STUDENT COMPANION

ENGLISH
GRADE 10

Unit-1 Expressions and Impressions!

Unit-2 We are what we believe!
Unit 3 Sailing Across Time: Unlocking Creativity
Unit-1 Expressions and Impressions! 3
Activity- 1 Turn and Talk - Introductory activity to biographical sketch 5
Activity- 2 Let us write- Introduction to biographical sketch 6
Activity- 3 Reading about ‘Oprah Winfrey’ 7
Activity- 4 Comprehension check ! 12
Activity- 5 Analysing the text! 14
Activity- 6 Think, reflect and share! 15
Activity- 7 Let us write! 19
Activity- 8 Exploring another biographical extract 22
Activity- 9 Reflecting on Mr. Phogat’s biographical excerpt 26
Activity- 10 Biographies- Reflection and analysis 27
Activity- 11 Influence of the Role models - Discussion 29
Activity- 12 ‘Finding my role model’ 30
Activity- 13 ‘Writing a biography of my role-model’ 33
Activity- 14 ‘Assessing each other’s biography’ 37
Activity- 15 Role-models, inspirations, and biographies 39
Unit-2_We are what we believe! 42
Activity- 1 Now, let’s read a story! 44
Activity- 2 My favourite story from 46

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Activity- 3 My favorite story from ‘Stories told at Home’ 47
Group activity 15 mins 47

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Activity- 4 ‘Stories told at Home’ Gallery Walk 48

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Activity- 5 Let’s recall at home! Individual activity 15 mins 48

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Activity- 6 Let’s read another story! Individual activity 35 mins 49
Activity- 7 Let’s explore the story! Individual activity 15 mins 58
Activity- 8 Let’s comprehend the story! 59
Activity- 9 A video to watch! 60
Activity- 10 Match the column! 62

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Activity- 11 Four more! 63

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Activity- 12 Which Folk Tale? Individual activity 10 mins 67
Activity- 13 Story relay-Carry it forward Group activity 20 mins 68
Activity- 14 Let’s weave a story! 71
Activity- 15 Let’s weave a story! 72
Activity- 16 Self and Peer assessment 74
Activity- 17 Making Connections! 75
Activity- 18 Write what you know! 77
Activity- 19 Poetic Stories 78
Activity- 20 Poetic Folktales (Features) 79
Activity- 21 Jigsaw Part-I 82
Activity- 22 Jigsaw Part-II 93
Unit 3 Sailing Across Time: Unlocking Creativity 95
Activity- 1 Looking Back In Time 96
Activity- 2 Writing About An Experience Group activity🕒 15 mins 97
Activity- 3 Let’s Read A Travelling Experience 97
Activity- 4 Let’s Brainstorm 103

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Activity- 5 What is a Blog?
Pair activity 15 mins 103

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Activity- 6 Key Features of A Blog 105
Activity- 7 Compare and Contrast Pair activity 20 mins 106
Activity- 8 Blogging for Travelling 107
Activity- 9 My First Blog 108
Activity- 10 A Travelogue 108
Activity- 11 Jigsaw Reading 109
Activity- 12 Finding Key Features of a Travelog 113
Activity- 13 Writing a Good Travelogue 114
Activity- 14 Blog To Travelogue 117
Activity- 15 Poetry: A Form of Travel Writing? 117
Activity- 16 Let’s Read a Poem 118
Activity- 17 Decoding The Poem 120
Activity- 18 Discussing Various Genres 122
Activity- 19 Preparing Checklist 122
Activity- 20 What is Travel Writing? 123
Activity- 21 Let’s Go… Vlogging 125
Activity- 22 Let’s Learn Vlogging 126
Activity- 23 Key Features of a Vlog 131
Activity- 24 Compare and Contrast Various Genres of Travel Writing 132
Activity- 25 What’s Your Travel Story? 133
Activity- 26 Prepare Your Presentation 133
Activity- 27 Presentations and Feedback 134
 Unit-1 Expressions and Impressions!

Through this unit, we aim to create curious-minded individuals who think beyond what they see.

In this chapter we will-

● read and analyze two biographical extracts.
● explore and analyze the salient features of biographies.
● observe how the reader's perspective shifts with the point of view of the author.
● understand specific vocabulary for writing a biographical sketch.
● learn to plan for writing a biographical text.
● research, collect information, categorize, and organise relevant information for writing a
biography.
● identifying the author's point of view while writing a biography.
● write short biographies.
● identify the role of a role model
We are reading various biographies to observe how role models shape our perspective, and how we
understand our role in society vis-a-vis others. These readings will give us insight into how the
author’s point of view gets reflected in her/his writing and how it influences the reader's
perspective. Students’ interactions with such readings will give them a chance not only to explore
the various modes of expression but also to review them critically so that they are able to write a
creative piece of writing which reflects their reflection and engagement with the text.
These are the life sketches of famous, successful, and highly ambitious people. Knowing
about their journey and struggles may influence the young minds in a way that they find
out their path to success and strive enough to walk on it diligently and continuously.

Texts selected:
Anchor Texts:
1. Extracts from Michelle Obama's biography and Mahavir Singh Phogat's biography.
2. Notes on various role models

Writing Skills:
Writing a biography
Activity- 1 Turn and Talk - Introductory activity to biographical sketch
Group activity 🕒 15 mins

In groups of four, talk about yourself with each other.

You may share -

● what you have achieved so far,

● what you would want to achieve,
● what are your aspirations, fears, challenges, support you need, goals,
desires, and most importantly, your dreams.

Activity- 2 Let us write- Introduction to biographical sketch

Individual activity 🕒 15
mins

After the discussion in activity 1, choose any one person you would like to write about
from the four of you. Think about what each of you shared and write about the chosen
in about 7-8 lines on your own.
After you have written
Think: 🤔
1. Whose point of view became important when you discussed about yourself?
2. Whose point of view became important when you wrote about each other?
Activity- 3 Reading about ‘Oprah Winfrey’
Pair activity 🕒 30 mins
In the previous activity you listened to and wrote about some aspects of your friend’s
life as it is at the moment.
How would it feel to read about people who are our role models? People who inspire
others, who set an example, who have something to teach us about life. I am sure it
will be inspirational..
The first extract we are going to read is that of ‘Oprah Winfrey’.

Let us read an extract from the biography of a famous talk show host Oprah
Winfrey:
OPRAH WINFREY -
A BIOGRAPHY OF A BILLIONAIRE TALK SHOW HOST
BY Robin Westen

Chapter 1

“OKAY, GOD, I GET IT!”

Standing under the hot South African sun, Oprah

Winfrey beams brightly.
Winfrey, the wealthiest and most powerful American
woman in the
entertainment industry, is wearing an elegant dress, gold jewelry, and—a
construction worker’s hardhat. Standing beside her, also in a rugged hardhat, is
the world-renowned civil rights activist and former president of South Africa
Nelson Mandela, along with the South African minister of education, Professor
Kader Asmal, and several other respected dignitaries.
Winfrey gathers her strength, jabs a shovel into the ground, and scoops up a
hefty mound of rich, dark earth. She tosses it into the air, and the press and
spectators erupt into enthusiastic applause and resounding cheers.
It is December 6, 2002. Winfrey has just broken ground for the Oprah Winfrey
Leadership Academy for Girls, a South African boarding school for grades seven
through twelve. The new school will be devoted exclusively to 450 academically
talented young women.
The academy, which opened in 2007, holds a special place in Winfrey’s heart.
The Oprah Winfrey Foundation, an organization that was established to support
the well-being of women, children, and families around the world, pledged $10
million to build and to maintain the school.
At the ground-breaking, Winfrey told the crowd: “Education is the way to move
mountains, to build bridges, to change the world. Education is the path to the
Future.” She added, “I believe that education is indeed freedom. With God’s help,
these girls will be the future leaders on the path to peace in South Africa and the
World.” After her return, even though it was back to business as usual, Winfrey
remained deeply moved by her experiences in South Africa. Her journey through the
country, giving away gifts to AIDS orphans, was especially life-changing for
Winfrey. Seeing the faces of the children and witnessing their joy was a contagious
and powerful experience: “I realized ... joy has a texture ... if there’s enough of it,
you can feel it in the room. ... I said in that moment, ‘Okay, God, I get it!’” Since
that journey of discovery, Winfrey has not had a bad day, because, she says, “it puts
everything in perspective.”

CHECK YOUR COMPREHENSION!

Who are we reading about and what time of her life do we get to know?
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 Which aspects of her life have been discussed in the chapter above?
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Chapter 2

Born Into Hardships

In the early 1950s, the American South was still segregated. Blacks and whites
were kept apart from one another in all aspects of society. They could not eat in
the same restaurants or stay in the same hotels. On buses, white people sat up
front while black people had to ride in the back. But along the rolling hills of
central Mississippi in the small town of Kosciusko, segregation did not hold
tight with such a fierce grip. Kosciusko’s former mayor Freddie George later
described race relations in the small town during his time in office: “We existed
together. We farmed together. We did business with each other.”

It was there, on January 29, 1954, in a small wooden farmhouse, that Oprah Gail
Winfrey was born, the great-granddaughter of slaves who were freed after the Civil
War. The same year as Oprah’s birth, the U.S. Supreme Court declared segregation
in public schools to be illegal, and a seed of hope for a better future for blacks was
planted.
From the start, thanks to what might be considered a quirk of fate, Oprah’s name
was marked with attention. Her great-aunt Ida had come up with the name Orpah
after a little-known character in the Bible’s Book of Ruth. But when the midwife
wrote the baby’s name down, she accidentally switched the letters r and p. “Oprah”
ended up on the birth certificate.
Despite Oprah’s stamp of originality, her early life was filled with the all too
common problems of poverty. Her mother, Vernita Lee, was only eighteen years
old when Oprah was born. Her father, Vernon Winfrey, was a twenty-year-old
soldier stationed at Camp Rucker, a remote army base in Alabama. The
teenagers hardly knew each other.

A few weeks after the birth, Vernon was surprised to receive a letter sent from
Mississippi to his base. It was a printed announcement of Oprah’s birth, with a
scrawled note written by Vernita asking him to “Send clothes!” Vernon was not
quick to help out with Oprah’s care, though he later expressed regret about it.

For the first few years, Oprah was raised by both her mother and her
grandmother, Hattie Mae Lee. They did not have much money and shared a
simple life. They lived together on a small farm in Kosciusko with cows, pigs,
and chickens. Oprah ate the food that was grown on the farm and wore the
clothes that her grandmother sewed for her.

Oprah’s mother wanted to improve her life, so she became one of the almost 5
million African Americans who moved to northern cities between 1900 and
1960 hoping to find better lives. The movement was called the Great Migration.
Vernita could not care for her small baby and work at the same time, so little
Oprah was left with her grandmother.

Lee loved Oprah, but like many adults during that time, she was a strict
disciplinarian and believed that taming Oprah’s lively spirit was in the child’s
best interests. In those days, children were sometimes hit with tree branches
called “switches” when they misbehaved. The heart-wrenching commands by

Lee to go out into the field and pull down a branch to be used for her beating still
burn in Winfrey’s memory. Winfrey once said, “She could whip me for days and
never get tired. It would be called child abuse now.”

Despite her grandmother’s strict rules and harsh discipline, Oprah could feel
Lee’s love. Years later, Winfrey expressed gratitude for her grandmother’s strict
upbringing. “I am what I am today because of my grandmother; my strength, my
sense of reasoning, everything.”

Lee could also offer comfort to her granddaughter. Winfrey remembers a time
when her grandmother showed her fierce protective love. While they were lying
in their shared featherbed, a thunderstorm raged outside. Lee held the trembling
Oprah in her arms and reassured her with gentle words, “God doesn’t mess with
his children.”

Lee believed strongly in the importance of education. Even though she was not
formally educated herself, she wanted Oprah to grow up reading the Bible. So
when most three-year-olds were just learning to identify colors, Oprah was
reading, adding, subtracting, writing, and putting Scripture to memory.

Oprah sensed she was different from the other children, a feeling heightened
when in the autumn of 1959 she started kindergarten in nearby Buffalo,

Mississippi. Because she could already read and write, she was bored in class
and decided to do something about it. She wrote a letter to the teacher, saying,
“Dear Miss New. I do not think I belong here.” Oprah’s academic skill shone
through the words in her letter. With the consent of the school administrator,
Oprah was moved into the first grade. Until then, the only life six-year-old Oprah
had ever known was on her grandmother’s rural farm. But reality for Oprah was
about to change dramatically. When Lee became ill and could no longer care for her
grandchild, Oprah was sent to live with her mother, Vernita Lee, in Milwaukee. Days
in the rural South might have been lonely for Oprah, but life in the big city held its
own trials.
Activity- 4 Comprehension check !
Pair activity 🕒 30 mins
We are sure that you must have been fascinated by Oprah’s life.
Now, based on your reading of the extract, discuss and write:
Who was the extract about?
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Who has written this extract?
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Which aspects of Oprah’s life have been discussed?

What aspects of Oprah’s life surprised or amazed you?

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What kind of relationships do you think Oprah had?

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Activity- 5 Analysing the text!
Pair activity 🕒 30 mins
Let us analyze the text further,
Based on the reading of a biography of Oprah Winfrey by Robin Westen fill in the
following Graphic Organizer
Activity- 6 Think, reflect and share!
Pair/group activity 🕒 30+30 mins

When we read a biography of a person we often get inspired by them.

What aspects do you think are important to be included in a biography?

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Given below are some of the aspects of a person’s life that readers may find
inspiring or interesting if that person is their role model.

1. Personal background: This includes information about the individual's

birthplace, family background, and childhood experiences.
2. Education: The individual's educational history, including their primary,
secondary, and higher education, as well as any additional training or
certifications they may have obtained.
3. Career and Accomplishments: This includes information about the
individual's career path, accomplishments and contributions to their field,
and any significant milestones or awards they may have received.
4. Relationships: Information about the individual's personal relationships,
such as family and friends.
5. Hobbies and Interests: This includes information about the individual's
hobbies, interests, and passions, both inside and outside of their career.
6. Challenges and Obstacles: Any significant challenges or obstacles the
individual has faced, such as health issues, personal struggles, or
professional setbacks.
 7. Legacy and Impact: The individual's lasting legacy and impact on his/her
field, industry, or society as a whole.

Take a sheet of paper. On one side, write:

Which aspects were you able to find in Oprah’s biographical extract provided
here?
On the other side, write:
What else would you like to know?
Share your questions in your groups and find if someone else has answers to
those questions.
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FOCUS What is a biography?

A biography is a written account of a person's life, typically

covering their early years, education, career, achievements, and
legacy. Here are some key features of a biography:

1. Objective: A biography aims to present a factual, objective account of the

person's life, rather than an opinionated or biased perspective.
2. Research: The information presented in a biography is typically based on
extensive research, including interviews with the subject, their family
members, and friends, as well as other sources like historical records and
archives.
3. Chronological: Biographies are often presented in chronological order,
following the subject's life from birth to death or to the present day.
 4. Comprehensive: A biography typically covers all aspects of the person's
life, including their personal life, education, career, achievements, and
legacy.
5. Narrative: Biographies are often written in a narrative style, with the
author telling the subject's story in an engaging and compelling way.
6. Analysis: In addition to presenting the facts of the person's life,
biographies may also offer analysis and interpretation of their actions and
decisions, as well as their impact on society and history.
7. Perspective: Biographies may be written from various perspectives, such
as first-person, third-person, or even multiple perspectives, depending on
the author's approach and the nature of the subject's life.

THINK!!!!!

Who do you think writes a biography? Is it a family member? Is it a friend? Is it

a stranger?

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Activity- 7 Let us write!
Individual activity 🕒 30+30+30 min
Formative assessment

Now, that we are familiar with what a biography is, let us write.

Write a short biographical sketch (200 words) about one person in your class who is a
role model from your point of view. It could be a student or a teacher. Before you begin
to write, ensure you have all the details of the person. Meet and interview the person
or find out information from other people.
Once you finish writing, use the checklist to assess your biography.
(30 minutes for collecting information and planning, 30 minutes for writing, 30 minutes
for reading and self-assessment)
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HAVE I? YES NO
● included all the important events in the person's life, like
birth, childhood, education, career, achievements, and
legacy?

Give an example from your work:

● provided accurate dates and locations for each event?

Give an example from your work:

● presented the information in a clear and organized manner,

with transitions between different stages of the person's
life?
Give an example from your work:

● added interesting details, like quotes and anecdotes, to

make the person's story engaging?
Give an example from your work:

● written in a style that suits the purpose and audience of the

biographical sketch?
Give an example from your work:

● avoided biases or prejudices and presented a balanced and

 objective account of their life?
Give an example from your work:

● Listed sources correctly and provided necessary background

information or context?
Give an example from your work:

● proofread and edited the sketch for clarity, accuracy, and

coherence?
Give an example from your work:

● considered the length and format required for the

assignment or publication?
Give an example from your work:

● sought feedback from others to improve the quality of the

biographical sketch?
Give an example from your work:

To know more about writing a biography go through the following read. Include
anything you find relevant in your mind map.
[Link]
tml
(hometask)
Activity- 8 Exploring another biographical extract
Pair/group activity 🕒 30 mins
Let us read another biography of a person whom many of us know about. We are now
going to read about Mahavir Singh Phogat.

What do you know about Mahavir Singh Phogat?

(his life, family, food preferences, his job, his achievements, etc…)
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Akhada: The Authorised Biography of Mahavir Singh Phogat by Saurabh Duggal

Excerpt
He [Mahavir] explains, ‘Our society is not liberal even today, but I am strictly against
gender discrimination. That’s the main reason I introduced all my daughters and
nieces to wrestling, despite the many reservations expressed within my own family
and by other villagers. But, in the case of Geeta’s mother winning the sarpanch
elections, she didn’t know much about the village’s politics and was never interested
in contesting. But since the seat was reserved for women that year, I thought she
should fight the elections.’

Speaking about calling the shots during his wife’s five-year tenure as sarpanch, he
adds with a smile, ‘Her presence was limited to signing official documents, as her title
as the sarpanch made her the signing authority. But as she had no interest in the
village politics, all the decisions were taken by me.’

At the time Mahavir had three daughters, Geeta, Babita and Ritu (who was born in
1994), and was not eligible to contest. But he got his youngest brother, Sajjan — who
had quit his government job and settled in the village — to contest. Yet again, his
support proved to be the lucky charm and Sajjan won the seat.

‘Becoming a sarpanch was never in my destiny. After Sajjan’s tenure was over, Geeta’s
mother became the sarpanch for a second time in 2010 and after that I dropped the
idea of contesting elections. This time, my nephew and distant relative Amit Kumar
became sarpanch. I guess I was never meant to sign government documents as
sarpanch,’ laughs Mahavir.

His wife Daya, however, has a different take on the matter. ‘The first time I contested
the sarpanch elections, people voted for me just because I am Mahavir’s wife. But
when I was made to contest for the second time, the achievements of my daughters
were also a part of my profile.’

The villagers, especially the women, used to compliment her as Geeta and Babita had
won medals in the 2010 Commonwealth Games. ‘People thought the girls had made
the entire village proud, so their mother would also contribute in the same manner in
the development of the village. So the second time I won by an even bigger margin,’
says Daya Kaur. Soon after this, Mahavir, the some-time politician, turned his attention
back to his favourite sport and evolved into a full-time wrestling coach.

‘My father is not one to accept defeat, be it for us or for himself. For him, only one
medal matters, and that’s gold. So whenever we took on an opponent, there was no
choice but to emerge victorious. Winning came with glory and appreciation and, most
importantly, a reprieve from Papa’s fury,’ Babita intones.

‘Today, Papa is a lot calmer,’ Geeta chimes in. ‘But things were totally different
before the 2010 Commonwealth Games. Winning bronze or silver was no reason to
celebrate. It meant we did not win gold, which was unacceptable in his books and
invited his rage.’

While still a minor, Babita got a chance to represent the country in the senior category
at the World Wrestling Championship in Baku, Azerbaijan, in 2007. Though she missed
out on a podium finish, she made it to the quarter-finals — a decent performance
keeping in mind that she was the youngest among her opponents. But this didn’t find
any favour with her father, who had high expectations of her. To make matters worse,
on her way back from Baku, Babita lost her passport at the airport. She approached
the Indian embassy in Azerbaijan, which issued an official note allowing her to travel
back to India. But, upon her return, when she applied for a new passport, she faced an
unexpected roadblock: her application was rejected — not once but twice. Soon, a
year had passed since she had competed internationally and there was still no sign of
her application for a passport being approved.

The light at the end of the tunnel seemed to be diminishing, leaving her uncertain of
her place in the sport. At their wits’ end, Babita and Mahavir had almost given up
hope when someone advised Mahavir to alter the reason for the passport’s loss in the
application form. He was told she should apply afresh for a tatkal (fast-track) passport
and state that her first passport had been lost in Bhiwani (not in Azerbaijan).

With his daughter continuing to lose out on multiple opportunities to compete

internationally, Mahavir found himself stuck between the devil and the deep blue sea.
As a villager, Mahavir had little knowledge of the online database for passports and
considered that tweaking the facts about the passport’s loss was a better alternative
to having another application rejected.

Source credit:

[Link]
-Mahavir-Singh-Phogat-biography-that-inspired-Aamir-Khan-17857183
Activity- 9 Reflecting on Mr. Phogat’s biographical excerpt
Individual Activity 🕒
30 mins

Based on your reading of the excerpt, discuss and write about the following:

1. Who is the author of the biography?

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2. Whose point of view seems to be important in the excerpt?

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3. Which relationships have been given importance in this excerpt?

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Any other important point(s) you noticed:

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Activity- 10 Biographies- Reflection and analysis
Pair/group activity 🕒 30 mins
Let us turn to our partners, discuss and write

1. Which relationships are used to express Mahavir Singh Phogat’s life? Why do
you think these relationships are important in this biographical expression?
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2. When biography is used as an expression, whose point of view and whose
perspective becomes important? What makes you think so?
a. Is it only the author’s?
b. Is it only the central character?
c. Is it the people around that character?
d. Is it the reader’s?
e. Is the reader’s relationship with the author or the central character?
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3. Do you notice any similarities or differences between the way Oprah Winfrey’s
and Mahavir Singh Phogat’s biographies have been written?
OPRAH WINFREY’S Similar aspects MAHAVIR SINGH PHOGAT
(Unique aspects) (Unique aspects)
 Activity- 11 Influence of the Role models - Discussion
Pair activity 🕒 30 mins
The two biographical excerpts we read are about role models. We admire different
people we see around us. These people may be politicians, authors, poets, painters,
dancers, actors, singers, our friends, or our parents.
Our role models and their view of life influence the way we think of ourselves or the
world around us. We also associate some attributes with our role models.

According to you, what are the qualities that role models should exhibit or
exemplify:

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An example of this as sourced from the internet is as follows:

Why do we get influenced by our role models?

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How do role models contribute towards building our perspective?
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In the two excerpts that we have read, how does the author’s point of view about the
main subject (role model) guide the readers’ point of view?
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Activity- 12 ‘Finding my role model’

Pair/group activity 🕒 30 mins
We have discussed and felt that role models influence us by inspiring us, as authors,
with how they employ (use) their point of view to write about our role models.
How about we try to find our role model and write about that person.
Before we do that, can you identify these people? They are role models from around
the world. Do you know their names or anything else about them ?
Let us read (briefly) about some of the most influential role models of our times as
seen in the pictures above.
Malala Yousafzai - Malala is a Pakistani activist for female education and the youngest
Nobel Prize laureate. She has inspired young people all over the world to fight for their
right to education and to speak out against injustice.

Greta Thunberg: Greta is a Swedish environmental activist who gained global

recognition for her youth-led climate strikes. She has inspired millions of young people
to take action to address climate change and has become a leading voice in the fight
against climate change.

Elon Musk: Musk is a South African-born American entrepreneur, investor, and engineer
who is the founder of SpaceX, Tesla, Neuralink, and The Boring Company. He has
become an inspiring figure for young people interested in technology, innovation, and
entrepreneurs
Lewis Hamilton: Hamilton is a British Formula One racing driver who has won seven
World Championships, tying the record set by Michael Schumacher. He is also a vocal
advocate for social justice and equality and has used his platform to raise awareness
about issues like racism and climate change.

Chimamanda Ngozi Adichie: Adichie is a Nigerian writer and feminist who has written
novels like "Purple Hibiscus," "Half of a Yellow Sun," and "Americanah." She is a powerful
voice for women's rights and racial justice and has inspired young people to use their
voices for social change.

Priyanka Chopra Jonas: Priyanka Chopra Jonas is an Indian actress, singer, and film
producer who has achieved global success. She is known for her advocacy for gender
equality and education, and her work as a UNICEF Goodwill Ambassador. She has also
been involved in various philanthropic efforts and has been an inspiration for many
young women in India.

Mary Kom: Mary Kom is a boxer and six-time world champion, who has been an
inspiration to young girls in India, especially in the field of sports. She has overcome
several challenges in her life and has achieved success through her determination and
hard work. Her story is an inspiration to young people who face obstacles and are
looking for motivation to succeed.

A. P. J. Abdul Kalam: A. P. J. Abdul Kalam was an Indian scientist and former president
of India. He is known as the "Missile Man of India" for his contributions to the
development of India's missile technology. He has been an inspiration to young people,
especially in the field of science and technology. His leadership, vision, and dedication
to the development of India have made him an influential role model for young people.
Sundar Pichai: Sundar Pichai is the CEO of Google and is one of the most influential
figures in the tech industry. He is an alumnus of the Indian Institute of Technology
Kharagpur and has made significant contributions to the development of Google's
search engine, the Chrome browser, and the Android operating system.

Dr. Fei-Fei Li is an AI researcher and computer science professor at Stanford University.

She is a co-director of the Stanford Institute for Human-Centered Artificial Intelligence
and has been a leader in advancing the development of machine learning and computer
vision technologies.

Dr. Devi Shetty: Dr. Devi Shetty is a cardiac surgeon and the founder of Narayana
Health, a chain of affordable hospitals in India. He has been recognized for his
contributions to the field of cardiac surgery and for his efforts to make healthcare more
accessible and affordable for all.

Dr. Prakash Amte: Dr. Prakash Amte is a social worker and medical doctor who has
devoted his life to serving the tribal communities of Maharashtra, India. He and his
wife, Dr. Mandakini Amte, have established a hospital and a school in the remote tribal
areas of Maharashtra and have been recognized for their selfless service to the
community.

Ritesh Agarwal: Ritesh Agarwal is the founder and CEO of OYO Rooms, a leading hotel
chain in India. He is a young entrepreneur who started his journey at the age of 19 and
has since become one of the most successful startup founders in India.
Kiran Mazumdar-Shaw: Kiran Mazumdar-Shaw is the founder and executive chairperson
of Biocon, a biopharmaceutical company based in India. She is a prominent
entrepreneur and has been recognized for her contributions to the field of
biotechnology and for her efforts to promote women entrepreneurship.

Vikas Khanna: Vikas Khanna is an Indian-American chef, restaurateur, and cookbook

author. He is known for his fusion cuisine that combines traditional Indian flavors with
modern techniques. He has been a judge on the TV show MasterChef India and has been
recognized for his contributions to the culinary world.

Who is your role model? (it could be someone outside of this list - parent/ teacher/
someone else) Why?

My role model is:

________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity- 13 ‘Writing a biography of my role-model’
Individual activity 🕒 30+30+30+60 mins
30 minutes for brainstorming + 30 minutes to collect information (finding
interviews/articles (newspaper/research/both/other resources at school library/
calling someone / internet) + 30 minutes for collecting and organising information
+ 60 minutes to write the 250 word biography)

Refer to activities 6&7 to design the structure of your biography.

You may also use the support provided below:

GUIDING QUESTIONS FOR COLLECTING AND ORGANISING INFORMATION

Probing questions about the subject of the biography.

1. Early life and education: 3. Personal life:

● Where and when were you ● Do you have a spouse or
born? partner?
 ● What was your childhood like? ● Do you have children? If so,
● Did you have any particular how many and what are their
interests or hobbies as a child? names?
● What were your favorite ● What do you enjoy doing
subjects in school? outside of work?
● Did you attend college or ● Have you been involved in any
university? If so, where and philanthropic or volunteer
what did you study? work?
2. Career and achievements: ● What do you hope to achieve in
● What led you to pursue your the future, both personally and
current career path? professionally?
● What are some of your most 4. Philosophy and worldview:
notable accomplishments in ● What motivates you in your
your field? work and life?
● What challenges have you faced ● Do you have any particular
in your career, and how did you beliefs or values that guide
overcome them? your decisions?
● Have you received any awards ● Have you had any significant
or honors for your work? life experiences that have
● Can you describe a particularly shaped your worldview?
challenging or rewarding ● How do you define success, and
project that you've worked on? what does it mean to you?
● What advice would you give to
young people who aspire to
follow in your footsteps?

Remember, the key to writing a compelling biography is to ask open-ended

questions that allow the person to share their unique perspective and
experiences. Don't be afraid to ask follow-up questions or delve deeper into a
particular topic if you feel it could provide valuable insights into the person's
life and career.
Probing questions to be considered as the author of the biography

1. What is the purpose of the 3. What research will be required?

biography? ● What sources will you use to
● What motivated you to write gather information about the
this biography? person's life?
● What do you hope to achieve by ● Are there any particular
writing this biography? challenges or gaps in the
● Who is the target audience for person's history that you'll need
this biography, and what do you to address?
want them to take away from ● Will you need to conduct
it? interviews with the person or
2. What is the scope of the with people who knew them
biography? well?
● What time period will the 4. How will you structure the
biography cover? biography?
● Will the biography focus on a ● What will be the overall
particular aspect of the structure of the biography
person's life, such as their (chronological, thematic, etc.)?
career or personal life? ● How will you balance different
● How much detail will you go aspects of the person's life
into about the person's (career, personal life, etc.)?
background, childhood, and ● How will you use quotes,
early life? anecdotes, and other
storytelling techniques to bring
the person's story to life?
5. What is your own perspective
on the person's life?
● What do you admire about the
person you're writing about?
 ● Are there any aspects of the
person's life or work that you
find challenging or difficult to
reconcile with your own values?
● How will you balance your own
perspective with the need to
present a balanced and
accurate portrayal of the
person's life?

Remember, writing a biography is a complex and multifaceted process that

requires careful planning and attention to detail. By asking probing questions
and thinking critically about the purpose and scope of the biography, an author
can create a compelling and insightful portrait of their subject.

REMEMBER ! to display the biographies you wrote in class and read each other’s
work.

Also remember,

Punctuation is an important element of writing, particularly when writing biographies. In

this chapter, we will explore several types of punctuation commonly used in biographical
writing and how they can be used to enhance clarity and comprehension.
1. Commas: Commas are often used in biographical writing to separate items in a list,
set off introductory phrases, and separate clauses in a compound sentence. For
example:
● John Adams, the second president of the United States, was known for his sharp
intellect.
● After graduating from college, Amelia Earhart began working as a social worker.
 ● The Wright brothers invented the first airplane, but they also made significant
contributions to the field of aeronautics.
2. Colons: Colons can be used in biographical writing to introduce a list, explanation,
or quotation. For example:
● Abraham Lincoln's famous speech began with the words: "Four score and seven
years ago..."
● Florence Nightingale is known for her contributions to nursing: she established the
first professional school for nurses and wrote several influential books on the
subject.
3. Quotation marks: Quotation marks are used to indicate direct quotes from the
subject or other sources. They should be used carefully to ensure accuracy and
avoid plagiarism. For example:
● Rosa Parks is often quoted as saying: "I have learned over the years that when one's
mind is made up, this diminishes fear."
● In his autobiography, Benjamin Franklin wrote: "Early to bed and early to rise
makes a man healthy, wealthy, and wise."
4. Dashes: Dashes can be used to indicate a sudden break in thought or to set off
information that is not essential to the sentence. For example:
● Helen Keller was both deaf and blind - yet she went on to become a successful
author and activist.
● Martin Luther King, Jr. is remembered not only for his role in the civil rights
movement - but he was also a gifted orator and writer.
Conclusion:
Punctuation plays an important role in biographical writing, helping to clarify meaning,
indicate emphasis, and create a sense of rhythm and flow. By using commas, colons,
quotation marks, and dashes correctly, writers can enhance the readability and impact of
their biographical works.
Activity- 14 ‘Assessing each other’s biography’
Pair/group activity 🕒 30 mins
Formative assessment 2

Let us now assess each other’s work using a simple checklist

Does the biography:

● present a clear and engaging perspective on the

person's life?
Give an example from the text:

● provide insights into the person's influence and

impact on their field or society?
Give an example from the text:

● cover the most important events and milestones in

the person's life?
Give an example from the text:

● use research and interviews to create a rich and

accurate portrayal of the person?
Give an example from the text:

● offer a balanced and nuanced view of the person's

strengths and weaknesses?
Give an example from the text:

● use storytelling techniques to make the person's

story come alive?
 Give an example from the text:

● use language that is clear, concise, and easy to

understand?
Give an example from the text:

● provide references and sources to support its

claims?
Give an example from the text:

● avoid making unsupported or unverifiable claims

about the person's life?
Give an example from the text:

● respect the person's privacy and personal

boundaries?
Give an example from the text:

Any other observations?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

How does the role model influence the author? Quote a specific example from
the text produced:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Activity- 15 Role-models, inspirations, and biographies
Pair/group activity 🕒 30 mins
So, we've come to the end of our unit on role-models and biographies. And what have we
learned? Well, we've learned that biographies can be fascinating, inspiring, and
sometimes a little bit scandalous. We've learned that role-models come in all shapes and
sizes, from tech wizards to social activists to celebrity chefs. And we've learned that we
can learn a lot from the lives and experiences of others. We have also learnt how they
shape our perspectives.

But most importantly, we've learned that we can find inspiration and guidance in the
most unexpected places. Maybe your role-model is a famous inventor or a humanitarian
superstar, or maybe it's your grandma who always knows just what to say when you're
feeling down. Whoever your role model is, they can teach you something valuable about
life, love, and the pursuit of happiness.

So, let's take a moment to thank our role-models for everything they've taught us,
whether it's how to make the perfect omelet or how to change the world. And let's
remember that, no matter what challenges we may face, we can always look to our
role-models for inspiration and guidance.

And with that, let's give ourselves a round of applause for a job well done.

Also, remember there are several such stories of inspiration. You may have read some,
you may want to read some. Look at the posters below and find out which ones you have
read and which ones you would be reading in your journey forward.

Happy reading!
Unit-2 : We are what we believe!

Exploration- Belief systems, languages, and linguistic systems

Through this unit, we aim to create inquiry-minded, communicative and reflective

individuals.

In this unit we will:

❖ read and understand the use of language in folk tales.
❖ take and make notes of specific details to express and communicate in small
group discussions.
❖ compare and contrast texts based on their features to make group presentations
while expressing perspectives.
❖ view and review different types of folk tales and present opinions and ideas
through writing.
❖ write and create our own stories using idioms/phrases
❖ edit, omit and proofread our own as well as our peer’s work.

The unit ‘We are what we believe!’ gives us a chance to evaluate how cultural legacies
assist individuals in building empathy and improving relationships. Once we understand
how people express their culture through folk tales it becomes easy to evaluate how the
values travel across time. Our strengthened understanding about the context and form of
folktales is a way to work through the theme of ‘personal and cultural expression’. We
are exploring various types of FOLK TALES through this unit. These folk tales have a
context and style of their own which helps us to build personal connections with different
cultures. We will use this understanding to write our stories that employ features of folk
tales explored through various texts.

Welcome to the world of stories!

Let’s look at the poster given below:

Activity 1- My favorite story from ‘Stories told at Home’
Group activity 🕒 30 mins

Now, sit in groups of 4-5 members for discussion. The pointers for discussion are:
● Share your favorite story in the group.
● Compare your story with the stories of other group members.
● Look for the common elements of the stories.
● Decide on any one story (for your group) to focus upon.
● Make a graphic organiser (pointers given below) for that story on an A4 sheet.
● Display it in the classroom for a ‘Gallery Walk’.
Activity 2- My favourite story
Individual activity 🕒 25 mins
‘The stories told at home’

There are many stories we hear from our parents, grandparents and relatives. These
stories are told from one generation to the other. You must have also come in contact
with such moral-based stories. Think about your favorite one and reflect on the
questions given below:

1. Which is my favorite story?

_____________________________________________________________________
_______________________________________________________

2. Who told me that story and when?

_____________________________________________________________________
_______________________________________________________

3. Why do I remember that particular story?

______________________________________________________________

______________________________________________________________

______________________________________________________________

4. What was my learning?

_____________________________________________________________________
_______________________________________________________
Activity 3- ‘Stories told at Home’ Gallery Walk
Individual activity 🕒 15 mins

Each group has displayed their graphic organisers (The stories told at home) on the walls.
Walk around the class, like you would in a gallery, look at each display carefully. Take
some post-its and note down your observations based on the given pointers. You have to
put such post-its on at least THREE displays.

Questions for post-it notes:

What was interesting?

How was this story different from the story selected by my group?

What did I learn?

Activity 4-Now, let’s read a story!
Pair activity 🕒 20 mins
Here is a short story for you to read individually. After reading, discuss with your partner
and fill details in the table given after the story.

The Crows and the Serpent

Once upon a time there lived a crow couple, who had built a nest on the top of a tree.
But unfortunately, at its bottom, there lived a serpent. The serpent used to crawl up
the tree and eat all the eggs from the crow’s nest. Everytime, the crows were deeply
grieved. Then they decided to get rid of the serpent.
So the crow approached his friend the jackal and asked for a plan. The jackal then
told him to go and fetch a costly thing from the palace of the king and throw it in the
burrow of the snake. The crow went to the palace, and stole a necklace of the queen
while she was bathing. The guards of the palace ran after it. The crow then dropped
the necklace in the burrow of the snake beneath the tree.

The guards on reaching the bottom of the tree, found the serpent around the
necklace. The guards lynched the serpent and recovered the necklace. So the crow
family was happy that their eggs were safe now.
Read the questions carefully and find answers from the story.

Who were the people/characters in the story?

Where did the story happen?

What was the problem faced by characters in the story?

What solution did they find?

Why was it important?

Activity 5- Let’s recall at home!
Individual activity 🕒 15 mins
● Recall the elements of a story from the discussions in the class.
● Home task/individual work- recall the titles of any four stories and fill in the
information as required in the table given below.
● Complete the chart given below on your own reflecting upon the discussions.

Elements

Title Setting/Plot Characters/ Conflict/ Resolution/

Protagonist Problem Conclusion
Activity 6- Let’s read another story!
Individual activity 🕒 35 mins
You have read a short story, identified the elements of a story, and shared some of the
stories told at your homes with each other. You have also worked to understand their
structure as well. Here is another story that is told to new generations by their elders.
The name of the story is ‘The Happy Prince’ by Oscar Wilde.

THINK!

The Happy Prince was a beautiful statue. He was covered with gold. He had sapphires for
his eyes, and a ruby in his sword. But, he wanted to part with all his precious stones and
all the gold that he had. Can you guess the reason why?
_____________________________________________________________________

_____________________________________________________________________.

Now read:

HIGH above the city, on a tall column, stood the statue of the Happy Prince. He was
gilded all over with thin leaves of fine gold, for eyes he had two bright sapphires, and a
large red ruby glowed on his sword hilt.
One night there flew over the city a little swallow. His friends had gone away to Egypt six
weeks before, but he had stayed behind; then he decided to go to Egypt too.
All day long he flew, and at night time he arrived at the city.
“Where shall I put up?” he said. “I hope the town has made preparations.”
Then he saw the statue on the tall column.
“I will put up there,” he cried. “It is a fine position with plenty of fresh air.” So he
alighted just between the feet of the Happy Prince.
“I have a golden bed-room,” he said softly to himself as he looked round, and he
prepared to go to sleep; but just as he was putting his head under his wing a large drop
of water fell on him. “What a curious thing!” he cried. “There is not a single cloud in the
sky, the stars are quite clear and bright, and yet it is raining.”
Then another drop fell.

“What is the use of a statue if it cannot keep the rain off ?” he said. “I must look for a
good chimney pot,” and he determined to fly away.
But before he had opened his wings, a third drop fell, and he looked up, and saw — Ah!
What did he see?
The eyes of the Happy Prince were filled with tears, and tears were running down his
golden cheeks. His face was so beautiful in the moonlight that the little swallow was
filled with pity. “Who are you?” he said.
“I am the Happy Prince.”
“Why are you weeping then?” asked the swallow. “You have quite drenched me.”
“When I was alive and had a human heart,” answered the statue, “I did not know what
tears were, for I lived in the Palace, where sorrow is not allowed to enter. My courtiers
called me the Happy Prince, and happy indeed I was. So I lived, and so I died. And now
that I am dead they have set me up here so high that I can see the ugliness and all the
misery of my city, and though my heart is made of lead yet I cannot choose but weep.”
‘What! Is he not solid gold?’ said the swallow to himself. He was too polite to make any
personal remarks.
“Far away,” continued the statue in a low musical voice, “far away in a little street
there is a poor house. One of the windows is open, and through it I can see a woman
seated at a table. Her face is thin and worn, and she has coarse, red hands, all pricked
by the needle, for she is a seamstress. She is embroidering flowers on a satin gown for
the loveliest of the Queen’s maids of honour, to wear at the next Court ball. In a bed in
the corner of the room her little boy is lying ill. He has a fever, and is asking his mother
to give him oranges. His mother has nothing to give him but river water, so he is crying.
Swallow, Swallow, little Swallow, will you not bring her the ruby out of my sword hilt? My
feet are fastened to this pedestal and I cannot move.”
“I am waited for in Egypt,” said the swallow. “My friends are flying up and down the
Nile, and talking to the large lotus flowers. Soon they will go to sleep.”

The Prince asked the swallow to stay with him for one night and be his messenger. “The
boy is so thirsty, and the mother so sad,” he said.
“I don’t think I like boys,” answered the swallow. “I want to go to Egypt.”
But the Happy Prince looked so sad that the little swallow was sorry. “It is very cold
here,” he said. But he agreed to stay with him for one night and be his messenger.
“Thank you, little Swallow,” said the Prince.
The swallow picked out the great ruby from the Prince’s sword, and flew away with it in
his beak over the roofs of the town.
He passed by the cathedral tower, where the white marble angels were sculptured. He
passed by the palace and heard the sound of dancing. A beautiful girl came out on the
balcony with her lover.

“I hope my dress will be ready in time for the State ball,” she said. “I have ordered
flowers to be embroidered on it, but the seamstresses are so lazy.”
He passed over the river, and saw the lanterns hanging on the masts of the ships. At last
he came to the poor woman’s house and looked in. The boy was tossing feverishly on his
bed, and the mother had fallen asleep, she was so tired. In he hopped, and laid the
great ruby on the table beside the woman’s thimble. Then he flew gently round the bed,
fanning the boy’s forehead with his wings. “How cool I feel!” said the boy, “I must be
getting better;” and he sank into a delicious slumber.

Then the swallow flew back to the Happy Prince, and told him what he had done. “It is
curious,” he remarked, “but I feel quite warm now, although it is so cold.”
“That is because you have done a good action,” said the Prince. And the little swallow
began to think, and then fell asleep. Thinking always made him sleepy.
When day broke he flew down to the river and had a bath.
“Tonight I go to Egypt,” said the swallow, and he was in high spirits at the prospect. He
visited all the monuments and sat a long time on top of the church steeple.

When the moon rose he flew back to the Happy Prince.

“Have you any commissions for Egypt?” he cried. “I am just starting.”
“Swallow, Swallow, little Swallow,” said the Prince, “will you stay with me one night
longer?”
“I am waited for in Egypt,” answered the swallow.
“Swallow, Swallow, little Swallow,” said the Prince, “far away across the city I see a
young man in a garret. He is leaning over a desk covered with papers, and in the glass by
his side there is a bunch of withered violets. His hair is brown and crisp, and his lips are
red as a pomegranate, and he has large and dreamy eyes. He is trying to finish a play for
the Director of the Theatre, but he is too cold to write any more. There is no fire in the
grate, and hunger has made him faint.”
“I will wait with you one night longer,” said the swallow, who really had a good heart. He
asked if he should take another ruby to the young playwright.
“Alas! I have no ruby now,” said the Prince. “My eyes are all that I have left. They are
made of rare sapphires, which were brought out of India a thousand years ago.” He
ordered the swallow to pluck out one of them and take it to the playwright. “He will sell
it to the jeweller, and buy firewood, and finish his play,” he said.
“Dear Prince,” said the swallow, “I cannot do that,” and he began to weep.
“Swallow, Swallow, little Swallow,” said the Prince, “do as I command you.”

So the swallow plucked out the Prince’s eye, and flew away to the young man’s garret. It
was easy enough to get in, as there was a hole in the roof. Through this he darted, and
came into the room. The young man had his head buried in his hands, so he did not hear
the flutter of the bird’s wings, and when he looked up he found the beautiful sapphire
lying on the withered violets.

“I am beginning to be appreciated,” he cried. “This is from some great admirer. Now I

can finish my play,” and he looked quite happy.
The next day the swallow flew down to the harbour. He sat on the mast of a large vessel
and watched the sailors working. “I am going to Egypt,” cried the swallow, but nobody
minded, and when the moon rose he flew back to the Happy Prince.
“I have come to bid you goodbye,” he cried.
“Swallow, Swallow, little Swallow,” said the Prince, “will you not stay with me one night
longer?”
“It is winter,” answered the swallow, “and the snow will soon be here. In Egypt the sun is
warm on the green palm trees, and the crocodiles lie in the mud and look lazily about
them.”
“In the square below,” said the Happy Prince, “there stands a little matchgirl. She has
let her matches fall in the gutter, and they are all spoiled. Her father will beat her if she
does not bring home some money, and she is crying. She has no shoes or stockings, and
her little head is bare. Pluck out my other eye, and give it to her, and her father will not
beat her.”
“I will stay with you one night longer,” said the swallow, “but I cannot pluck out your
eye. You would be quite blind then.”
“Swallow, Swallow, little Swallow,” said the Prince, “do as I command you.”

So he plucked out the Prince’s other eye, and darted down with it. He swooped past the
matchgirl, and slipped the jewel into the palm of her hand.
“What a lovely bit of glass!” cried the little girl; and she ran home, laughing.
Then the swallow came back to the Prince. “You are blind now,” he said, “so I will stay
with you always.”
“No, little Swallow,” said the poor Prince, “you must go away to Egypt.”
“No, I will stay with you always,” said the swallow, and he slept at the Prince’s feet.
All the next day he sat on the Prince’s shoulder, and told him stories of what he had seen
in strange lands.
“Dear little Swallow,” said the Prince, “you tell me of marvellous things, but more
marvellous than anything is the suffering of men and women. There is no Mystery so
great as Misery. Fly over my city, little Swallow, and tell me what you see there.”
So the swallow flew over the great city, and saw the rich making merry in their beautiful
houses, while the beggars were sitting at the gates. He flew into dark lanes, and saw the
white faces of starving children looking out listlessly at the black streets. Under the
archway of a bridge two little boys were lying in each other’s arms to try and keep
themselves warm. “How hungry we are!” they said. “You must not lie here,” shouted the
watchman, and they wandered out into the rain.

Then he flew back and told the Prince what he had seen.
“I am covered with fine gold,” said the Prince. “You must take it off, leaf by leaf, and
give it to the poor; the living always think that gold can make them happy.”
Leaf after leaf of the fine gold the swallow picked off, till the Happy Prince looked quite
dull and grey. Leaf after leaf of the fine gold he brought to the poor, and the children’s
faces grew rosier, and they laughed and played in the street. “We have bread now!” they
cried.

Then the snow came, and after the snow came the frost. The streets looked as if they
were made of silver. Everybody went about in furs, and the little boys wore scarlet caps
and skated on the ice.
The poor little swallow grew colder and colder, but he would not leave the Prince, he
loved him too well. He picked up crumbs outside the baker’s door when the baker was
not looking, and tried to keep himself warm by flapping his wings.
But at last he knew that he was going to die. He had just enough strength to fly up to the
Prince’s shoulder once more. “Goodbye, dear Prince!” he murmured. “Will you let me
kiss your hand?
“I am glad that you are going to Egypt at last, little Swallow,” said the Prince. “You have
stayed too long here but you must kiss me on the lips, for I love you.
“It is not to Egypt that I am going,” said the swallow. “I am going to the House of Death.
Death is the brother of Sleep, is he not?”
And he kissed the Happy Prince on the lips, and fell down dead at his feet.

At that moment a curious crack sounded inside the statue, as if something had broken.
The fact is that the leaden heart had snapped right in two. It certainly was a dreadfully
hard frost.
Early the next morning the Mayor was walking in the square below in the company of the
town councillors. As they passed the column, he looked up at the statue. “Dear me! How
shabby the Happy Prince looks!” he said.
“How shabby, indeed!” cried the town councillors, who always agreed with the Mayor
and they went up to look at it.
“The ruby has fallen out of his sword, his eyes are gone, and he is golden no longer,” said
the Mayor. “In fact, he is little better than a beggar!”
“Little better than a beggar,” said the town councillors.
“And here is actually a dead bird at his feet!” continued the Mayor. “We must really
issue a proclamation that birds are not to be allowed to die here.” And the town clerk
made a note of the suggestion.

So they pulled down the statue of the Happy Prince. “As he is no longer beautiful he is
no longer useful,” said the Art Professor at the University.
Then they melted the statue in a furnace. “What a strange thing!” said the overseer of
the workmen at the foundry. “This broken lead heart will not melt in the furnace. We
must throw it away.” So they threw it on a dust heap where the dead swallow was also
lying.

“Bring me the two most precious things in the city,” said God to one of His Angels; and
the Angel brought Him the leaden heart and the dead bird.
“You have rightly chosen,” said God, “for in my garden of Paradise this little bird shall
sing for ever more and in my city of gold the Happy Prince shall praise me.”

Turn-and-Talk

The little swallow says, “It is curious, but I feel quite warm now, although it is so cold.”
Have you ever had such a feeling? Share your experience with your partner.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

____________________________________________________________.
Activity 7- Let’s explore the story! Individual
activity 🕒 15 mins
Here is a graphic organiser to explore the ‘Elements of a story’ and note them down at
one place. Fill it for the story ‘The Happy Prince:’
Activity 8- Let’s comprehend the story!
Individual activity 🕒 40 mins
(Home-task)

Read the story once more and answer the questions given below as per your
comprehension and understanding.

1. Why do the courtiers call the prince ‘the Happy Prince’? Is he really happy? What does
he see all around him?

2. Why does the Happy Prince send a ruby for the seamstress? What does the swallow do
in the seamstress’ house?

3. For whom does the prince send the sapphires and why?

4. What does the swallow see when it flies over the city?

5. Why did the swallow not leave the prince and go to Egypt?

6. What are the precious things mentioned in the story? Why are they precious?

7. A story originating in popular culture, typically passed on by word of mouth is called a

folktale. Can this story be a folk tale?
Activity 9- A video to watch!
Think-Pair-Share 🕒 10 mins
(At home/school) (If done at home, discussion to be done at school)

Here is a link to an interesting video about various types of stories. Watch it carefully
and then reflect on the questions that follow.
Video Link
[Link]
What did you find the most interesting in the video? Why?

Was there something new that you learnt?

Wasn't the video interesting? It was about different kinds of folk tales and their features.
Look at the chart below and read it carefully. This chart gives some more details about
‘FOLK TALES’. They are a great cultural tradition in language acquisition.
Activity 10- Match the column!
Pair activity 🕒 20 mins
Let us revise and match the columns.

● Look closely at the comparison chart

● Now match the type of story with its description
Activity 11- Four more!
Individual activity 🕒 25 mins
Here are four short folk tales for you. Read and enjoy!
"I have scarcely closed my eyes all night. Heaven only knows what was in the bed, but I
was lying
on something hard, so that I am black and blue all over my body. It's horrible!"

Now they knew that she was a real princess because she had felt the pea right through
the twenty mattresses Nobody but a real princess could be as sensitive as that.

So the prince took her for his wife. He knew that he had a real princess; and the pea was
put in the museum, where it may still be seen, if no one has stolen it.

There, that is a true story.

Activity 12- Which Folk Tale? Individual
activity 🕒 10 mins
You are aware of the elements of a story. You also studied about features of different
types of folk tales. What do you think about the four short stories that you read
above? Tick all the elements that you found in each story. Write the names of stories
under each element.

● Setting is usually once upon a time

● Characters are animals, people or things

● Setting is usually long ago

● Characters are usually people, sometimes people who were real

● Setting is usually long ago

● A make-believe story that teaches us a lesson

● Tells about a great hero from long ago

● Fables teach a lesson that is usually said at the end of the story

● A make-believe story that usually has magic

● Tells a story to explain why or how something in nature is a certain way

● Characters are usually animals who act like people

Which category of folk tales do you think the above stories belong to?
1. 2.
3. 4.
Activity 13- Story relay- Carry it forward Group
activity 🕒 20 mins
You identified the type of folk tale by looking for some key features. Here is another
story that you are required to carry forward like a relay, with your group.

This is one of Aesop’s fables- ‘City Mouse and Country Mouse.’

City Mouse and Country Mouse

There once was a tiny little mouse from the city. One day, the city mouse went to visit
his friend from the countryside; the country mouse.

The two mice were best friends and being together made them both very happy.

The country mouse was simple yet generous. He offered his friend some food: bread,
butter, cheese and beans.

However, as the city mouse started to eat the meal, he started to feel a little bit sick.
‘Aren’t you hungry?’ asked the country mouse.

‘Very. But this food is not like the food from the city. I don’t like it!’ said the city mouse.

The two mice spent the day together. They had fun walking around the countryside.
When it grew dark they said goodbye.

Before he went home, the city mouse invited the country mouse to his home in the city,
to try the incredible food there.
_____________________________________________________________________

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_____________________________________________________________________

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_____________________________________________________________________.
Activity 14- Let’s weave a story!
Group activity 🕒 25 mins
Hey buddy! Did you get a picture/verbal prompt from your teacher?

Discuss the prompt in your group.

Decide on the elements and fill in the graphic organizer given below.
Activity 15- Let’s weave a story!
Individual activity 🕒 25 mins
(Formative Assessment)

You filled up the graphic organiser with your group members. Now, elaborate the story by
adding your own twist to it using the following steps.
Step 1: Determine Your Setting
Step 2: Make Memorable Characters
Step 3: Bring in a Conflict
Step 4: Give Your Plot a Twist
Step 5: Recreate Natural Dialogue
Step 6: Articulate Voice Through Point of View
Activity 16- Self and Peer Assessment
Pair activity 🕒 10 mins
You have written your own unique stories, individually at home. The same was
done by your peers. Now, reflect and assess as per the given RUBRICS.
Instructions:
● Assess your story first using the rubrics
● Now read the story written by your peer
● Assess their story using the rubrics given below
● Add an example as evidence against each point.
Rubrics for assessment

Look for Tick if present in the story written by

Self Peer

Is there a title for the

story?

Is there a setting?

Are at least two characters

present?

Was there a
conflict/problem?

Did the story conclude with

a solution?

Was there a twist in the

story?

Watch these interesting videos. These are stories from around the world.
[Link]
(Alternatively, you can take a folktale chosen by you from the library)
 Activity 17- Making Connections!
Individual activity 🕒 35 mins

Choose any one story from the video that you watched.
OR
Take a story book with a folktale from the library.

Now, respond to the questions given below and make connections with the selected story!

1. Text-to-Text:
How do the ideas in this text remind you of another text (story, book, movie, song, etc)?
Complete one of the following statements:

● What I just read reminds me of ___________________ (story/book/movie/song)

because ___

_________________________________________________________________________

● The ideas in this text are similar to the ideas in ___________________ because
___________________________________________________________

● The ideas in this text are different than the ideas in ___________________ because
________________________________________________________________________

2. Text-to-Self:
How do the ideas in this text relate to your own life, ideas, and experiences?
Complete one of the following statements:
● What I just read reminds me of the time when I
 _________________________________________________________________________
____________________________________

● I agree with/understand what I just read because in my own life

_________________________________________________________________________
_________________

● I don’t agree with what I just read because in my own life

_________________________________________________________________________
_______________________

3. Text-to-World:

How do the ideas in this text reading relate to the larger world—past, present and future.
Complete one of the following statements:
● What I just read makes me think about _________________________ (event from the
past) because
__________________________________________________________________
● What I just read makes me think about _________________________ (event from
today
related to my own community, nation or world) because
_________________________________________________________________________
● What I just read makes me wonder about the future because
_________________________________________________________________________
_________________________
Activity 18- Write what you know!
Individual activity 🕒 15 mins
(Home Task)

● Recall the discussions about folktales in the class.

● Home task/Individual work- write your responses in the blanks given below
after reflecting upon the discussions.

How do folktales connect people across cultures?

___________________________________________________________________

___________________________________________________________________

_________________________________________________________________________.

Do you find any similarities between folktales around the world? Comment.

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
________________________________________________.
Activity 19- Poetic Stories
Group activity 🕒 25 mins
Discuss the questions in your group. Now, write answers to the questions given below:

Do you remember any rhymes from junior classes?

___________________________________________________________.

Did any rhyme have a story? What was being described?

___________________________________________________________.

List three rhymes that had a story and identify the ‘Type of Folktale’ in them.
(For types of folktales refer to previous Activity)

S. Name of the Rhyme Type of Folktale

No. Features of the type of folktale identified
in the rhyme
Activity 20- Poetic Folktales (Features)
Individual activity 🕒 30 mins
Rhymes/poems like
❖ The Cricket and the Ant
❖ Duck and the Kangaroo
Read the ‘Poetic Folktales’ and compare and contrast using the chart given below.
Comparing and Contrasting Folktales
What two stories are you comparing and contrasting?

Title 1

Title 2

How are they similar?

Characters

Setting

Lesson/Learning
Plot/Events

How are they different?

Title 1

Characters

Setting

Lesson/Learning

Plot/Events

Title 2

Characters

Setting

Lesson/Learning

Plot/Events
Activity 21- Jigsaw Part-I
Group activity 🕒 30 mins
Now, we will read four poetic stories and discuss their features in an interesting group
activity called JIGSAW READING.

JIGSAW
Round 1- Expert Groups Round 2- Teaching Groups
Divide students into four groups and Mix the groups so that each student
give each group a different text to can teach what they read and discussed
read and discuss in the first round.

Each group will be assigned one poetic story.

The poetic story assigned to my group is

__________________________________________

With your group members:

 ● Read the ‘poetic story’
● Develop a combined understanding of the ‘poetic story’
● Fill the ‘mind map’ given below

Poem 1: The Rime of the Ancient Mariner- S. T. Coleridge

Poem 2: The Solitary Reaper
 Poem 3: The Tale of Custard the Dragon By Ogden Nash

Belinda lived in a little white house,

With a little black kitten and a little gray mouse,
And a little yellow dog and a little red wagon,
And a realio, trulio, little pet dragon.
Now the name of the little black kitten was Ink,
And the little gray mouse, she called her Blink,
And the little yellow dog was sharp as Mustard,
But the dragon was a coward, and she called him Custard.
Custard the dragon had big sharp teeth,
And spikes on top of him and scales underneath,
Mouth like a fireplace, chimney for a nose,
And realio, trulio, daggers on his toes.
Belinda was as brave as a barrel full of bears,
And Ink and Blink chased lions down the stairs,
Mustard was as brave as a tiger in a rage,
But Custard cried for a nice safe cage.

Belinda tickled him, she tickled him unmerciful,

Ink, Blink and Mustard, they rudely called him Percival,
They all sat laughing in the little red wagon
At the realio, trulio, cowardly dragon.
Belinda giggled till she shook the house,
And Blink said Week!, which is giggling for a mouse,
Ink and Mustard rudely asked his age,
When Custard cried for a nice safe cage.
Suddenly, suddenly they heard a nasty sound,
And Mustard growled, and they all looked around.
Meowch! cried Ink, and Ooh! cried Belinda,
For there was a pirate, climbing in the winda.
Pistol in his left hand, pistol in his right,
And he held in his teeth a cutlass bright,
His beard was black, one leg was wood;
It was clear that the pirate meant no good.
Belinda paled, and she cried, Help! Help!
But Mustard fled with a terrified yelp,
Ink trickled down to the bottom of the
household,
And little mouse Blink was strategically mouseholed.
But up jumped Custard, snorting like an engine,
Clashed his tail like irons in a dungeon,
With a clatter and a clank and a jangling squirm
He went at the pirate like a robin at a worm.
The pirate gaped at Belinda’s dragon,
And gulped some grog from his pocket flagon,
He fired two bullets but they didn’t hit,
And Custard gobbled him, every bit.
Belinda embraced him, Mustard licked him,
No one mourned for his pirate victim
Ink and Blink in glee did gyrate
Around the dragon that ate the pyrate.

Belinda still lives in her little white house,

With her little black kitten and her little gray mouse,
And her little yellow dog and her little red wagon,
And her realio, trulio, little pet dragon.
Belinda is as brave as a barrel full of bears,
And Ink and Blink chase lions down the stairs,
Mustard is as brave as a tiger in a rage,
But Custard keeps crying for a nice safe cage.
Poem 4: The Tale of Melon City To the scaffold the arch was led
By Vikram Seth When suddenly a Councillor said —

In the city of which I sing ‘How can we hang so shamefully

There was a just and placid King. What touched your head, Your Majesty?’

The King proclaimed an arch should be ‘True,’ mused the King. By now the crowd,
Constructed, that triumphally Restless, was muttering aloud.

Would span the major thoroughfare The King perceived their mood and trembled
To edify spectators there. And said to all who were assembled —
The workmen went and built the thing. ‘Let us postpone consideration
They did so since he was the King. Of finer points like guilt.
The nation wants a hanging.
The King rode down the thoroughfare Hanged must be Someone,
To edify spectators there. and that immediately.’

Under the arch he lost his crown. The noose was set up somewhat high.
The arch was built too low. A frown Each man was measured by and by.

Appeared upon his placid face. But only one man was so tall
The King said, ‘This is a disgrace. He fitted. One man. That was all.

The chief of builders will be hanged.’ He was the King. His Majesty
The rope and gallows were arranged. Was therefore hanged by Royal Decree

The chief of builders was led out. ‘Thank Goodness we found someone,’ said
He passed the King. He gave a shout, The Ministers, ‘for if instead
We had not, the unruly town
‘O King, it was the workmen’s fault’ Might well have turned against the Crown.’
‘Oh!’ said the King, and called a halt
‘Long live the King!’ the Ministers said.
To the proceedings. Being just ‘Long live the King! The King is dead.’
(And placider now) he said, ‘I must
Have all the workmen hanged instead.’ They pondered the dilemma; then,
The workmen looked surprised, and said, Being practical-minded men,
Sent out the heralds to proclaim
‘O King, you do not realise (In His [former] Majesty’s name):
The bricks were made of the wrong size.’
‘Summon the masons!’ said the King. ‘The next to pass the City Gate
Will choose the ruler of our state,
The masons stood there quivering. As is our custom. This will be
‘It was the architect...’, they said, Enforced with due ceremony.’
The architect was summoned. A man passed by the City Gate.
An idiot. The guards cried, ‘Wait!
‘Well, architect,’ said His Majesty.
‘I do ordain that you shall be Hanged.’ Who is to be the King? Decide!’
‘A melon,’ the idiot replied.
Said the architect, ‘O King,
You have forgotten one small thing. This was his standard answer to
You made certain amendments to All questions. (He liked melons.)
The plans when I showed them to you.’
‘You are now our King,’ the Ministers said,
The King heard this. The King saw red. Crowning a melon. Then they led
In fact he nearly lost his head; (Carried) the Melon to the throne
And reverently set it down.
But being a just and placid King
He said, ‘This is a tricky thing. This happened years and years ago.
When now you ask the people, ‘So —
I need some counsel. Bring to me
The wisest man in this country.’ Your King appears to be a melon.
How did this happen?’, they say, ‘Well, on
The wisest man was found and brought, Account of customary choice.
Nay, carried, to the Royal Court. If His Majesty rejoice
In being a melon, that’s OK
He could not walk and could not see, With us, for who are we to say
So old (and therefore wise) was he — What he should be as long as he
Leaves us in Peace and Liberty?’
But in a quavering voice he said,
‘The culprit must be punished. The principles of laissez faire
Seem to be well-established there.
Truly, the arch it was that banged
The crown off, and it must be hanged’.
Activity 22- Jigsaw Part-II
Group activity 🕒 30 mins
You explored ‘Poetic Folktales’ in the previous activity within your groups, in a ‘JIGSAW
READING’. Now, you will engage in Part-II of it, where you will be an expert for your
story for the newly formed group. You can refer to the mind-maps from the previous
activity.

When you join the newly assigned group:

● Bring your Mind Map from the previous activity.
● Share your observations about your ‘poetic stories’.
● Actively listen to other members’ observations about their ‘Poetic Stories’.

Unit-End Reflection
● Recall the discussions about folktales in the class.
● Home task/individual work- Write your responses in the blanks given below after
reflecting upon the discussions.
What do you think about the similarities between folktales around the world?

__________________________________________________________________

__________________________________________________________________

_____________________________________.

Folktales connect people across cultures; agree or disagree? Write reasons for your
choice.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

______________________________________.

You created a story for yourself. Do you think it would be able to connect people across
cultures?

_____________________________________________________________________

_____________________________________________________________________

_________________________________.
Unit 3 Sailing Across Time: Unlocking Creativity

Through this unit, we aim to create creative individuals who are thoughtful and
expressive.

In this unit we will-

❖ learn about various genres of travel writing: blogs, travelogues, poetry and vlogs.
❖ observe and learn how the expression in various genres impacts its audience.
❖ understand how the text interacts and exchanges ideas/information with the
audience.
❖ study the features of writing blogs, travelogues, travel poetry, and creating vlogs.
❖ prepare and present our own story taking our most liked genre.
❖ write a blog (producing a creative text).
We are doing this unit to understand how people have expressed themselves for ages
through various genres of writing. We will learn why various authors and poets have
written creatively across the genres about their experiences, observations, information,
ideas, dreams, and desires.
We also intend to observe how the various genres interact with the audience and how the
ways of expression changes with a change in genre. To dive deep into our inquiry we will
learn four genres of travel writing: blogs, travelogues, poems, and vlogs. The readings
will help us with our inquiry and with mastering a few genres of travel writing. It is
imperative to know how to express ourselves creatively and differently. The four genres
will give us an exposure to perform and find out our preferred genre of creative writing.
We will learn why various authors and poets have written creatively across the genres
about their experiences, observations, information, ideas, dreams, and desires.
Activity 1- Looking Back In Time
Whole Class Activity 🕒 5+15 mins
There must have been times when you visited new places or went on trips. After
coming back from a trip, our mind lingers on the memories. We share our experiences
with our dear ones. We give them minute details and relive our trip. Right?
Let’s take a trip down the memory lane and recall some of the best moments of our
life. Listen and follow the instructions given by your teacher:

● Sit in a relaxed position with your eyes closed.

● Take a few deep breaths and let them go.
● Bring to your mind a memory of a place you have visited in the past.
● Was this your best trip?
● See what you can recall.
● What are the images? What are the colors?
● What memories emerge in your mind?
● How were you feeling then?
● Who were the people with you?
● What was happening around you?
● Listen to the sounds around you? What type of sounds are these?
● Is there any particular thing you noticed about this place?
● What are your feelings now?

In your notebook/journal/diary write down in detail what you recalled about the
place. Write down the minute details you visualized during the trip down the memory
lane.

If you wish, share your memory with your classmates.

Activity 2- Writing About An Experience Group
Activity 🕒 15 mins
In the previous activity, you have written a detailed piece of writing regarding your
trip you undertook in the past. Can you tell what type of creative writing this is
called? Where you write about the place, your experiences, your learnings and your
feelings. Any guesses…?
Brainstorm in your groups and share about:
● What is this type of creative writing called?
● Who would need this type of writing?
● How it may/may not impact the readers?

Activity 3- Let’s Read A Travelling Experience

Pair Activity 🕒 10 mins
Following is a blog post by IndianTravelBlog penned down by Derryl Castelino:

However, before you read the blogpost, do you recognize this place from Tamilnadu?

Pic courtesy : tusk traveller

Any guesses : _____________________________________________________

The misty host - Kodaikanal | An awesome travel experience

Posted Date: 06 Nov 2018 |Updated: 06-Nov-2018 |Category: Tamil Nadu |Author:
Derryl Castelino |Member Level: Silver |Points: 100 |

Thinking about a place to visit in South India to relax and make your vacation
memorable? Here is my travel experience to Kodaikanal. Check this out to learn
more about how to make your holidays in Kodaikanal more joyful.

Do you ever look at the clouds while being stuck in traffic and fit them into your
wild imaginations of unicorns and funnily shaped animals? Now visualize this; you're
in a home-stay fixated in one of the crevices of the excessively green covered
mountains, sipping on Vattakanal's home-brewed hot chocolate and Columbus
decides to pay you a visit. In a matter of seconds, suddenly the room turns blurry,
and you can literally see the cloud gracefully pass in front of your eyes. This is how
Kodaikanal welcomes you!

Places like this rejuvenate a person.

It recharges one's mental state of
being which usually depreciates with
one's monotonous corporate or
routine lifestyle. This beautiful,
memorable trip began with the
desperate need for a road trip. From
an idea of a solo trip on a motorcycle
to over two dozen excited, adrenaline
junkies packed in two cars ready to
hit the roads happened overnight. An unplanned rendezvous and the 470 km journey
began.
 How to reach Kodaikanal?
Now, you could choose a less tiring
and faster means of transport and
book a sleeper bus to Kodaikanal; but the adventure and thrill in a self-driven
vehicle are unrivalled. But this alternative has its own red flags; Stress on the
proclaimed driver of the group, delay due to a couple of wrong turns owing to the
inexperience of the shotgun and too many stops. Eleven hours of rigorous driving,
few seat shifts, multiple-genre music and voila, the fresh breath of Kodai.
Goosebumps and blocked ears are inescapable with the drastic shift in altitude. Lush
greenery, vividly coloured flowers, scenic canopies in a distance half-dressed in
clouds, the sound of crickets summoning the kodai showers and fellow tourists is just
a thumbnail for you.

How to book a hotel? No, not TRIVAGO!

Finding a place to stay wouldn't be an issue. The travel agencies and room renters
can sniff tourists and the moment they see you walking with a backpack they would
pounce on you like scavengers, advertising their varied accommodation options. Just
pick the one that suits your needs and you should be set. The locals are friendly and
definitely helpful when it comes to directions, places to visit and small requirements
like firewood for a campfire maybe?!

Although you've not travelled hundreds of kilometres to stay indoors, a good

home-stay surely makes a difference. The accommodation is reasonably cheap and
thus choosing a good one is critical. Waking up to a breathtaking view of the
mountains is sheer joy in itself.

Where to eat in Kodaikanal

This majestic hill-station located in the heart of Tamil Nadu is home for tourists from
around the world and for this very reason, the variety of food the cafes and food
joints offer are fascinating. Menus include Italian, Chinese and English delicacies.
Now if you're visiting Vattakanal, not trying the Chicken Schnitzel from Altaf's Café
would be a sin.

Things to do in Kodaikanal
Kodai, the princess of hill-stations,
has a number of places to visit to
blow your mind. The trek to the
Vattakanal waterfalls is one of them.
This trek in the rainy season is heavily
risk-laden with moss covered rocks
which would throw you off your feet
literally. A trekking cable would come
in handy. The Dolphin nose or Cliff
viewpoint is also a mesmerizing spot
with a view worth a thousand words.
As the winds blow the clouds, the sky
turns clear for a brief window in
which you can catch a glimpse of the
serene landscape clad in shades of
green; and almost immediately the sky is again covered with clouds and all you can
see is a white screen. These places are naturally so very beautiful, but along the
way, I couldn't help but notice litter.

A request: Please do not dispose of used plastic bottles and cigarette packs. Make
sure you collect it and dispose of it at a dustbin close by. The entire city of
Vattakanal is so gorgeous that even
sitting in a café relishing a meal amidst
the awe-inspiring ambience would trigger your brain cells.

Travel tips for visitors to Kodaikanal and Vattakkanal

A small bonus tip for all you fellow travellers. Now I'm sure a few of you would want
to visit all the tourist spots in the location but from personal experience don't cram
your trips with a tight schedule. Visit a few places, take a breath, enjoy the moment
you are in. You don't want to be exhausted and drained out by the end of the trip. By
default, we can assume most people travel to relax. Reality will come knocking on
your door soon; make sure you return with a boosted spirit, charged internally until
your next trip.

Being associated with nature on such a

close level makes it difficult to leave
the place. The transition is significant.
There was something about this trip;
could be the impeccable timing (end of
September), right circle of people, or
just maybe that's how badly I needed
it. Either way, it turned out to be an
amazing trip with a truckload of memories. Stop drooling, start packing, and take
that trip you deserve!

About Author: Derryl Preetham Castelino

Sarcastic, subtle humourist; Got a little of the travel bug in me. Picturesque places
fascinate me. I would love to try every cuisine from the place of its origin itself.
Food and Travel make me happy!
Source credit:
[Link]
Activity 4- Let’s Brainstorm
Group Activity 🕒 15 mins
Based on the reading of the blog post, in your groups discuss on the following
points:
● Did going through the post take you to one of your similar voyages?
● Can you name this form of writing? If yes, name it. What do you know about
this?
● How did the post influence you as a reader?
● What impression do you form about Kodaikanal as a place?
● What aspects of the blog interested you the most?
● In your opinion what is a blog?
● How can reading a blog help/not help the reader?
● What are the key features of a blog?

Write your thoughts in your notebook/journal/diary.

Activity 5- What is a Blog?

Pair Activity 🕒 15 mins
A blog (a truncation of "weblog")[1] is an informational website published on the
World Wide Web consisting of discrete, often informal diary-style text entries
(posts). Posts are typically displayed in reverse chronological order so that the most
recent post appears first, at the top of the web page. Until 2009, blogs were usually
the work of a single individual,[citation needed]
occasionally of a small group, and often
covered a single subject or topic. In the 2010s, "multi-author blogs" (MABs) emerged,
featuring the writing of multiple authors and sometimes professionally edited. MABs
from newspapers, other media outlets, universities, think tanks, advocacy groups,
and similar institutions account for an increasing quantity of blog traffic. The rise of
Twitter and other "microblogging" systems helps integrate MABs and single-author
blogs into the news media. Blog can also be used as a verb, meaning to maintain or
add content to a blog.

Many blogs provide commentary on a particular subject or topic, ranging from

philosophy, religion, and arts to science, politics, and sports. Others function as
more personal online diaries or online brand advertising of a particular individual or
company. A typical blog combines text, digital images, and links to other blogs, web
pages, and other media related to its topic. Most blogs are primarily textual,
although some focus on art (art blogs), photographs (photoblogs), videos (video
blogs or "vlogs"), music (MP3 blogs), and audio (podcasts). In education, blogs can be
used as instructional resources; these are referred to as edublogs. Microblogging is
another type of blogging, featuring very short posts.

'Blog' and 'blogging' are now loosely used for content creation and sharing on social
media, especially when the content is long-form and one creates and shares content
on a regular basis. So, one could be maintaining a blog on Facebook or blogging on
Instagram. Blogging is writing about what you like. In other words, writing about
what you know and providing valuable information to people searching for it.

Source: [Link]
Activity 6- Key Features of A Blog
Pair Activity 🕒 10 mins
Go through the following graphic organizer and see if it matches your findings from
Activity 4. Take note of the key features of writing a blog.
 Activity 7- Compare and Contrast Pair
Activity 🕒 20 mins
Now you know the key features of writing a good blog. Observe if the blog you read in
Activity 3 has all these features. Note down the similarities and the dissimilarities.

Key Features of a Blog Similarities Dissimilarities

To know more about blogs and types of blog posts access the following links:
[Link]
[Link]
[Link]
 Activity 8- Blogging for Travelling
Pair Activity 🕒 25 mins
You have learned a great deal about writing a blog. Now, you wish to write your own blog
about your travel experience. So, here is a template for you. Fill in the details for your
blog post.
 Activity 9- My First Blog
Individual Activity 🕒 20 mins
Formative Assessment 1

Based on your filled template from Activity 7, write down your blog post keeping in
mind all the key features of a good blog.

Activity 10- A Travelogue

Pair Activity 🕒 10 mins
What is a travelogue?
A travelogue is a person’s account of a journey to another country or place. It is quite a
popular genre. Travel writing generally gives detailed information about the attractions
of a place so that people get tempted to go there on their vacations. It can either be a
written report with many factual details or a narrative story about personal impressions
and experiences supported by images. Hence, writers involved in travel writing should
follow some specific rules to make their travelogues more appealing and interesting to
the readers.
Source: [Link]
[Link]
Activity 11- Jigsaw Reading
Group Activity 🕒 20 mins
Let us read another genre of travel writing- a travelogue. Following is an excerpt
from a travelogue, ‘Heaven lake’ by Vikram Seth. Enjoy the reading about the
beautiful capital city of Nepal, ‘Kathmandu’.
We will read this chapter following a reading strategy ‘Jigsaw Reading’.

STEPS
1. In your groups read the assigned section and discuss with your group members.
2. Once familiar with the content, get reassigned to another group, discuss your
section with members of the new group in detail.
3. You must start with the member who has to discuss section 1, followed by
section 2, and so on till the last section.

Kathmandu

1. I get a cheap room in the centre of town and sleep for hours. The next morning,
with Mr Shah’s son and nephew, I visit the two temples in Kathmandu that are most
sacred to Hindus and Buddhists.
2. At Pashupatinath (outside which a sign proclaims ‘Entrance for the Hindus only’)
there is an atmosphere of ‘febrile confusion’. Priests, hawkers, devotees, tourists,
cows, monkeys, pigeons and dogs roam through the grounds. We offer a few flowers.
There are so many worshippers that some people trying to get the priest’s attention
are elbowed aside by others pushing their way to the front. A princess of the
Nepalese royal house appears; everyone bows and makes way. By the main gate, a
party of saffron-clad Westerners struggle for permission to enter. The policeman is
not convinced that they are ‘the Hindus’ (only Hindus are allowed to enter the
temple). A fight breaks out between two monkeys. One chases the other, who jumps
onto a shivalinga, then runs screaming around the temples and down to the river, the
holy Bagmati, that flows below. A corpse is being cremated on its banks;
Source credit:
[Link]

washerwomen are at their work and children bathe. From a balcony, a basket of
flowers and leaves, old offerings now wilted, is dropped into the river. A small shrine
half protrudes from the stone platform on the river bank. When it emerges fully, the
goddess inside will escape, and the evil period of the Kaliyug will end on earth.

3. At the Baudhnath stupa, the Buddhist shrine of Kathmandu, there is, in

contrast, a sense of stillness. Its immense white dome is ringed by a road. Small shops
stand on its outer edge: many of these are owned by Tibetan immigrants; felt bags,
Tibetan prints and silver jewellery can be bought here. There are no crowds: this is a
haven of quietness in the busy streets around.
4. Kathmandu is vivid, mercenary, religious, with small shrines to flower-adorned
deities along the narrowest and busiest streets; with fruit sellers, flute sellers,
hawkers of postcards; shops selling Western cosmetics, film rolls and chocolate; or
copper utensils and Nepalese antiques. Film songs blare out from the radios, car
horns sound, bicycle bells ring, stray cows low questioningly at motorcycles, vendors
shout out their wares. I indulge myself mindlessly: buy a bar of marzipan, a
corn-on-the-cob roasted in a charcoal brazier on the pavement (rubbed with salt,
chilli powder and lemon); a couple of love story comics, and even a Reader’s Digest.
All this I wash down with Coca Cola and a nauseating orange drink, and feel much the
better for it.

Source credit: ://[Link]/boudhanath-guhttpside/

5. I consider what route I should take back home. If I were propelled by enthusiasm
for travel per se, I would go by bus and train to Patna, then sail up the Ganges past
Benaras to Allahabad, then up the Yamuna, past Agra to Delhi. But I am too exhausted
and homesick; today is the last day of August. Go home, I tell myself: move directly
towards home. I enter a Nepal Airlines office and buy a ticket for tomorrow’s flight.
6. I look at the flute seller standing in a corner of the square near the hotel. In his
hand is a pole with an attachment at the top from which fifty or sixty bansuris
protrude in all directions, like the quills of a porcupine. They are of bamboo: there
are cross flutes and recorders. From time to time he stands the pole on the ground,
selects a flute, and plays for a few minutes. The sound rises clearly above the noise
of the traffic and the hawkers’ cries. He plays slowly, meditatively, without excessive
display. He does not shout out his wares. Occasionally he makes a sale, but in a
curiously offhanded way as if this were incidental to his enterprise. Sometimes he
breaks off playing to talk to the fruit seller. I imagine that this has been the pattern
of his life for years.
7. I find it difficult to tear myself away from the square. Flute music always does this
to me: it is at once the most universal and most particular of sounds. There is no
culture that does not have its flute— the reed neh, the recorder, the Japanese
shakuhachi, the deep bansuri of Hindustani classical music, the clear or breathy flutes
of South America, the high-pitched Chinese flutes. Each has its specific fingering and
compass. It weaves its own associations. Yet to hear any flute is, it seems to me, to
be drawn into the commonality of all mankind, to be moved by music closest in its
phrases and sentences to the human voice. Its motive force too is living breath: it too
needs to pause and breathe before it can go on.
8. That I can be so affected by a few familiar phrases on the bansuri, surprises me at
first, for on the previous occasions that I have returned home after a long absence
abroad, I have hardly noticed such details, and certainly have not invested them with
the significance I now do.

VIKRAM SETH [an extract from Heaven Lake]

Link for the text:
[Link]
Activity 12- Finding Key Features of a Travelog
Group Activity 🕒 20+10 mins
On the basis of your reading an excerpt ‘Kathmandu’, fill in the following graphic
organizer:

In your groups, discuss and share about:

● How is blog writing different from writing a travelogue?
● How does a change in genre of travel writing impact readers?
● How do these two genres of travel writing interact with the audience?
Activity 13- Writing a Good Travelogue
Pair Activity 🕒 15+10 mins
1. Research the Place

Before writing about a particular destination, you’ll need to thoroughly research. If

you are able to go to the place, you should—doing so will give you a firsthand
experience and you can find out for yourself what the place is all about. You could
even ask the local people about its legends and other information related to that
place. You could tour all over the place and find out for yourself all its hidden secrets
that would attract a tourist bent on having fun. In this way, you can build up quite a
reliable picture in your travelogue.

However, if you live quite far away from the place in question, then you must rely on
other resources.

First and foremost, you should look up all the available information related to the
place. You could look up books available in the library or you could surf the net. If
you find some pictures of it, it could also help you a lot in your write-ups as it would
give you a clearer idea about the looks of the place.

2. Write Descriptively

Writers are artists. They present a picture through their words. Show your artistic
talent here by describing the place in such a complete manner that the reader
actually visualizes it. Spin a beautiful picture so as to make the reader want to visit
that place.

If you can get photos of a particular location, you can use them to enhance your
travelogue. Be sure to use a photo editing app like Instasize to get these images
publication-ready.
3. Highlight the Various Attractions

In travel writing highlighting the various attractions is of paramount importance. The

first thing that attracts a person to a particular place is its various appeals. A place
may be very beautiful in its scenic beauty but until and unless it doesn’t give us any
other attractions in the way of sports or any other thing, few people will be tempted
to visit it. So, include in your travelogue all the available attractions of that place so
as to lure maximum number of visitors to it.

4. Mention the Ways and Means to Reach the Destination

You have done your job of enticing the reader to visit the place with your travel
writing. But, if the reader does not get the adequate information regarding the ways
and means of reaching that destination then s/he may drop the plan to visit it
altogether. Therefore, always try to include the various means by which one can
easily reach the place. You could give the information regarding the airline details,
train details, or any other detail that you deem necessary.

5. Name a Few Good Hotels

Once a person reaches her/his destination then s/he may have trouble locating all
the good hotels in that place. So, you could help your readers out of their
bewilderment by naming a few good hotels for their benefit. Whether you are
naming the best hotels in Los Angeles, Dublin, or Tokyo, just make sure that you
choose hotels for all the economic classes. Hence, you could mention some star
hotels for the rich and the powerful, good hotels for the economically well-off, and
some cheap lodgings for the budget travellers. You can also target hotels that cater
to travelers with special requirements. For instance, you can list the best party
hotels in Ibiza, or the most affordable hotels for pet owners in Victoria Island, to
name a few.

Thus, your travelogue would help people from all segments of society and will be
greatly popular in its effect.

6. Mention Some Out of the Way Tourist Attractions

To give your travelogue that specific edge you should try to include some
out-of-the-way tourist attractions. These tourist attractions could be anything from a
visit to the local winery or some bargain or elusive items sold at the local market. So,
do your homework properly if you want to excel in travel writing.

7. Give Some Cultural Background

Giving some cultural background of the place makes your travelogue richer in its
content. People like to know the background and culture of a place they are planning
to visit. It gives them a distinctive idea of what to expect from that place. It also
helps them in their choice of clothes, accessories, etc. So, do remember to include
this little bit of information in your travel writing.

8. Mention Some Dos and Don’ts of the Place

And lastly, mention some dos and don’ts of the place so that a person does not make
a cultural mistake there. Say a person is planning to visit the Middle East. Then s/he
should wear very decent clothes and reserve all affectionate behavior for the
private. Again, people should avoid asking for beef in a Hindu country like India or
pork in a Muslim country. Hence, knowing the dos and don’ts of a particular place
makes a person abide by all her/his etiquettes while fully enjoying the sights and
sounds of that place.

After reading this handout, revisit your graphic organizer in Activity 10 and add your
learnings in it. Also, discuss the following in the light of your new learning:
● How does a change in genre of travel writing impact readers?
 Activity 14- Blog To Travelogue
Pair Activity 🕒 20+10 mins
Formative Assessment 2

1. Using the blog post you wrote in Activity 8, write a travelogue in about 250 words
following the key features of the same.
2. Now that you have explored and written two forms of travel writing- blog and
travlogue. In your groups, again discuss:
● What is the difference in the writing styles of a blog and a travelogue?
● How do these two genres of travel writing interact and exchange ideas with its
audience?

Activity 15- Poetry: A Form of Travel Writing?

Group Activity 🕒 10 mins
In your groups discuss the following:
● Can a poem be considered a form of travel writing? Why/why not?
● How can it be different from other forms of travel writing? (blogs and travelogues)
● How does the expression of thoughts/experiences change while writing a poem?
● How does a change in writing a travel experience through a poem impact
audiences?
● Can you recall any poem you have read about travel/journey?
Activity 16- Let’s Read a Poem
Pair Activity 🕒 10+10+10 mins
To find out the answers to the questions discussed in Activity 15, let us read the
following poem.
In “Travel,” a poem by Robert Louis Stevenson, the author takes the reader on a
journey through the imagination of a boy by discussing real and fictional places to
which he would like to travel.

Travel – by Robert Louis Stevenson

I should like to rise and go

Where the golden apples grow;–
Where below another sky
Parrot islands anchored lie,
And, watched by cockatoos and goats,
Lonely Crusoes building boats;–
Where in sunshine reaching out
Eastern cities, miles about,
Are with mosque and minaret
Among sandy gardens set,
And the rich goods from near and far
Hang for sale in the bazaar;–
Where the Great Wall round China goes,
And on one side the desert blows,
And with the voice and bell and drum,
Cities on the other hum;–
Where are forests hot as fire,
Wide as England, tall as a spire,
Full of apes and cocoa-nuts
And the negro hunters’ huts;–
Where the knotty crocodile
Lies and blinks in the Nile,
And the red flamingo flies
Hunting fish before his eyes;–
Where in jungles near and far,
Man-devouring tigers are,
Lying close and giving ear
Lest the hunt be drawing near,
Or a comer-by be seen
Swinging in the palanquin;–
Where among the desert sands
Some deserted city stands,
All its children, sweep and prince,
Grown to manhood ages since,
Not a foot in street or house,
Not a stir of child or mouse,
And when kindly falls the night,
In all the town no spark of light.
There I’ll come when I’m a man
With a camel caravan;
Light a fire in the gloom
Of some dusty dining-room;
See the pictures on the walls,
Heroes fights and festivals;
And in a corner find the toys
Of the old Egyptian boys.

Read the poem and notice the things discussed in Activity 13.

Check your vocabulary!

Instructions: Read the poem carefully and answer the following questions by

choosing the correct meaning of the underlined words from the given options.

1. The poet wants to go to a place where "Parrot islands anchored lie." The
word "anchored" most likely means:

a) Floating b) Sailing c) Docked d) Hidden

2. The Eastern cities mentioned in the poem have "mosque and minaret." The
word "minaret" refers to:

a) A type of fruit b) A type of tree c) A tall tower d) A colorful bird

3. In the bazaar, the rich goods "hang for sale." The word "hang" suggests that
the goods are:

a) Displayed b) Stored c) Hidden d) Stolen

4. The Great Wall "round China goes." The word "round" means:

a) Straight b) Circular c) Underground d) Winding

5. The poet describes forests that are "hot as fire." The word "hot" suggests that
the forests are:

a) Cold b) Burning c) Humid d) Dense

6. In the jungles, there are "man-devouring tigers." The word "man-devouring"

means the tigers:

a) Are friendly towards humans b) Hunt and eat humans c) Protect humans d)
Are afraid of humans

7. The poet mentions a "knotty crocodile" lying in the Nile. The word "knotty"
most likely means:

a) Smooth b) Lazy c) Twisted d) Ferocious

8. The red flamingo is mentioned as "hunting fish." The word "hunting" suggests
that the flamingo is:

a) Swimming with the fish b) Chasing the fish c) Catching and eating the fish
 d) Observing the fish

9. The deserted city described in the poem has "children, sweep and prince."
The word "sweep" most likely means:

a) Clean b) Cry c) Play d) Hide

[Link] poet mentions "heroes fights and festivals" that he sees on the walls.
The word "festivals" refers to:

a) Celebrations b) Battles c) Paintings d) Songs

[Link] toys mentioned in the last stanza belong to the:

a) Old Egyptian boys b) Modern children c) Deserted city's children d) The

poet's friends

[Link] poet plans to come to the deserted city "with a camel caravan." A
caravan refers to:

a) A type of vehicle b) A group of people traveling together c) A large

suitcase d) A type of food

Activity 17- Decoding The Poem

Pair Activity 🕒 35 mins
Formative Assessment 3

“Travel” by Robert Louis Stevenson

I. Connect the following sentences by using a transition from the word bank.

as a result specifically in particular

 in addition for example moreover

I. The author says he wants to visit fictional lands. ____________________, he

mentions the places “where the golden apples grow,” and where there are “Lonely
Crusoes building boats.”
2. Stevenson also says he wants to visit real places. ____________________, he
mentions “where the Great Wall ‘round China goes,” and “where the knotty
crocodile/ lies and blinks in the Nile.”
3. In line 39, Stevenson says, “when I’m a man.” ____________________, the
reader is led to believe that this poem is from the perspective of a child.
4. The author uses imagery in lines such as, “light a fire in the gloom/ of some
dusty dining-room.” ____________________, Stevenson uses similes in lines such as,
“where are forests, hot as fire” and “wide as England, tall as spire.”
5. It is clear from the author’s use of words that he wishes to convey an optimistic
tone. ____________________, Stevenson says, “where in sunshine reaching out,”
and “rich goods from near and far.”

II. In “Travel,” a poem by Robert Louis Stevenson, the author takes the reader on a
journey through the imagination of a boy by discussing real and fictional places to
which he would like to travel.

Fictional
1) _______________________________________________________________
(Hercules/Greek mythology)
2) _______________________________________________________________
(from book/ Robinson Crusoe)
Real
1) ______________________________________________________________
(actual historic site)
2) ______________________________________________________________
(rainforests w/ exotic animals+food)
Certainly, Stevenson illustrates the theme of traveling by
imagining all the places he has read and learned about.

III. Use of because, but, so

Complete the sentence stem using but, because, and so.

It is clear that the narrator wants to travel…

1. It is clear that the narrator wants to travel because
________________________________________________________________________

2. It is clear that the narrator wants to travel, but

________________________________________________________________________
________________________________________________________________________

3. It is clear that the narrator wants to travel, so______________________________

________________________________________________________________________

IV. Complete the sentences.

1. Since the author uses terms like, “golden apples,” “sunshine reaching out,” and
“red flamingo,” the reader is able to imagine
__________________________________________________________ .

2. When the author says, “when I’m a man,” the reader learns that
___________________________________________________________________ .

3. Although the poem is about traveling, some of the places mentioned

__________________________________________________ .

Source credit:
[Link]
[Link]

Activity 18- Discussing Various Genres

Group Activity 🕒 30 mins
Based on your understanding of the poem, ‘Travel’ discuss with your peer on the
following points:
● How poetry as a form of travel writing is a different genre?.
● How is poetry different from writing a blog or a travelogue?
● Did you find any difference in ‘description of a travel destination’ in a poem,
blog and travelog?
● What, in your opinion, is the structure/format of writing a poem on travel?
● How does reading a travel poem impact you as a reader? Is it different from
reading a blog/travlogue?
● According to you, how do various genres of travel writing interact with the
audience? Do different genres influence differently or in the same way?

(You may discuss these pointers with your teacher to build better clarity about
these.)

Activity 19- Preparing a Checklist

Individual/Pair Activity 🕒 30 mins
In the light of the genres of travel writing done so far:
● Prepare a checklist for the elements of travel writing.
● With the help of the checklist, identify the elements of travel writing in the
poem read.
● Next, list out the differences between the various genres of travel writing:
I. Poems
II. Travelogs
III. Blogs
● Discuss how these forms affect the reader's understanding.
Activity 20- What is Travel Writing?
Group Activity 🕒 15 mins
Read the following handout and learn about Travel Writing. Take notes.

What is Travel Writing?

Travel writing is a specific nonfiction genre where the writer describes a location and
its people, customs, and culture. It is an old genre that goes back thousands of years
to ancient Greece and continues to this day. Travel writing, also known as travel
literature, is not just an account of a trip and what the writer did on said trip. The
genre uses a mixture of curiosity and narrative to describe a location for an audience
who has likely never been there.

It is also a difficult genre to describe, since it varies wildly from decade to decade
and among authors. Author Jonathan Raban describes travel writing as ''the private
diary, the essay, the short story, the prose poem, the rough note and polished table
talk with indiscriminate hospitality. It freely mixes narrative and discursive writing.''
In other words, travel writing is as much a personal work as it is an informative piece
about new places and cultures, a unique mixture of both educational and
entertaining prose.

Travel Writing Examples

Travel writing is a diverse genre with many different styles. Some works are
technical and provide information, history, and descriptions of places and their
culture. These texts can help others plan trips or otherwise educate themselves.
Other travel writing has a more personal angle, where writers not only explore and
describe a location but also recount how that location has affected them personally.
Modern travel writing is also not limited to books, as many travel writers publish
their work online almost as soon as it is written.
4 Tips for Travel Writing
Good travel writing has the power to transport readers to fantastic new places. If
you're looking to hone your writing skills, consider these travel writing tips before
penning your next travel piece.
​ 1. Write from a unique point of view. Your point of view is your specific
reason for writing a travel piece. What are you hoping to accomplish with your
writing? Perhaps you want to inspire people to travel to an overlooked corner
of the world, share the stories of a specific group of people, or help first-time
tourists navigate a city. Knowing why you're writing and the unique
perspective you have to offer is the best way to make sure your piece
connects with an audience.
​ 2. Show, don't tell. The best stories do more than tell readers information
about a place, they paint a vivid picture. Take detailed notes that include
specific descriptors about what makes the place you're traveling to unique.
​ 3. Be a good reader. To avoid common clichés and hone your own perspective,
read other pieces of travel writing. Staying up-to-date on the latest trends
and themes will help you craft new ideas.
​ 4. Be honest. Not all trips go according to plan. Including moments of
disappointment and difficulty will both make your writing more authentic and
give readers the opportunity to learn from your experience.

Source credit:
[Link]
[Link]

To be a good travel writer, access the following link and read the article:
[Link]
Activity 21- Let’s Go… Vlogging
Group Activity 🕒 12+15 mins
What is vlogging?
What comes to your mind?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________

Let us watch.
Video: [Link]
After watching the travel vlog, in your groups discuss on the following pointers:
● How is a travel vlog different from a travel blog?
● What things one must keep in mind while making a vlog?
● What are the important features of an effective vlog?
Vlogging can be a great way to engage with your online audience and find new
followers, and if you aren’t a fan of writing it can be an alternative way of getting
your message out there.

But what is a vlog?

Vlog stands for a video blog or video log, and refers to a type of blog where most or
all of the content is in a video format.

Vlog posts consist of creating a video of yourself where you talk on a particular
subject such as reporting or reviewing a product or an event. It can even serve as a
way to share your artistic process or provide a tutorial guide on a creative practice
or topic. Some vloggers even use it as a means to share new performance art or
music they have created.

In fact, just like blogs you can vlog about almost anything. The term vlog is also used
by video streamers or Youtuber’s who don’t use a blog but post scheduled updates
 via other means like YouTube and other video websites; their profile often promotes
them as vloggers. You can also do live broadcasts from social media channels such as
Facebook and Instagram.

Once you create your video (and edit it to make it look and sound great), you can
upload it online or embed the video within a post on your blog or website so your all
followers can see your latest update.

Activity 22- Let’s Learn Vlogging

Pair Activity 🕒 25 mins
How to Do a Travel Vlog
Travel vlogs are a really cool way for you to share your experiences with viewers in a
creative and dynamic way. When making your vlog, focus on things you’re passionate
about, whether that’s the food, culture, or activities you get to do. Take lots of videos
so that you can edit and compile them into a 3-5 minute vlog that highlights your
favorite moments. You’ll be glad to have these visual keepsakes to remind you of your
travels!

Creating Captivating Content

1. Focus each travel vlog on a location or activity. Keep in mind that viewers’
attention spans are relatively short, so a 3-5 minute vlog is probably the ideal
 length. Pick an experience to document rather than including all the material
from your entire trip in a single video.[1]
● For example, if you’re really into regional food, use your vlog to
highlight the different places you ate at and foods you enjoyed.
● Keep in mind that you can create multiple vlogs for a single trip! For
example, a trip you took to Mexico could produce separate vlogs about
food, museums, and nightlife.
● It’s okay if you end up with a vlog that is longer than 5 minutes! It’s a
good length to shoot for, but some videos may need to be longer to
cover everything adequately.

2. Record things that are genuinely interesting to you. If you are passionate about
something, that will come across the screen to your viewers. Don’t ignore your
interests in the pursuit of gaining followers. You’ll enjoy yourself more and that
will be more attractive to others in the end.[2]
● If you’d rather browse used bookstores than take long hikes, then
do that! There is an audience for almost every interest.
● Vlogs are great because they can give others a snapshot into a
different culture and place. If you’re following your instincts on
your travel adventures, chances are you’ll create a vlog that
others will find interesting, too.
 3. Include yourself talking about your experiences in your vlog. People may arrive
at your video because of the location, but they’ll stay because of your
personality. You don’t have to talk in every shot and can always add narration
in post-production, but consider giving a live introduction to the location,
talking about your observations, or telling a funny story.[3]
● Use a selfie stick or something similar to record yourself while
you’re walking around. That way, viewers can see your
expressions and the background of your location.

Tip: If you’re a little camera shy, pretend that you’re sending these videos to your
best friend. You’ll smile more and feel more like yourself, which will create better
content.

4. Interact with the people you meet and include them in your vlog. You could
even act like you’re interviewing someone by asking them questions and
 recording their answers. Just make sure to get their permission before you
record them![4]
● For example, you could say something like, “I’m recording a video
for my viewers, would you mind if I asked you a question? Where
would you recommend as the best place in the city to get fresh
seafood?”
● Not only does this create great content, but it’s also a cool way
for you to immerse yourself more in your experience.

5. Film short clips of things you see to add color and variety to the vlog. Get shots
of yourself, the landscape, things you notice, and the people around you. Later
on, you’ll edit these clips to be about 3-7 seconds long so it’ll be helpful to
have lots of content to choose from.[5]
● Think about creating your vlog in a similar format to a movie
trailer. You want to highlight different moments rather than a
continuous stream.
6. Try to keep your camera steady so the video doesn’t jerk or shake. Try using a
tripod or setting your camera on a flat surface while recording. If you’re
walking, walk slower than you normally would and focus on keeping your
camera steady. Some jerkiness is expected, especially if you’re on the move,
but the smoother the video is the more viewable it’ll be.[6]
● Try using a handheld stabilizer to produce stead, high-quality
shots.
● You could also look into stabilizing apps that modify your videos to
reduce shakiness.

7. Eliminate as much background noise as you can. Sometimes this is impossible,

depending on where you are. But if you can, visit crowded sites early in the
morning so there are fewer people around, or use something like a wind muff
to block out background noise and excessive wind.[7]
● A wind muff is a small fur cover that goes over your camera’s
microphone. It reduces the background noise but lets other audio,
like your voice, through.
Tip: Test the audio before recording a longer video so you don’t end up with material
you can’t use. Record yourself speaking for a few seconds and then play the video
back to see if you can hear yourself talking.

Source credit: [Link]

(To learn more about vlogging and how to put the videos together, go through the
above link)
Enjoy another interesting vlog:
[Link]
Activity 23- Key Features of a Vlog
Group Activity 🕒 20 mins
Based on your above readings, fill in the following graphic organiser and write down
the key features of a vlog.
Activity 24- Compare and Contrast Various Genres of Travel Writing
Group Activity 🕒 20 mins
● After going through all the genres of travel writing in detail, compare and
contrast them.
● Later, discuss all the differences and similarities between the features of
various travel writing genres.
● Share your learnings with the class.

[Link] Features Blog Travelogue Poem Vlog

1. Form

2. Structure

3.

4.

5.

6.
Activity 25- What’s Your Travel Story?
Group Activity 🕒 15 mins
Taking into account what you have learned about various genres of travel writing, in
your groups:
● share your interesting travel stories.
● choose one story and discuss how you would like to present it.
(Taking into account the genres of travel writing you have done so far)
● discuss how your chosen genre will change audience imperatives or how it will
impact the readers/viewers/listeners.
● share how your chosen genre will lead to exchange of ideas and information
between texts and audience.

Activity 26- Prepare Your Presentation

Group activity 🕒 35 mins
Prepare your presentations following the important aspects of your chosen genre.
 Activity 27- Presentations and Feedback
Group Activity 🕒 35+35 mins
Formative Assessment 4

Present your story and give feedback to other teams as per the following rubrics:

Rubrics for the Presentations

5 4 3 2 1

Organization Employs Employs Employs Employs hit Employs

al structure excellent good irregular or miss chaotic
organization organization organization organization organization
al structure al structure al structure al structure al structure.
that serves that serves that serves that serves
the context the context the context the context
and and and and
intention intention intention intention

Coherence Includes Thorough General Very No comment

of Ideas and descriptive expression comments minimal on the
opinions detail of the of ideas and on the comments travel
ideas and opinions travel about few activities.
opinions with some activities travel
with reflections with no activities.
reflection. reflection

Presentation Digital/audi Any Digital/audi Little or no No

Style o/ digital/audi o/pictures/d enhancemen enhancemen
pictures/dat o/pictures ata ts/audio/pic ts are used
a /data enhancemen tures/data to make the
enhancemen enhancemen ts add interest presentation
ts are ts that are accompany to the video, interesting.
planned and used video. Some or excessive
purposeful, combine tendency use of
adding smoothly toward random
impact to and randomness enhancemen
the story effectively with effects ts detracts
line or with the is observed. from the
focus. video. video.

Forms of Persuasively Engagingly Mechanically Comprehensi Difficult to

expression spoken; spoken; spoken with ble but with understand.
addresses all addresses all apt many Doesn’t use
necessary necessary structure of mistakes in the
components components sentences sentence appropriate
in detail in detail and structure vocabulary
such as such as vocabulary and limited and
vocabulary vocabulary use of sentence
and and vocabulary structures
sentence sentence
structures structures
without with some
error. errors.
Grammar Grammar, Grammar, Includes 3 – Includes 6 - Includes
spelling, spelling, 5 10 more than
punctuation, punctuation, grammatical grammatical 10
capitalizatio capitalizatio errors, errors, grammatical
n are n are misspellings, misspellings, errors,
correct. No correct. 1-2 punctuation punctuation misspellings,
errors in the errors in the errors, etc. errors, etc. punctuation
text. text. errors, etc.