘Three Pujarins’. They participated in the Inter-house art competition with great enthusiasm and learnt about ‘Mata ne pachedi’ art. ​

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Physics:
Chapter: Motion
In the chapter on motion, students were engaged in various activities and discussions to enhance their understanding of the topic. They were asked to provide examples of objects in motion and objects at rest from real-life situations. The students were also questioned about their prior knowledge of different types of motion, including linear, circular, periodic, rotatory, oscillatory, and circular motion.
To illustrate the concepts, a student created a model showcasing different types of motion. Through a class activity, the students were able to grasp the difference between distance and displacement with respect to a reference point. They also learned about scalar and vector quantities. This understanding helped them solve numerical problems related to distance and displacement.
Real-life situations were used to help students understand and apply the concepts of average speed and average velocity. They were able to solve numerical problems and analyze different scenarios. Additionally, the concept of acceleration was introduced using real-life examples.
A Flip Class session was conducted where students were provided with video links before the class. They divided themselves into groups and demonstrated different types of acceleration. They also engaged in peer-to-peer questioning. This activity helped them understand and calculate acceleration in various situations.
Using mathematical tools such as graphs, students learned to draw distance-time and velocity-time graphs. The significance of the velocity-time graph was emphasized, and students were able to derive the three equations of motion from it. They practiced solving numerical problems based on these equations.
Links:
https://youtu.be/8qh--3X6E5w
https://youtu.be/21BwUNDOQno
https://youtu.be/xViRvJxTu6k
https://youtu.be/Pj8Zh0A-uLU
https://youtu.be/9smjFnjkW6w 
With the help of an activity, the concept of uniform circular motion was introduced to the students. Based on their understanding of the concept, they were able to solve numerical problems related to uniform circular motion. The chapter exercises and question-answers were discussed to assess the students' understanding. Recapitulation of the chapter concepts was done through numerical practice sessions. The class revision, both oral and written, was also conducted to prepare the students for the unit test.
Chemistry:
Matter In Our Surroundings
The learners were engaged in a lot of interesting experiments throughout the chapter. They explored different properties of particles of matter through hands-on activities. For example, they dissolved sugar and salt in water to understand that these substances occupy the spaces present between the particles of water. They concluded that particles of matter have spaces between them. Furthermore, they dissolved potassium permanganate in water and observed the dilution process, which led them to the conclusion that matter is made up of millions of small particles.
To investigate the effect of temperature on the rate of diffusion, they dissolved sugar and blue ink in hot and cold water and observed that the rate of diffusion increases with temperature. A small worksheet on the topic of "Characteristics of Particles of Matter" was designed for them to track their progress.
In addition, video tutorials and listening and summarizing activities on evaporation and factors affecting it were incorporated. During these activities, students summarized the facts in their notebooks while watching the videos and later presented their findings in class, thereby enhancing their listening and presentation skills. Assessments were held to augment students' engagement and ensure continuous improvement by providing relevant information about comprehension throughout the learning process.
An end review assessment on the topic "Matter In Our Surroundings" was also designed to track their progress.
Link: [https://www.youtube.com/watch?v=JPtUdNJFdYY] 
Biology:
The Fundamental Unit of Life
A reflection activity was conducted in which students were asked to observe a picture and discuss their views. Through this activity, students learned that we often overlook things in our lives and fail to express gratitude for them. Expressing gratitude and cultivating it within ourselves was highlighted as crucial for our physical and mental well-being, higher self-esteem, and overall happiness. Chapter: Fundamental Unit of Life The students' prior knowledge about the topic of cells was assessed through a testing activity. The discovery of cells and the invention of the microscope were discussed, along with a timeline of the efforts made by scientists in the field of cell discovery. This was presented through a TED-Ed video tutorial. An integrated activity involving a Venn diagram, connecting with the concept of mathematics, was conducted to compare and contrast prokaryotic and eukaryotic cells. The structure and function of various organelles such as the nucleus, cytoplasm, endoplasmic reticulum, Golgi bodies, lysosomes, mitochondria, plastids, and vacuoles were taught to the students. Students also learned to sketch and compare plant and animal cells.
"Success is the sum of small efforts, repeated." With this quote in mind, students began the month of May. A lot of preparation and recapitulation went into the unit test. Students performed a practical laboratory activity in which they prepared a temporary stained mount of an onion peel and observed it under the microscope. Through this hands-on activity, students inferred the structure of a plant cell. The structure of the cell membrane and cell wall was discussed and reinforced using a video (https://youtu.be/qBCVVszQQNs). Students were excited to construct the cell membrane using an online tool: https://www.wisc-online.com/learn/natural-science/life-science/ap1101/construction-of-the-cell-membrane. The concept of osmosis and diffusion was illustrated through another demonstrative activity. Cell division was illustrated. To bring together the concepts covered during the month, NCERT and NCERT-Exemplar questions were discussed, along with worksheet-2.
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अप्रैल-मई , 2023
कक्षा – नवमी
संस्कृत – शब्दकोश में वृद्धि करते हुए हलंत शब्दरुपाणि - सकारान्त , तकारान्त , नकारान्त, अजंत शब्दरुपाणि - अकारान्त , आकारान्त, इकारान्त , ईकारान्त , उकारान्त ऋकारान्त - मातृ – पितृ , धातुरुपाणि – गम् , नम् , कृ, भू अस् , नी , दृश् , नृत् , स्था , दा , पा का लिखित और अनुप्रयोगात्मक अभ्यास कराया गया । तालिका द्वारा परसर्ग व वाक्यनिर्माण के साथ अभ्यास कराते हुए कारक-विभक्ति – उपपद विभक्ति और अव्ययशब्दों का सम्यक ज्ञान प्रदान कर पदपरिचय में निपुणता प्रदान की गई। अंतर्विषयक- (कला और साहित्य) से समायोजित करते हुए पाठ १ –अविवेक: परमापदाम्’ के माध्यम से गद्यांशावबोधन कराया गया । पाठ २ – पाथेयम् के माध्यम से काव्यांशावबोधन कराया गया । विद्या, बुद्धि , परिश्रम, उत्तम धन , समझ और नीति पर आधारित कठिन परिस्थितियों का सामना कर जीवन के लिए प्रेरणाप्रद प्रस्तुत श्लोकों से सामंजस्यीकरण करते हुए छात्रों से चर्चा की गई । साहित्यिक कल्पनाशीलता और सृजनात्मकता की योग्यता का विकास का मौलिक भाषा संबंधी ज्ञान प्रदान किया गया। षष्ठ: पाठ: - ‘तत् त्वमसि’ = (तत् त्वम् असि) शास्त्रों व उपनिषदों में वर्णित महावाक्यों में से यह एक वाक्य है, जिसका शाब्दिक अर्थ है, वह तुम ही हो means ‘That are you’ or ‘You are that’। वही ब्रह्म आज भी विद्यमान है। यह महावाक्य यह बोध कराता है कि : “हर प्राणी ब्रह्म स्वरूप है। तुम अंदर से वही हो जो तुम बाहर ढूँढ रहे हो।हम जिस पूर्णता को बाहर खोज रहें है वह हमारे अंदर ही विद्यमान है”
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​Badminton: Racket swing, underarm swing

Gymnastics: Basic gymnastics terminology

Judo: Forward roll, backward roll

Cricket: Basics of cricket – objectives, equipments

Basketball: Dribbling – right-hand, left-hand dribble

Football: Dribbling – Shots taps, long taps

Swimming: Introduction to the pool and its surroundings, basic water safety rules and floating on front and back

Shooting (Grade 5 and Above): Introduction to Air Pistol Shooting (Fundamentals and Safety), weapon introduction / safety procedures and range commands
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​The power of Deva Shree Ganesha destroys all your sorrows, enhances your happiness, and creates goodness all around you. Lord Ganesha blesses you with worldly bounties, keeps you protected from obstacles at all times, with this thought we at Suncity started the new session with a beautiful Ganesh Vandana - "Ganesh Raja" by Kailash Kher.
Along with Kathak basics students learnt beautiful postures, mudras and body balancing in Kathak dance style.

​The new session started with the enthusiastic Bhangra dance on the occasion of Baisakhi festival. Bhangra being one of the most energetic dance forms, it gives students the scope to push themselves to built their stamina and it is one of the best calisthenic exercise. Bhangra choreography was an amalgamation of rhythmic footwork and broad hand movements. The choreography was done in modern Bhangra style keeping the essence of the folk element intact.

​अप्रैल - मई माह में छात्र छात्राओं द्वारा की गई गतिविधिया:

गायन अभ्यास: शुद्ध स्वर अलंकार ।
राग,गीत - लोक गीत माएरी ।
प्रयोग हुए वाद्य: तानपूरा, ऑडियो ट्रैक ।
गायन तकनीक: गायन के अभ्यास की बुनियादी तकनीक, प्रतियोगिता में प्रस्तुति के महत्वपूर्ण बिंदु

इंवेस्टीचर कार्यक्रम मे चयनित छात्र छात्रों ने राग केदार मे कृष्णा गीत का प्रदर्शन किया

वाद्य - कांगो , बोंगो एवं तबला का प्रारंभिक परिचय , हस्तमुद्रा (तीन ताल ) एवं भजनी ठेका

​Students explored different instruments and practised different ways to play an instrument with time signature, meter, tempo, syncopation, accents, vocal pitch practice in different pitch and recognizing different pitches. The song practised was : "Sleeping child"

April-- The new session started with great enthusiasm, and with the creative introduction and ice-breaking activities for the students. Students were acquainted to some focus and concentration activities to improve their attentiveness.

May-- In the month of May, the students were introduced to two very important tools of drama: Observation and Imagination. Observation is a crucial trigger for imagination. It helps actors and students become more aware of their surroundings and notice even the smallest details. Furthermore, it develops their sense memory data bank, enhances the power of imagination, and ultimately enables them to convincingly create and transform into a character from a script.

Activities such as sound observation, animal observation, and observation of human behaviour in different situations have improved the observation and imagination skills of the students. Imagination, being a powerful brain-booster, allows individuals to think in unconventional ways. It can help in finding solutions and enables the creation of scenarios that effectively solve problems.
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Students were introduced to the famous contemporary artist Jamini Roy. Discussion was held on the artist's style of painting. Students learnt to create human forms by using various elements and principles of art. ​

​Chapter: Sound
With the help of discussion, students discussed and understood the production and propagation of sound. With the help of slinky activity in class, students understood the formation of compressions and rarefaction during propagation of sound. In addition, students understood that sound needs a medium to travel and it travels at different speeds. With the slinky activity, students understood the characteristics of sound waves like amplitude, frequency and wavelength. Students derived the relation between the three using basic mathematical formulae.
In addition, with the help of real life examples and discussions, students understood the concept of echo and listed the necessary conditions for echo.

Revision for UT-II
The month started with recapitulation of Atoms and Molecules with the help of revision worksheet, class tests and sample paper.
Chapter: Atoms and Molecules
The new chapter, ‘Structure of Atom’ was commenced through a prior knowledge check via MS form quiz followed by reflection where the facilitator filled their learning gaps. The chapter was started with the discovery of the electron and proton- cathode and anode ray experiment through video tutorials followed by the practice worksheet. Taking the chapter further, they learnt about atomic models like Thomson Model, Rutherford’s Model and Bohr’s Model and understood how subatomic particles are arranged in an atom.
https://www.youtube.com/watch?v=4q2elWPfB6A
https://www.youtube.com/watch?v=yIwFqIt3NQo
https://forms.office.com/Pages/ResponsePage.aspx?id=YVlUmu4VSEinRHZ-zb0eGY7USCjb5z1IsvRgjR2_gONUOUVHQVZJRjlVVE5EOTMxRjhVQTgyRTE5Vy4u
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​The month of November started with recapitulation of the Chapter 'Improvement in Food Resources' with the help of Revision worksheets, Kahoot Quiz and Sample Paper. Students recalled the details of the topic studied and gained more confidence to attempt any related questions in the exam. After the UT- II Exam, the students started their preparation for the final exams with the doubt clearing session of Chapter 1- 'Fundamental Unit of Life'. Students have been provided with the highlighted important points of the chapter along with the question-answers. The class was divided into five groups to prepare Question Bank on the topic which was later collated by the teacher and shared with all.
Think and Pair Activity:- Students learnt the different concepts related to the chapter cell by a fun activity. Each student used two placards. On first placard they wrote one term related to cell and on second placard they wrote the meanings of each term. Then the placards were collected and jumbled-up and pinned on the back of each student. Now, the students looked around and searched their buddies by correct matching up. It was a great fun way of learning the important terms and concepts of this chapter.

The students continued their journey to the history of the world with much enthusiasm to learn about the rise of Hitler. They were amazed to know how Hitler influenced the whole of Germany to his side with his speech and racial utopia based on Darwin's Theory of Evolution. They also learnt about how Nazi youth was brought up in Germany. Nazi motherhood and the holocaust really touched the hearts of the students.

The chapter "Pastoralists in the Modern World" was introduced with a case study on the life of Gujjar Bakharwals of Kashmir. This chapter was an eye-opener for the students who initially questioned 'Why are we learning about pastoralists?' The students were astonished to know the importance of pastoralism for the country. They also learnt about the difficulties faced by the pastoralists and the pattern of their seasonal movements in the summer and the winter season.
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​India is a land of rivers, a land of varied landforms. Continuing the quest of knowing India, students discussed about lakes and islands of India.
Map practice was done to understand the loctions better.
To understand the climate of India in a better way, the topic was discussed wih the help of a PPT. The map of India was shown to understand the factors such as latitude, altitude, wind movements, etc.
Pressure belts were discussed with the help of a diagram. Inter tropical conversion zone (ITCZ) was explained using white board.
Students were inquisitive and enthusiastic to understand the reason behind the different climates of India.

Working of Institutions
To understand the government better, it's important to understand the process of governance. Realizing this, the institutions of democracy were explained to the students. The importance of office memorendum was discussed with the help of memorendum issued on Mandal Commission. Mandal commission and the aftermath of Mandal commission was discussed to understand the caste politics in India.
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During the process of learning about Digital documentation, the students explored different features of Writer and revised Mail merge.
Keeping this in mind the imbalance in the distribution of wealth, the students designed an awareness poster on Reduced Inequalities by using shapes, graphics, added texts, and page border and page colors using Writer. All the posters were added to Wakelet.
Wakelet Link: https://wakelet.com/i/invite?code=5pzxxhse
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“There are no secrets to success. It is the result of preparation, hard work, and learning from failure.” General Colin Powell.
So aptly put by the former US Secretary of State. As the students geared up for their Unit Test II, the Sample Paper of English was uploaded and discussed thoroughly in class. The students noted the format, marking scheme, rubrics and the content.

Once the examinations were over, the learners continued with the last leg of their colossal syllabus with the chapter ‘The Beggar’. The educator introduced the theme of the chapter and threw it open for the students to discuss and reflect upon questions like: Why did people beg? Were the reasons given for begging by the beggar always true? What according to them were the true reasons for begging? The students actively participated in discussion and came up with reasons like circumstances, ill health, poverty, losing a job, laziness, easy way to earn money, etc. [SDG 8: Decent Work & Economic Growth] This Anton Chekhov’s short story was then introduced, read, discussed and major themes identified as alcoholism, desperation and struggle, kindness and compassion, dishonesty, selflessness, gratitude and transformation of one’s character. [Integration of SDG 1: No Poverty & SDG 3: Good Health & Well Being] The emotions highlighted in the story were evaluated and the students actively took part in putting forward their point of view in the class. [Value Education Integration]
Weblink:
https://www.diksha.gov.in/play/content/do_31315959714134425612560

Moving on to the last poem for the year, ‘A Slumber Did My Spirit Seal’ written by William Wordsworth, the students were introduced to the Lucy Poems written by Wordsworth, their background and how the poet deals with death of a loved one. The learners were encouraged to share their emotions when they perhaps may have suffered a loss. The title of the poem and its derivation was discussed with them. The poem was read and explained, new vocabulary, poetic devices, rhyme scheme were discussed, RTCs and question and answers were done.

The next chapter, a play ‘If I Were You’ written by Douglas James was eagerly awaited by the Grade 9 students because it gave them the opportunity of perform a Role Play. Although the play had limited characters of Gerrard, Intruder and the narrator, yet they had immense fun while performing it in the class. “A smart man makes a mistake, learns from it, and never makes that mistake again. But a wise man finds a smart man and learns from him how to avoid the mistake altogether.” This quote was discussed with the students and theme of the chapter deduced. The students very enthusiastically conducted the activity with some enthralling performances of both narration and enactment.
Weblink:
https://www.youtube.com/watch?v=BUAfpsD5TBg
https://www.youtube.com/watch?v=YIwUErvrhv4

All the chapters culminated with completion of respective questions and answers both NCERT and Value based. The learners attempted the HOTs and RTCs given along with the Revisions for Unit Test II and solving of Sample Paper for recapitulation of knowledge gained.
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​छात्रों को इकाई परीक्षा -2 की तैयारी कराते हुए इकाई परीक्षा ली गई | इसके संचयन पाठ्य - पुस्तक के पाठ - मेरा छोटा -सा
निजी पुस्तकालय पढ़ाया गया | पाठ की संपूर्ण व्याख्या कराते हुए पाठ की प्रश्नोत्तरी पर चर्चा की गई | सतत विकास लक्ष्य - गुणवत्ता
पूर्ण शिक्षा से एकीकृत करते हुए छात्रों को गतिविधि कराई गई | स्पर्श पाठ्य - पुस्तक के पाठ - एवरेस्ट मेरी शिखर यात्रा से एकीकृत
करते हुए एक गतिविधि कराई गई | इसके पश्चात छात्रों को संचयन के पाठ - कल्लू कुम्हार की उनाकोटी कराया गया | इसकी संपूर्ण
व्याख्या कराते हुए उसकी प्रश्नोत्तरी पर चर्चा की गई | वार्षिक परीक्षा की तैयारी हेतु व्याकरण के विषयों का लिखित अभ्यास आरंभ
कराया गया |

​Warm Up exercises
Badminton: Scissor kicks, Gripping (forehand & back hand)
Basketball: Shooting, Rebound, Offensive and Defensive skills.
Football: Heading & throwing, Defense, Offense skills
Self-Defence: Neck grab, Hair grab, Punch
Gymnastics: Front roll, Back roll, Jump and stand position.
Cricket: Orthodox catches, Underarm throw and catch, Wicket keeping, Running between the wickets​

​Annual Day preparation

QUADRILATERALS: Mathematics session began by sharing the previous knowledge of Quadrilaterals and the various types of Quadrilaterals and their properties. An explanation was given on various properties of parallelogram with proofs. The students also enjoyed understanding of Mid Point Theorem. ​

PHYSICS​

Chapter- Improvement in Food Resources
The students were asked to list the various steps of agricultural practices on white board . They solved a kahoot Quiz on the topic to recapitulate their previous knowledge. [IT Integration]
The students next discussed how cropping patterns and soil management can increase the soil nutrition. They brainstormed to find the advantages of Intercropping, mixed cropping and crop rotation. The discussion helped the students to understand how the principle of sustainable agriculture can be achieved through these practices. [SDG- 12 Responsible Consumption and Production]

The topic of Animal Husbandry was discussed in detail in class. The learners were explained the benefits and methods of poultry farming, names of indigenous and exotic varieties of birds. They also talked about maintenance of cattle with regard to living conditions, type of nutrition, and protection from diseases. Recapitulation of chapter concepts was done through Kahoot and Google Forms Assessment. [IT Integration].
​

​"The People, and the people alone, are the motive force in the making of World History"

The young and vibrant historians of Grade IX continued their journey to the history of the world. The students were thrilled to learn about one of the most well-known and reviled figures in history- Adolf Hitler. The chapter was introduced by showing some scenes from the movie Schindler's List and narrating the story of the eleven-year-old boy Helmuth. The students gained insights into the devastating impacts of world wars on the German economy and also the birth of the Weimar Republic. Radicalization was heightened by the economic crisis. The students gained insights into the problems of the Weimar republic. The consolidation of power by the nazis was discussed in detail. All these events set the scene for the Rise of Hitler in Germany. The students also made informative and beautiful presentations comparing the French and Russian revolutions. [Integration with IT]

Weblink: The Girl in Red - Schindler's List (3/9) Movie CLIP (1993) HD
https://youtu.be/j1VL-y9JHuI

​To understand the river drainage system of India, a detailed information about Peninsular rivers was given with the help of a PPT, video and mind maps.
With the help of Google earth and NatGeo mapmaker, the course of the rivers was discussed. The students tracked the rivers on the map and differentiated between east flowing and west flowing rivers. Conflict of Karnataka and Tamilnadu over Cauvery water was shared with the students.

​“Saving our planet, lifting people out of poverty, advancing economic growth…these are one and the same fight.” — Ban Ki-moon, Eighth Secretary-General of the United Nations
The topic of Poverty as a challange was introduced by asking the students to see out of the windows of their class and have a look at the labourers living in makeshift huts. The students were then asked to compare their daily routine to that of the labourers and analyaze the contrast between their lives. Creating an empthetic environment, causes of poverty were discussed. The graphs and case studies were explained for a better understanding of the concept.

​"Today's students are tomorrow's leaders"
To create an awareness among the students about the electoral process of our democracy; the process of election, campaigning and voting was discussed with them.
The students analyzed the political cartoons and understood the power of unbiased media.

​During the process of learning about Digital documentation, the students explored the different features of Word, how to create and enter data in a table, editing, formatting and Mail merge.

“I can’t change the direction of the wind, but I can adjust my sails to always reach my destination.” — Jimmy Dean. Each Suncitizen set his/her sails high and geared up for the upcoming voyage through their colossal syllabus after the Half Yearly examination.

The students began with the chapter ‘Reach for the Top’ related to the lives of the famous mountaineer Santosh Yadav and world number one tennis player Maria Sharapova. A classroom discussion on biography and autobiography was followed by watching the biographical video on Santosh Yadav and an interview of Maria Sharapova where circumstances of discrimination and inequality were talked about. [SDG 4: Quality Education & SDG 5: Gender Equality]
Links: https://youtu.be/gRluYcPHR-8
https://www.youtube.com/watch?v=2-axgNCn9v0&t=205s
The students were inspired by the grit, determination, hard work and patriotism of both the women achievers and keenly explored, skimmed and scanned the text passage and drew the character sketches of both. “Life is what you make it!” [Integration with Life Skills]

Noticing the inclination of the students, the educator changed course from biographies to emotional stories with chapters ‘The Happy Prince’ and ‘The Last Leaf’ written by the famous authors Oscar Wilde and O Henry respectively. The students related themselves with the characters, the friendship, the relationships and the sacrifice displayed in the storylines. Both stories integrated with Moral Science wherein life morals, emotions, bonds of friendship and love, empathy, self awareness, sensitivity to others etc. were discussed.

The stories were followed by a reference to travelogues particularly written by Vikram Seth which became the basis of the next chapter that the learners attempted, ‘Kathmandu’. The learners enjoyed watching Vikram Seth at his sardonic best as he received his award as one of the Greatest Global Living Indian from the President of India and then went on to explore Kathmandu, its beauty, temples, people and way of life.
Link: https://youtu.be/KD6RmWBC5QI
Project Based Learning: The students were asked to make an advertising leaflet for a hotel in Kathmandu with given inputs. [Integration with Art]

The poem ‘No Men are Foreign’ by James Kirkup was introduced to the students with them voicing their views on citizens vs foreigners, geographical boundaries, war, death, hatred. The learners then enthusiastically read the text to comprehend the poem, made connections between the text and the symbolism, extrapolated the stanzas, comprehended the theme of the poem that the world is a single entity, wars create destruction and brotherhood brings peace and prosperity, identified the poetic devices and that, that the poem is written in free verse and build views on ‘Humanity’, universal brotherhood and peace. [SDG 16: Peace, Justice & Strong Institutions, SDG 11: Sustainable Cities & Communities, SDG 10: Reduced Inequalities]

The next story commenced with learners self introspecting and agreeing to the struggles of being teenagers, settling in new school, making new friends and dealing with new teachers. ‘A House is not a Home’ was read eagerly and understood for the importance of things that make a house a home in collaborative manner and communicating ideas with each other on kindness, sensitivity and empathy. The students critically examined the love and security a home offers.

The month of October concluded with a poem written by the environmentalist, Geive Patel, ‘On Killing a Tree’ where the students appreciated the use of sarcasm in the poem when the poet appears to have written a user manual for how to kill a tree when actually he passes the message asking the reader to not cut trees.

All the chapters culminated in completion of respective questions and answers both NCERT and Value based. The learners attempted the HOTs and RTCs given along with the Revisions for Unit Test II and solving of Sample Paper and Worksheets for recapitulation of the knowledge gained.
Learning Resources:
https://www.diksha.gov.in/play/content/do_31328109372740403215601
https://www.youtube.com/watch?v=PB7L8x0oA7c
https://www.diksha.gov.in/play/content/do_31328188156080128011441
https://www.diksha.gov.in/play/collection/do_31321952147132416012893?contentId=do_31321903627923456012451
https://www.diksha.gov.in/play/content/do_3132818603005542401744
https://www.diksha.gov.in/play/content/do_31307055358098636811073
​

​अर्द्धवार्षिक परीक्षा की कार्य - पुस्तिका वितरित करते हुए स्पर्श पाठ्य - पुस्तक के पाठ - वैज्ञानिक चेतना के वाहक चंद्रशेखर
वेंकट रमन पढ़ाया गया | पाठ को कराने का मुख्य उद्देश्य स्पष्ट करते हुए उसकी प्रश्नोत्तरी पर चर्चा की गई | पद्य खंड की कविता
नए इलाके में और खूशबू रचते हैं हाथ पढ़ाई गई | कविता की संपूर्ण व्याख्याकराने के पश्चात कविता की संपूर्ण प्रश्नोत्तरी पर चर्चा की
गई | कविताओं को कराने का मुख्य उद्देश्य देश भर में दिन - प्रतिदिन हो रहे परिवर्तनों से छात्रों को परिचित कराना और समाज में
फैली विषमता और बाल मजदूरी से परिचित कराना था | स्पर्श पाठ्य - पुस्तक के पाठ - शुक्रतारे के समान को पढ़ाते हुए उसकी
विस्तृत व्याख्या कराई गई | पाठ को कराने का उद्देश्य स्पष्ट करते हुए पाठ की प्रश्नोत्तरीपर चर्चा की गई | ग्रहों और नक्षत्रों से संबंधित
गतिविधि कराई गई | कविता अग्निपथ के कवि का संक्षिप्त परिचय देते हुए कविता को कराने का उद्देश्य स्पष्ट किया गया | कविता की
प्रश्नोत्तरी पर चर्चा करने के पश्चात संगीत और कला से एकीकृत करते हुए उन्हे कविता से संबंधित चित्र बनाकर कविता का सस्वर वाचन
करने को कहा गया |

​सन्धि के अंतर्गत स्वर सन्धि,व्यंजन सन्धि और विसर्ग सन्धि की बिस्तार से चर्चा की गई l उच्चारण-स्थान के नियमों की जानकारी दी गई l छात्रों को पाठ से संबंधित अभ्यास कार्य करवाया गया l संस्कृत भाषा की दक्षता से संबंधित अतिरिक्त अभ्यास कार्य करवाया गया l

​In October, our goal was to make students adapt/prioritize the language with more newer concepts. They were introduced to the grammar topic-Conditional tense, Interrogative pronouns, Negative expressions. They were also taught how to write a recipe for Indian or French dish. Exercises related to grammar topics were done from the cahier[workbook] and Together with .The topic- Expression of quantity was also done to make the students understand the difference between adverbs of quantity and expression of quantity.

​The month began with the revision of the grammar topic "brauchen + zu + Infinitiv, um…zu and damit" learnt earlier. This was followed by a revision of all the three cases (i.e., nominative, accusative and dative) with definite, indefinite and negative articles and the fourth case "Genetiv" was introduced. The learner was further introduced to the grammar topics of “Konjunktiv II, Konnektoren’’ and Relativ Pronomen. She then solved the unseen and seen comprehension and grammar topics work assigned in the Get Ready Practice book for German. The student actively participated in the discussion conducted in the class and solved live worksheets given as home assignments.

​Annual day selection and practice.​

​Annual day preparation

​Annual day preparation

​Rangoli is an ancient Hindu art form of India. Derived from the Sanskrit word 'Rangavalli', it means rows of colours, and is drawn in the homes, courtyards and sometimes even on walls, to celebrate auspicious occasions.
Demonstration with space management, freehand drawing, opaque and earthy colours was done. They also learnt the use of poster colours, holding a brush and colour theory.

“The best tool available today for exploring real-life questions of quantity and change is the spreadsheet.”
The students, in ICT classes learnt Excel Software. They learnt different features available in Excel like creating spreadsheet, entering data, formatting data, etc. They learnt different functions like sum, Min, Max, Average, If, percentage and cell reference.

Integration of / ART/ ICT: The students explored the musical Instruments across the world and created a pixel art using formatting features in spreadsheet(Excel).

Half yearly revision was done in class
​

The difference between ordinary and extraordinary is that little “extra.” Each Suncitizen tried to put in that little ‘extra’ during their Mid Term Examinations which began in the month of August 2022.

The students commenced their journey of furthering their syllabus with the chapter ‘The Snake and the Mirror’. The introduction of the chapter was done through a story plot creation where the students in groups weaved some fantabulous stories using the given elements such as a) the characters of self, a snake and rats; b) setting of night time with no electricity; c) props such as a room and a mirror. The chapter was then read, explained along with the character analysis, discussion on the elements of the story, the genre of humour, the life circumstance of the protagonist. [Life Skill Integration] The students were then explained the techniques to attempt HOTS and value-based questions.

The concept of the poem ‘The Lake Isle of Innisfree’ was initialized via videos of; a) traffic chaos in a city, as against, b) peace and tranquility of the lake and island at Innisfree in Ireland where the poet in real life spent a lot of time as a boy. The students noticed the vast difference between chaos and serenity and related it with their own day to day hectic life. The poet and the poem were then introduced to the students and after a thorough explanation of the contents of the poem, the learners were able to understand the elements of the poem, its rhyme scheme, significance of nature , tone, theme, message and literary devises. Q&A were discussed.

The students were eager to read the story titled, ‘My Childhood’ being a biographical excerpt of APJ Abdul Kalam. The students were checked upon their pre-knowledge on biography and auto biography and they eagerly shared their knowledge on the Late President. The discussion was done on his life, friends, religion bias along with the reading and explanation of the chapter and Q&A. The concept closure was done with a group discussion. [SDG 3: Good health and well-being & SDG 11: Sustainable cities and communities]

The students next learnt about and developed understanding for the terms Ballad and Legend. The poem 'The Legend of Northland' was introduced in the class and the works of the poetess Phoebe Cary discussed. The students read the poem on their own and narrated what they had understood. The educator then read and explained the entire poem and the story narrated within. The morals taught in the story were evaluated and the students actively took part in putting forward their point of view in the class. [Value Education Integration]

The students began the next story by discussing the art of storytelling and then relating it to the chapter ‘Iswaran the Storyteller’. The students realized that a captivating story becomes interesting only when the narrator twists and turns the action and the plot to make the narrative full of suspense and surprise yet plausible. The story of Iswaran was read and explained, the Q&A, HOTS done. The class was concluded with a Story Narration/Enactment Activity [Drama Integration] where the students were divided in groups and were asked to change the ending of the story. They were then given a choice to either narrate or enact their creation. The students very enthusiastically conducted the activity with some enthralling performances of both narration and enactment.

Finally, the month ended with the revision for the Half Yearly Examination. All the stories and poems in the syllabus were revised through peer teaching. The chapter ‘In the Kingdom of Fools’ was revised via a worksheet. The pattern of the Sample Paper was discussed.
​

​"When you dance, your purpose is not to get to a centain place on the floor; it's to enjoy each step along the way."

The session began with a new dance style- Freestyle on a Krishna song embibing the spirit of love and devotion. We used freestyle body movements along with hand gestures and rhythmic foot movements to create a new choreography. They were also taught the basic levels of body like plie and releve. It is a good exercise for mind and body coordination, it also improves the body posture.

Warm up exercises and games.

Students enacted various situations identifying the purpose of the character like: Walking in with a purpose! and Where am I?
Mirroring Activities where students follow the teacher in various actions & postures were conducted. Body Sculpting - An activity in which students are divided into teams of two where one becomes the sculptor while the other becomes a model and they make things (living/non living) and then their roles are switched.

History:
" A generation which ignores History has no past and no future"
The budding Historians and Archaeologist of Suncity school continued their journey to the past knowing and understanding the struggles of the French Revolution.
The students learned about series of events in the French Society and how France became Republic. A discussion on political clubs was conducted in class and students gained knowledge about the Jacobin club and the scariest event in the history of French society ‘Reign of Terror’. The students were asked to research on the history and origin of Guillotine as a form of punishment.
 
“A woman with a voice is, by definition, a strong woman” and the French Women was no different. The students gained insights on the role of women in the French Revolution. The impact of French Revolution on different sections of French society was discussed. Finally students enthusiastically gave summary of the revolution imagining themselves as a member of the French society.

​Civics:
Ch.2-Constitutional Design
“It always seems impossible until it's done.
The lesson started with the image of Nelson Mandela being identified by the students,Images of people of South Africa suffering through Apartheid was shown to make student understand the plight .Story of Nelson Mandela was shared with the student to inspire them .Reference of Gandhi Ji was given as an inspiration to Nelson Mandela.
(Integration with Visual Art)-The Anti-Apartheid song was practiced by students in the class to understand the unity and enthusiasm of South African people.
Need for a constitution was discussed with reference to South Africa and student created it with the constitutions of India.Importance of 26th January was discussed as the Republic Day.

Geography: 
​Ch.2-Physical features of India
India is a land of diverse land form with magnificent geographical features.The lesson was carried forward from last month to enrich students with the physical divisions of India
The parallel and the longitudinal divisions of Himalayas were shown on the google maps along with the important features and the major peaks.With the help of a PPT, important points were explained .
Students understood the importance of Himalayas Peninsular plateau and its divisions were shown and explained n the map of India and students were asked to locate the divisions .An oral quiz was conducted to check the learning.
Responsible tourism was discussed in creation with the recent Amarnath tragedy relating to the SDG- Climate action.
Another important physical division Eastern and Western ghats were discussed and highest peaks of ghats were located on the Google map by the students.
Map work was done in the notebook to reinforce the knowledge.

​ग्रीष्मावकाश से पहले पढ़ाए गए पाठ - तुम कब जाओगे , अतिथि का पुन: वाचन करते हुए उसकी संपूर्ण व्याख्या की गई | उसकी प्रश्नोत्तरी पर चर्चा की गई |
इस पाठ को कराने का मुख्य उद्देश्य वर्तमान समय में अतिथि के प्रति लोगों की बदलती धारणा से छात्रों को अवगत कराना है | सतत विकास लक्ष्य -गुणवत्तापूर्ण
शिक्षा से एकीकृत करते हुए पाठ से संबंधित गतिविधि कराई गई | स्पर्श पाठ्य - पुस्तक के पाठ - एवरेस्ट मेरी शिखर यात्रा को कराने का उदेश्य स्पष्ट करते हुए
पाठ का वाचन कराया गया | पाठ की संक्षिप्त व्याख्या करते हुए पाठ की प्रश्नावली पर चर्चा की गई | सतत विकास लक्ष्य - जलवायु कार्यवाही से एकीकृत करते
हुए पाठ से संबंधित गतिविधि कराई गई | स्पर्श पाठ्य - पुस्तक के पाठ रहीम के दोहे कराए गए | दोहों को कराने का मुख्य उद्देश्य स्पष्ट करते हुए दोहों की
संपूर्ण व्याख्या कराई गई | भाषा सप्ताह के अंतर्गत छात्रों को रहीम के दोहों से संबंधित संदेश - पत्रिका बनाकर दोहों का सस्वर वाचन करने को कहा गया |

The new academic session began with a video on greetings and farewells. The students introduced themselves in Spanish and participated in a small talk Role play activity. Revision of alphabets, numbers, days of the week, months, articles, phrases to comunicate in the Spanish class, physical description and emotions and moods were done in class. The class was exposed to real life videos conversations. Worksheets were given to strengthen their knowledge.
https://www.youtube.com/watch?v=Bj-fAlHK2rM
https://www.youtube.com/watch?v=kqJqukSrpFE
https://www.youtube.com/watch?v=9LT9ltzFJTQ
https://www.youtube.com/watch?v=7VbPiUSXzLI
https://www.youtube.com/watch?v=kyxjMCG-nP0
https://www.youtube.com/watch?v=867xuoU2ZRM&t=97s
https://www.youtube.com/watch?v=Q40JVYVP49I
​

​The month began with the revision of the grammar topic "brauchen + zu + Infinitiv" learned earlier. This was followed by collecting ideas about planning a party and thereby forming dialogues for the same. The students then listened to a message and a radio announcement and answered the questions given. They also gave their views about a picture shown of a street performance and read a text related to the picture and also answered the questions based on the text. This was followed by a revision of all the three cases (i.e. nominative, accusative and dative) with definite, indefinite and negative articles and the fourth case "Genetiv" was introduced. They also got to learn the Genetive preposition of time "während (during)". The students finally collected ideas on what all can happen during a party and practiced sentences using the preposition "während" with genitive articles. The month was concluded with a revision of present perfect tense with the help of a song and a short skit named "Die Kuh Elsa ist tot! (The cow Elsa is dead!)" as a part of Language and Performing art week. https://www.youtube.com/watch?v=lI1C_q8QOVU

​We began the class by sharing the previous knowledge of Rational Numbers with a discussion where the students use Rational Numbers in their day-to-day life. Students were able to understand Real numbers and their decimal expansion and Irrational numbers and their decimal expansion.

Students enjoyed working on number line to locate root and decimal numbers. The chapter was read and explained well. The book exercises were done and discussed. Worksheets were given to strengthen their knowledge.

Students were asked to Integrate Art and Mathematics by - Making of the colorful square root spiral in the A3/A4 size sheet.

POLYNOMIALS: With the practice and prior knowledge of terms, variables, monomials, binomials, trinomials, students understood the meaning of Polynomials.
Students also practiced the following concepts:
• Degree of a polynomial
•  Zeroes of a polynomial
•  Remainder Theorem
•  Factorisation of Polynomials using splitting the middle term method.
•  Algebraic Identities
They also enjoyed solving case study questions related to polynomials.

COORDINATE GEOMETRY: Mathematics session was began by sharing the previous knowledge of Graphs using Graph Paper where the students were able to identify different terms like – X-axis, Y-axis, Origin, writing positive and negative numbers on both axes.
Students also enjoyed understanding of the following concepts using their own graph paper:
• Cartesian System
•  Quadrants in a plane
•  Plot the numbers on a graph paper
​
INVESTIGATION:
Students also INVESTIGATED themselves how to find the fourth vertex of a rectangle/square if three vertices are given. Then they derived the distance between each vertex and later they come to the conclusion that they can also find Area and Perimeter with the Cartesian products only.

The Practice exercises from the textbook and worksheets were done which strengthened their conceptual knowledge.

PHYSICS: Chapter: Motion
With the help of several examples and discussion on real life situations, students understood the physical significance of rest and motion of an object. Also, students understood the importance of origin of motion of an object and concluded their understanding about “ Reference Point”. By taking several real-life examples, students concluded about the distance and displacement covered by an object and then they listed out the difference between the two quantitates. In addition, students were also
able to explain the difference between the speed and velocity and their different types. Students also differentiated between uniform motion and non-uniform motion on the basis of a different activities between the groups of students.

With the help of graphs, students represented the various forms of motion in graphical form by plotting graphs (i) position - time (ii) speed- time

Note: In addition to their conceptual understanding about the above said topics, students also practiced numerical on all topics to understand the application of all topics in real life.

Practical Activity: Students were divided into groups and asked to take rounds in the field in different manners to explain the concept of distance and displacement. Also other group noted the time taken by group of students to cover same distnace to calculate speed. In addition, after calculation and taking simultaneous examples, students were able to differentiate between uniform motion and non uniform motion.

CHEMISTRY: The learners were engaged in a lot of interesting experiments throughout the chapter. They explored the properties of particles of matter through a hands-on activity. They dissolved sugar and salt in the water to understand that when they add sugar/ salt to water they occupy the spaces present between the particles of water. They concluded that the particles of matter have spaces between them. They also dissolved turmeric in water followed by a dilution process to conclude that matter is made up of millions of small particles. To investigate the effect of temperature on the rate of diffusion, they dissolved turmeric in hot and cold water and learnt that the rate of diffusion increases with temperature. In addition to this, video tutorials, listening and summarizing activity on evaporation and factors affecting it was designed where the students summarized the facts in their notebooks while watching the video and later presented in the class thus enhancing their listening skills & presentation skills.  The assessments held helped to augment students’ engagement and ensured continuous improvement by providing relevant information about comprehension throughout the learning process.  An end review assessment of the topic - Matter in Our Surroundings was also designed for them to track their progress.

Links: https://www.youtube.com/watch?v=JPtUdNJFdYY

BIOLOGY: Biology lessons started with a few probing questions related to the previous knowledge of cells through a Flash Card Activity. Each learner participated actively. For building up the concept of cell theory and the contribution of scientists towards cell theory, listening and summarizing activity was designed.After the recapitulation of cell theory, they completed the worksheet corresponding to the concept. Students were shown a video to prepare the stained temporary mounts of plant cells and animal cells. At the end of the lab video, students compared and contrasted their observations between a plant cell and an animal cell.
A powerpoint presentation on structure of cell, diffusion and osmosis followed by video tutorials was shown to the students.  To upgrade their knowledge of the function of the nucleus and cytoplasm, a  live video of the nucleus showing the movements of chromosomes and cytoplasm was shown to them.
Students answered Quick Biology Cell Puzzles based on the concepts to assess their learning.
Students were given a series of pictures to identify whether cell division has taken place.  To understand the terms diploid and haploid and the key stages in the cell cycle, students were shown an interactive video. On the basis of concepts learnt, students answered various HOTS Questions.
Through the “Think, Pair and Share Routine ” the students teamed up to think deeply about the function of chromosomes, genes and DNA. They also researched the genetic disorders and their possible reasons.  

HISTORY: The new academic session commenced with students 'Comparing Democratic form of government and Monarchy'.The students were introduced to the French revolution by a discussion on the Statue of Liberty and what it symbolizes. The students were asked to collect some interesting facts about the Statue of Liberty and present them before class. The starting point of the French Revolution 'The storming of the Bastille was explained to students through pictures and videos. The French society during the late eighteenth century was discussed using a triangular pyramid and students were asked to compare it with the varna system which was prevalent in India. The students were involved in the activity of inferring what the artist has portrayed through the painting of the Spider and the Fly. The subsistence crisis in French society was discussed and students were involved in an activity of completing the course of subsistence crisis using a flow chart.

 A video on the French revolution was shown to the students. They learned about the emerging middle class in French society and their contribution to the revolution. The various political philosophers and their contributions were discussed. The students were asked to research political philosophers. The students gained knowledge of Estates General. The students were asked to compare the voting procedure in Estates General and the present voting system in India. The students prepared a timeline of various incidents which lead to the outbreak of the French Revolution. They learned about the Tennis Court Oath and its importance. French constitution of 1791 was discussed and students were asked to compare it with the Indian Constitution. Art Integration: The students drew the various political symbols of the French Revolution and understood what it symbolises.
Link:  https://youtu.be/PBn7iWzrKol

​CIVICS: The chapter 'What is Democracy, Why democracy' was introduced with the help of an image talking about US invasion in Iraq. A recap was done using inquiry based approach about the important features of democracy.
"Why absolute democracy is desirable" was explained with the help of a PPT .Case studies of Estonia,Saudi Arabia and Zimbabwe were explained in relation to democracy and SDG 5 of Gender Equality and SDG-10 of Reduced Inequality was discussed.Students participated in a debate to understand the need for an absolute democracy .
Worksheet was discussed for strengthening the concepts.

GEOGRAPHY:  The new academic session commenced with children getting to know more about their country. An activity was done in which students wrote names of all the states and their capitals .While sharing information, the students virtually traversed the country and collected facts from, neighbours, areas of conflict,
important lines of latitudes, islands, water bodies .Students were also uprised about the British historyof  McMahon Line ,Durand Line and Red cliff line and the difference
between LOC and LAC.Post this, they went on to trace the trade route from China to Europe thus understanding the importance of India’s strategic location at the head of the Indian Ocean.They also understod the importance of Suez canal by locating it on the map of India using the Natgeomapmaker.

They also learnt about India and its standard time and how its longitudinal extent is responsible for 82°30’ E being chosen as the standard meridian of India.( Integration with Maths)Calculation of time with respect to longitude was done in detail The lesson was concluded with extensive map practice.

ECONOMICS: The class began with the question on features of a typical village.Students shared their observations and personal experiences.With the help of PPT and the case study of  Palampur ,the factors of productions were discussed with the help of a mind map.  The students also learnt to represent the land distribution of the village Palampur with the help of a PIE CHART. They also gained knowledge about the advantages of the Green Revolution and its impact on the land. SDG 15 (Life on land).
The chapter was concluded with the brainstorming worksheet based on SDG 8 (Decent Work and Economic Growth) where the students investigated the push and pull factors of migration and the challenges faced by migrants.
Worksheet was discussed for UT Revision.

“Imagination is more important than knowledge.  For knowledge is limited, whereas imagination embraces the entire world, stimulating progress, giving birth to evolution.”
                                                                                                                                   — Albert Einstein
The students, in IT classes learnt about the importance of ICT and different components of Computer System. Students got the opportunity to explore few ICT tools. Three groups of students created Sway presentation on Past, Present and Future of ICT and presented in ICT class. Students created a mind map using coggle or bubbl.us on the ICT tools used in Concept Initiation and related to the (SDG: 11 Sustainable cities and Communities) by citing steps to the real life IPO cycle. Categorize Input Processing and output to attain SDG 11. They also created flow chart based on different types of computer memory.
Students designed Posters using CANVA Tool, Photoshop and Adobe Spark they compared computer primary memory to Earth Day.

 अप्रैल माह में छात्रों को सत्र २०२२-२०२३ के पूरे पाठ्यक्रम की जानकारी देते हुए स्पर्श पाठ्य- पुस्तक का पाठ -१ दुःख का अधिकार पढ़ाया गया | पाठ को पढ़ाने का मुख्य उद्देश्य स्पष्ट करते हुए उन्हें जीवन में पोशाक के महत्त्व से परिचित कराया गया | इस विषय पर छात्रों से गतिविधि भी कराई गई | काव्य खंड में रचित रैदास के पद पढ़ाए गए | पदों की संपूर्ण व्याख्या करते हुए प्रश्नोत्तरी पर चर्चा की गई | व्याकरणिक विषय वर्ण - विच्छेद , अनुस्वार - अनुनासिक और वर्ण - विच्छेद का वर्णन करते
हुए लिखित अभ्यास कराया गया | इससे छात्रों के शब्दकोश में वृद्धि हुई | पूरक पुस्तिका संचयन में रचित पाठ गिल्लू को पढ़ाते हुए उसका अभ्यास कराया गया |
पशु - पक्षियों में भी मानवीय संवेदनाएँ होती हैं , इससे परिचित कराया गया | मई माह में छात्रों को रचनात्मक लेखन के विषय अनौपचारिक पत्र - लेखन का प्रारूप कराते हुए उसका लिखित अभ्यास कराया गया | रचनात्मक लेखन के दूसरे विषय संवाद - लेखन को सतत विकास लक्ष्य - ४ गुणवत्तापूर्ण शिक्षा और सतत विकास लक्ष्य - १५ थलीय जीवों की सुरक्षा से एकीकृत करते हुए कक्षा में मौखिक रूप से अभने संभाषण के माध्यम से संवाद- लेखन कराया गया | इससे छात्रों की वाचन कला में सुधार आया | स्पर्श पाठ्य - पुस्तक के पाठ - तुम कब जाओगे - अतिथि का पाठ वाचन कराया गया |

​संस्श्सत्र और स्वर-संधि उदाहरण- प्रत्युदाहरण सहित अभ्यास कराया गया । रचनात्मक विधा के अंतर्गत चित्रवर्णन अनुप्रयोगात्मक रूप में अभ्यास कराते हुए स्पष्ट कराया गया ।  पाठवाचन , श्रवण कौशल , भाषिक कार्य और गद्यांशावबोधन कार्य करने की योग्यता प्रदान की गई । पाठ १ –अविवेक: परमापदाम्’ के माध्यम से गद्यांशावबोधन कराया गया । भाव पक्ष के साथ- साथ छात्रों ने स्वजीवन में कहानियों से सामंजस्यीकरण करते हुए मूल्यपरक प्रश्नों पर चर्चा की । समझ और नीति पर आधारित कठिन परिस्थितियों का सामना कर जीवन के लिए प्रेरणाप्रद लक्ष्य प्राप्त करना । साहित्यिक कल्पनाशीलता और सृजनात्मकता की योग्यता का विकास का मौलिक ज्ञान प्रदान किया गया।  

​Started the session with recap of three types of verbs. Grammar topics from the previous year was done along with comprehension passages. They were also taught to describe a person with a given image. Students were taught how to make their identity card in French. Letter writing was introduced with example formats. Lesson 1& 2 workbook was completed along with culture & civilization part.

​The new academic session began with a self-introduction using the phrases and vocabulary learned.  After a quick revision of the topics already known, the grammar topics like subordinate clause with the conjunction "wenn", "zu+ Infinitiv", "damit" & "um...zu" were introduced. The students practiced question and answers based on a chat and learned to write  a "Steckbrief (Profile)". They were then introduced to message writing and sms writing. Questions and answers based on the same were practiced simultaneously. They also learned to make sentences using "brauchen +nicht/kein/nur + zu + Infinitiv" to replace sentences with the modal verb "müssen".

​Students practised:
•        Warm-up exercises like on the spot jogging, jumping and running.
•        Agility exercises like modified zig-zag running with cones.

Students were able to play:
BADMINTON: Ready Position: Sidestep (Chasse) Moving front & back. Lunge
BASKETBALL: Ball handling, Dribbling, Passing
CRICKET: Batting & Bowling, Batting & Bowling, Fielding & Wicket Keeping
FOOTBALL: Ball control & dribbling, Passing & Receiving, Shooting & Kicking
SELF DEFENCE: Wrist Grab - Technique 1(Same hand & Opposite hand, From behind same side hand)

​A good beginning makes a big difference. This academic year began with new hopes and a positive mindset in order to make it a bright chapter for students' life. The session started with the auspicious 'Ganesh Vandana' along with the introduction of dance and asamyukta hasta mudras.

​"When you dance, your purpose is not to get to a centain place on the floor; it's to enjoy each step along the way." The session began with a new dance style- JAZZ. It's a good exercise for mind and body coordination, it also improves the body posture.

​Students were made to feel comfortable followed by an introductory activity in the form of 'Which Fruit Are You?' The next few sessions focused on developing Reactions to various Actions performed by the facilitator for example a dramatic and strong reaction to the action of being slapped or hot water being thrown on your face or tasting a sour lemon, etc. The students were also made to do a Nukkad Natak on 'How a Democracy Functions, which was co written by students of Grade VIII.

अप्रैल एवं मई माह में छात्र छात्राओं द्वारा की गई गतिविधिया:

गायन अभ्यास: शुद्ध स्वर अलंकार ।
राग,गीत - माई री लोक गीत , सरस्वती वंदना, राग खमाज। ।
प्रयोग हुए वाद्य: तानपूरा, ऑडियो ट्रैक ।
गायन तकनीक: गायन के अभ्यास की बुनियादी तकनीक, प्रतियोगिता में प्रस्तुति के महत्वपूर्ण बिंदु ।
विशेष गतिविधि-  छात्र छात्राओं ने इंटर स्कूल गायन प्रतियोगिता मे हिस्सा लिया तथा बहुत ही अच्छा प्रदर्शन कर विजयी भी हुए।  
सन्दर्भ वीडियो लिंक: https://youtu.be/vrRYjch3UT8 
https://youtu.be/IMcLvbNGJ_E 

​In their Visual Art lessons, students learnt:
 
Typography-
 · Introduction to letters as a graphic (Nameplate/ initials).
 · Students were introduced to the study of types, as a reflection of their inner self. 
 They were asked to design a nameplate using their name initials in their own style.
 
 Picture composition/ poster on Earth Day-
   · Students observed and related environmental issues into a visual composition.
 
 Poster Making on Labour Day
 · Students recalled their observations from daily life and made a poster on ‘Stop Child Labour’. 
 
 Picture composition/ poster on Mother’s Day-
 · Students observed the emotion of a child and mother and expressed it into a visual composition.
 
 Composition: Creative & freehand
 Art Technique: Free hand, paper craft, colour mixing, geometric (with tools), colouring, outlining
 Art tools: Pencil, sketch pen, crayons, oil pastels, scale, craft paper, tissue, etc
 SDG: Good Health & Well Being, Quality Education, No poverty, Responsible Consumption & Production

In her Visual Art lessons, Jayashree learnt:
•        Mother Teresa by M F Husain (Theory and description)
•        Still Life in pencil shading (2 objects in a composition)
•        Crushed paper study (drawing a crushed paper in pencil shading)
•        Leaf study (drawing a dried leaf in pencil shading)

Composition: Creative & freehand
Art Technique: Free hand
Art tools: Shading pencils and cartridge paper

Jovial January has been a month of happiness all around. It is the time when our students welcomed the new year with new promises and resolutions after the winter break. January has been another month of learning and revising the concepts with the maximum participation in different activities like Intra and Inter-School competitions, which not only honed their skills but also gave them a platform to showcase their talents.
 
The universal theme ‘I am truthful’ proved to be a big support for the young minds with the help of which the value of being truthful and honest could be inculcated well. The students happily narrated their personal experiences during the discussion time in the morning assembly sessions promising to be truthful and dedicated always.
 
The students commenced CT lessons with beautiful thoughts and enriching words. They enjoyed reading the NIE and sharing numerous facts and regular updates about various important events like Republic Day and other competitions.

 
IT:

The students learnt ‘Master Slide in Libre Office Impress’. It helped them to quickly make changes to every slide in the presentation. It also enables every slide on the presentation to follow a singular theme and look cohesive – perfect for creating a professional presentation.
They also revised creating labels in ‘Mail Merge’ and doing calculations in Excel. They made a soft copy of the Practical Files in the Flip Book and compiled eight practical activities.  

POLITICAL SCIENCE:

The sub-topics of the chapter ‘Poverty as a Challenge’ were discussed and revised. Reflections were done through oral questioning and an MS Forms Quiz was also conducted giving Assertion and Reasoning-based questions. A revision worksheet was also shared for written practice.

https://forms.office.com/Pages/ResponsePage.aspx?id=YVlUmu4VSEinRHZ-zb0eGZJJ749KcEhAq0VnRSFTU_dUQlQ5WktVV0Y2WkhDMVJENjg1UlVRSUdBRS4u
​

GERMAN:

After the completion of German UT-2, the students continued with our Lektion-4 (Hamburg, wir kommen!). The class completed all the exercises from the workbook and the textbook to have a deep understanding of new concepts like K-II (swollen), temporal Nebensätze- Konjunktionen während and bevor. The students have also started watching a German movie- ‘Nico’s Weg’ and are completing the online exercises related to all the episodes. 

​

FRENCH:
​
The students completed Lesson 10 workbook exercises with extra worksheets. Grammar topics of ‘Superlatives & Comparatives’ were revised along with textbook exercises. Conditional Tense was explained with the help of letter writing. The revision worksheet was solved online for UT II.    

WESTERN DANCE:
​
In their Western Dance lessons, the students learnt:
 Basic steps of Hip Hop style (Step & touch, Step-slide-touch, Slide & push).
 Dance choreography using the above steps on ‘Jingle Bells’ instrumental track.
Dance form: Hip Hop (Beginner level)
Song : ‘Jingle Bells’ instrumental
Video link: https://www.youtube.com/watch?v=n5uIahQw9sw

PHYSICAL EDUCATION:

Students practiced:
 Warm-up exercises like on the spot jogging, jumping and running.
 Flexibility exercises like Standing Hamstring Stretch (Bending Forward), Piriformis Stretch (Hip Rotation), Lunge With Spinal Twist (Alternative toe-touch), Butterfly Stretch (Thigh muscle Stretch),
Side Bend Stretch (Waist Stretch), Lunging Hip Flexor Stretch (Hip and calf stretch)
Students were introduced to Team Games:
 Basic rules of different sport
 Importance of every sport
 Career in sports
 Measurements of different sport Minecraft Fitness Run 1.0
Students ran looking at the video and moved accordingly.
This helped in improving footwork, agility, gross motor skills, and neuromuscular coordination.

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