DON BOSCO SCHOOL, LILUAH WORK DURING... · an essay topic or a story topic and write a composition, using at least 10 of the 35 new words they have learnt, underlining the words

DON BOSCO SCHOOL, LILUAH

PROJECT WORK DURING THE LOCKDOWN PERIOD 2020

CLASS 12 ENGLISH LANGUAGE

We are going through an unprecedented and critical phase of our existence—the lockdown. Reflect on

the present situation. Create a four page newspaper on the theme—COVID-19, LOCKDOWN and its

effects. Give the newspaper a name and highlight your feelings, your tribulations, your expectations and

the methods being employed to see you through this crisis.

How did you spend your time during the period of house arrest and the lessons you learned from this

unique experience.


An autobiography of a Novel Coronavirus.

In around 300 words. To be submitted in either project papers or ruled A4 Size papers when the school

re-opens


Starting from 1st April, boys are to write down 5 new words from the dictionary, the meanings of which

they do not know, along with their meanings. This will continue till the 7th April. After that they choose

an essay topic or a story topic and write a composition, using at least 10 of the 35 new words they have

learnt, underlining the words. (The composition should be of around 250 words.) They will submit the

words dated with their meanings and their composition with the topic as the heading, in either project

paper or ruled A4 Size papers, stapled together.


Write a short paragraph (about 100 words) on My Days During the Corona Virus Lockdown.

At the end of the paragraph, list any two of each of the following Parts of Speech used in the paragraph

and underline them in the paragraph:-

i) Different kinds of Nouns (mention the kind beside it)

ii) Verbs

iii) Different kinds of Adjectives (mention the kind beside it)

iv) Different kinds of Adverbs (mention the kind beside it)

v) Conjunctions


Write an essay in about 150-200 words (minimum 3 paragraphs) on any one of the following topics:

i) The Book I like the Most.

ii) My idea of a Fun Weekend.

Iii) My Biggest Surprise.

The project should be done on File Paper with top sheet bearing the following details clearly written:

Name. Class, Section, Registration Number. Subject. Session:2020 -2021. First Term

CLASS 10 History Projects for 2020-21 ( First Term) General Instructions: 1) Project to be done on inter-leaf file paper, stapled and submitted. (No file covers to be used) 2) The cover page should contain the following details, written simply and without any decorations: Name, Class & Section, Roll No., Session, Subject, Topic. The content of the topic should be covered within 4-5 pages. (maximum) 3) Only blue/black sketch pens may be used for the headings/sub-headings. 4) Extra credit will be given for the use of appropriate black and white pictures, put within boxes and suitably captioned. Topic: LEADING FROM THE FRONT (The World Health Organisation's Fight Against Epidemics) Layout of the Project *Introduction of WHO (3-4 sentences on its full form, when and why established, its headquarters, current president, etc.) *Key Functions of WHO (very briefly, in 7-8 sentences) WHO's Battle Against Two Major Epidemics between 2010 and 2020 In this section students will select any two epidemics (OTHER THAN THE CORONA PANDEMIC) that have affected the world in the last decade. Under each, they will write a paragraph (roughly 10-12 sentences) highlighting the year of the epidemic, its nature, causes, symptoms, countries affected and WHO’s role controlling/eradicating the epidemic. *The World Health Organization and the Corona Pandemic In this section the students will record some details of the Corona Pandemic gripping the world today and WHO’s efforts in dealing with it. CLASS 8 History Projects for 2020-21 ( First Term) General Instructions: 1) Project to be done on inter-leaf file paper, stapled and submitted. (No file covers to be used) 2) The cover page should contain the following details, written simply and without any decorations: Name, Class & Section, Roll No., Session, Subject, Topic. The content of the topic should be covered within 4-5 pages. ( maximum) 3) Only blue/black sketch pens may be used for the headings/sub-headings.

4) Extra credit will be given for the use of appropriate black and white pictures, put within boxes and suitably captioned. Topic: THE INDUSTRIAL REVOLUTION Layout of the Project *Introduction to the Industrial Revolution (8 – 10 sentences on the meaning of the term, it’s rough dates, some of its key features.) *Four major Inventions made during the Industrial Revolution In this section, students will number and name the invention, write about the date of that invention, the inventor/s(2-3 sentences), main features of the invention and how it impacted human life then and continues to do so even today. (5 - 6 sentences), Industrial Revolution versus the Internet Revolution of today In this section, students will use their critical thinking to compare and contrast how these two major revolutions, at two different point of time in history, changed human lives for the better or for the worse ( Not more than 12 – 15 sentences) CLASS 8 ENGLISH LANGUAGE

Write an essay (about 200 – 250 words ) on the topic: LOCKED AT HOME.

The following points may be included:-

i) About the virus

ii) The pandemic it has created

iii) Its effect in our country

iv) Your feelings/experience on being locked at home

v) Whether or not you are missing school

vi) An appropriate conclusion

The project should be done on loose sheets ( the lined ones) from a small exercise book with the top

sheet bearing the following details stated below, clearly written and stapled.

Name. Class, Section, Registration Number. Subject. Session: 2020 -2021. First Term

FirstTerm

History Project 20-21

General Instructions for Classes 6&7

1.Project to be done on inter-leaf file paper,stapled and submitted.( No file covers to be used)

2.The cover page should contain the following details, written simply with minimum decoration

using colour pencils/sketch pens:Name,Class& section,Roll No, Session, Subject,Topic.

3.The content of the topic should be covered within 4-5 pages.(maximum)

4.Colour pencils/sketch pens(except red) may be used for headings , decoration, sub -headings.

5.Extra credit will be given for the use of colourful pictures,put within boxes ,suitably captioned

and margin in all four sides of the blank pages.

Clasls6_Topic _The Egyptian Civilization (Briefly illustrate the contributions of the Egyptian

Civilization to the world-any 4 contributions)

Format of the Project

*Introduction to the Egyptian Civilization (6_8 sentences on its location,extent ,date and early Egyptian

kingdoms ).

*Importance of river Nile( 4-5 sentences).

*Contributions of famous Egyptian kings(2-3sentences on any two kings)

Contributions of the Egyptians to the world in the following fields (select any 4 from the options given

below):

1.Art of writing,2.Paper,3. Literature,4.Science,5.Mathematics,6.Art and architecture,

7.Historiography,8.Navigation,trade&commerce( 3_ 4 sentences each).

*Conclusion (4_6 sentences on the reasons behind the downfall of this civilization).

Acknowledgement and Bibliography( name of the book and the website) to be done in one

page(2_3senteces each)

Class 7_Topic_The Delhi Sultanate(Art and architecture during the Delhi Sultanate ,any 4 monuments).


*Introduction to the Delhi Sultanate (6_8 sentences on the foundation and important rulers of the

Sultanate period).

*Salient features of the Sultanate architecture (5_6 sentences).

*Description of the monuments built during this period under the following sub headings:Name and

location of the monuments, Name of the architect /patron ruler, architectural features of the

monuments.

*Conclusion (6_8 sentences on the impact of the Delhi Sultanate on Indian society and culture).

*Acknowledgement and Bibliography to be done in one page(2_3senteces each).

General Instructions for Class 9

1.Project to be done on inter-leaf file paper, stapled and submitted (No file cover to be used).

2.The cover page should contain the following details, written simply without any decorations:Name,

Class & Section,RollNo, Session, Subject, Topic.

3. The content of the topic should be covered within 6 pages.

4.Only blue /black pens, Sketch pens may be used for the headings/sub -headings.

5 .Only black and white pictures are to be pasted.

6.Extra credit will be given for the pictures,put within boxes and suitably captioned,margin in all 4 sides

of the blank pages.

Class 9_Topic_ Elections and Election Commission of India(Illustrate the various processes involved in

the Elections of India)


*Cover page with personal details

*Index

*Page 1.Acknowlegement (2_3 sentences), Bibliography( 2_3 sentences on the sources of your

information e,g books , website) to be done in one page .

* Page2. _Introduction( 6_8 sentence on the foundation, composition and evolution of the Election

Commission of India).(half page only)

Pages2.5to 5 _ Process/steps involved in the Elections of India(special attention to be given to the

model code of conduct during elections.) 3_4 sentence on each process.

Page 6.Conclusion on the challenges that stand in the way of free and fair elections in India(any 4

points).

CLASS 9 GEOGRAPHY PROJECT 2020-21 TOPIC: USES OF IMPORTANT TYPES OF MAPS AND DIRECTIONS PROCEDURE: Project will have 4 compulsory pages which include the following: 1. Page no. 1- Name – Class - Sec. – Session – 2020-21 2. Page no. 2

ACKNOWLEDGEMENT (half a page) Appreciating the help of the teachers, librarian and Parents. BIBLIOGRAPHY ( second half of the same page) Names of the books/websites consulted i………… ii………… iii………..

3. Page no. 3 CONTENT Headings and sub-headings of the project in serial order

4. Page no. 4 Name of the topic in block letters

5. Page no. 5 Project starts on this page with the heading and continues with the sub-headings:

INTRODUCTION: Definition of a map/ elements of a map/who prepares a map IMPORTANCE OF A MAP: Atleast 5 points to be given DIFFERENT TYPES OF MAPS: Atleast 6 types of maps must be selected eg. Political map, physical map, climate map, soil map, natural vegetation map, etc. For each type explanation and maps has to be provided. DIRECTIONS: How is direction helpful in a map as an element of it? Explain the cardinal and intermediate directions. Support it with a diagram showing the directions. CONCLUSION: Summing up the project briefly. Interleaf paper or file paper OR foolscap paper can be used. Total number of pages including the 1st four pages would be a maximum of 10 pages.ie. 4+6

CLASS 10 GEOGRAPHY PROJECT 2020-21 TOPIC: CONVENTIONAL SIGNS PROCEDURE: Project will have 4 compulsory pages which include the following: 1. Page no. 1- Name – Class - Sec. – Session – 2020-21 2. Page no. 2

ACKNOWLEDGEMENT (half a page) Appreciating the help of the teachers, librarian and Parents. BIBLIOGRAPHY ( second half of the same page) Names of the books/websites consulted i………… ii………… iii………..

3. Page no. 3 CONTENT Headings and sub-headings of the project in serial order

4. Page no. 4 Name of the topic in block letters

5. Page no. 5 Project starts on this page with the heading and continues with the sub-headings:

INTRODUCTION: It includes the definition of Conventional signs/ where they are used/how they are related to Topographical Maps

IMPORTANCE OF TOPOGRAHICAL MAPS: Write few points in order: i……… ii……. iii…….

CONVENTIONAL SIGNS: Draw all the conventional signs available. They are available in all text books of class 10.

Use respective colours as given in the texts. (If interleaf pages are used then the blank pages will be used for the diagrams and the ruled pages for writing the names for each diagram. If the project is done on foolscap paper then the same pattern will be followed but instead of blank pages ruled pages may be used for diagrams.

No explanation of the diagrams required. )

CONCLUSION: How conventional signs are useful in maps. (4to 5 lines) Total number of pages including the 1st 4 compulsory pages should not exceed 8/9 pages.

History – Class 10

Class – 12 Summary and Themes of The Sound Machine by Roald Dahl

Class – 10 English Literature Notes

All Summer in a Day

Ray Bradbury’s short story “All Summer in a Day” is a work of science fiction set in an

elementary school on the planet Venus, where colonists from earth have established underground

settlements full of long tunnels. In these complexes they live their lives and raise their children.

Unfortunately, on Venus, rain is constant. It falls without stop, day in and day out, in massive

showers. However, for one day, once every seven years, the rain does cease and the sun is briefly

visible.

On the day on which the story opens, the sun should be visible, at least according to the

confident predictions of scientists. Most of the children in the school, all of whom are nine years

old, have never seen the sun. They are eagerly awaiting a momentous occasion. After five years

of continuous rain, the scientists on Venus have predicted that the sun will come out today for a

brief period of time. The children have only seen the sun once in their lives, but they were two

years old and they don't remember how it looks or feels. To prepare for the day, they have

constantly read about the sun and completed classroom activities, such as writing a poem, about

the sun. They are too young to remember when it appeared seven years earlier. They have grown

up in a gloomy, sunless world.

However, one of them, a girl named Margot, has arrived from earth more recently and can

vaguely recall how the sun appeared when she was there. She remembers its beauty and its

warmth, and she misses it intensely. She tries to describe its appearance to others, and she even

writes poems about it.

The other children, however, are sceptical about her testimony and even seem jealous or angry

when she claims that she has actually seen the sun. They consider her aloof because she seems

focused on memories of the summer and the sun. She still has many memories of the sun, and the

sun continues to fascinate her. Marot refuses to participate in any classroom activity that doesn't

include the sun. In fact, she has been in a depressed state for most of her time on Venus.

Rumours have it that her parents are strongly considering taking her away from the underground

colony on Venus and back to her home on Earth.

She has even come to detest the running water of the school showers, which she associates with

the constant Venusian rain. The other children increasingly see Margot as different from

themselves, and they especially hate her when they learn that her parents, fearful of the strong

distress that Venusian life is causing their daughter, are planning to take her back to earth. One

boy in particular seems especially hostile toward Margot. He treats her with contempt and even

threatens her physically, thereby provoking the teacher’s strong disapproval.

https://www.enotes.com/topics/ray-bradbury?en_action=content_body_click&en_label=%2Ftopics%2Fall-summer-in-a-day&en_category=internal_campaign

https://www.enotes.com/topics/literary-terms/complete-index/fiction?en_action=content_body_click&en_label=%2Ftopics%2Fall-summer-in-a-day&en_category=internal_campaign

On the day the sun is supposed to appear, the other children are especially belligerent toward

Margot. They suspect that the prediction of the sun’s appearance is merely a joke. While their

teacher is out of the room for a while, they lash out at Margot, who believes the scientists’

forecast.

Margot looks out of the window, waiting silently for the rain to stop and the sun to come out.

The other children become upset with her and begin to push and taunt her. One of the boys jokes

with her, "It was all a joke, wasn't it? Nothing's happening today" Suddenly, the children seize

Margot and conceive of the idea to hide Margot in a closet while their teacher is gone. Margot

resists but they overpower her and lock her in a faraway closet.

The teacher returns and they all go to the tunnel's exit, as she thinks everyone is present and

accounted for from her class. Then, moments later, the rain stops and the sun appears. All of the

children exit the tunnels and begin to run around and enjoy the sun. It is unlike anything they

could imagine. They exult, "It's better than the sun lamps, isn't it?" as they run around the jungles

of Venus.

After lying out, playing, and enjoying the weather, one of the girls cries out because she is

cradling a big, fat raindrop in her hand. Everyone stopped. They stood for a moment, thinking

about how wonderful the sun felt on their skins. While they do this, the rain clouds move in. The

sun retreats; the rain falls harder. All of the children stop for a moment before re-entering the

tunnels, reflecting on how wonderful the past hour was.

As they re-entered the hallway, they asked their teacher questions. "Will it really be seven more

years?" Once again, another student gave a muffled cry. She remembered that Margot was still in

the closet. She had been there for the entire time that they were outside enjoying the sun-soaked

weather. They slowly walked towards the closet where they had left Margot, and they were all

nervous to approach it. They slowly walked to the closet door, and no noises were emitted from

behind the closet door. They unlocked the door and Margot slowly emerged.

Analysis

Bradbury uses a variety of metaphors to depict an image of life on Venus, an idea that is foreign

to us yet familiar through Bradbury's language. Not only does his language bring us a clear

image of Venus, but it also creates the tangible feeling of discovering the pleasures of the sun.

Venus "was the colour of rubber and ash, this jungle, from the many years without sun. It was

the colour of stones and white cheeses and ink, and it was the colour of the moon" The reader is

instantly able to picture Bradbury's Venus landscape with his illustrative language.

The power of the sun over the children living on Venus is notable. They are pale and colourless,

not just physically but also emotionally. The lack of the sun has not only washed away the colour

on their skin but also their compassion and empathy for other people. They do not gain this until

they've spent time under the sun's rays. The sun is life giving for the landscape as well as the

inhabitants of Venus.

Margot's initial exclusion from the group may speak to the difficulties of integrating immigrants

into a community. Margot struggles to fit in everyday of her time on Venus, and she does not get

along with the other children. They resent her for her past experiences on Earth with the sun, and

they are also angry and jealous that she has the opportunity to travel back to Earth regardless of

the financial costs. Though abstract, Margot represents one version of an immigrant story.

At the conclusion of the story, the children who were once hypercritical of Margot begin to

arrive at an understanding of what she has been feeling since arriving in Venus. They did not

understand her depression or refusal to participate in certain activities, primarily because they did

not understand how Margot was so enraptured by the sun. It is not until they spend time outside,

basking in the sunlight, that they begin to comprehend how much Margot sacrificed when she

moved from Ohio to Venus.

This development in the story highlights a broader theme of ignorance and its presence and

absence throughout the story. When the children only knew "sun lamps" and could not remember

the last time the sun had shone, the daily monotony of rain was not a major concern in their lives.

They were ignorant to the possible benefits of the sun. Now that they have experienced the sun

and their ignorance has lifted, it will be a difficult shift back to the constant rain. As the rain

begins to fall once again, they are disheartened when they ask their teacher, "Will it be seven

more years?" They finally comprehend the gravity of their teacher's answer.

The title of the story is very interesting. It literally refers to the day when the sun comes out after

seven long years. This is like the whole summer to the people living on Venus. But, on a

metaphorical level, this is the day when the children have, for the first time, shown the good

human side of their character and felt for Margot who has come from Earth. They will probably

not taunt her any more. They realize the sadness and depression Margot must be in. So, it is

summer not only in the atmosphere but also in their mind, making the title “All Summer in a

Day” just and apt.

All in all, the author has been successful in setting up his imaginary world and the aura around it

and bring home a very significant message.

I Know Why The Caged Bird Sings

Maya Angelou wrote the poem ‘I Know Why The Caged Bird Sings’ in 1969. An African-American poet

and a civil rights activist, Maya’s poetry reflects on the society and the times she lived in. African

Americans have lived in America where ongoing white supremacy existed, and African Americans have

unjustly endured many injustices, ranging from slavery, discrimination, segregation and racism

throughout the 19th and beginning of the 20th century. Maya Angelou herself faced this discrimination in

her life. This poem thus can be seen as a reflection on social disparity and the ideals of freedom and

justice.

Angelou uses the device of an extended metaphor to represent the inequality of justice seen in the

society which differentiated the African American community and its white American counterpart.

Through her poem she illustrates freedom and captivity by creating a stark contrast between the two.

The poem has six stanzas describing the state of two birds in two contrasting worlds. One bird is free,

who dares to fly in the sky, representing the White Americans, while the other is caged in a bar of rage,

representing the African Americans.

The opening lines show a free bird leaping on the back of the wind, demonstrating the freedom he

experiences to glide through the air. He hovers over a stream of wind, floats downwards and dips his

wings in the sea of orange sunlight. This bird, in a state of great tranquillity and freedom dares to claim

the sky as his own.

The poet contrasts the situation by presenting the Image of a caged bird with clipped wings and tied

feet. The cage is narrow and its metaphorical bars are of rage. The bird desires with all his heart for a

flight but in vain. Wings are associated with flight which in turn is associated with freedom. Thus clipped

wings symbolize confinement and lack of freedom. The imagery created by the narrow cage sharply

contrasts the image of the open skies described in the previous stanza. A bird confined to the ground

represents an image completely opposite to the true nature of flight. This portrays the fact of alienation

of the bird. Despite being in this utterly despondent predicament, what is striking is the spirit of the

caged bird who opens his throat to sing, that seems to be his only joy in life.

The poet gives another eight lines to the caged bird to express himself. The caged bird has a wavering

voice. He is singing of freedom, something which he can never achieve. Freedom is his dream so he sings

of it. There is both fear and hope in his voice which can be heard from distant places where he inspires

others to sing of freedom. It leaves readers empathetic for being trapped in the cage he is unable to

access the free world.

The free bird on the other hand revels in his freedom that he experiences while flying through the trade

winds that go past the trees. The trees making sighing sounds are personified here. The ‘breeze’ and ‘fat

worms’ in the poem represents hope and opportunity. They are metaphors for all the facilities and

privileges that free people have but are denied to those in bondage. The ability of the free bird to

declare the sky as belonging to him shows confidence and self-assurance which definitely a caged bird

will lack.

The fifth stanza refers to the caged bird who realises that he is a captive, a prisoner. These lines paint a

vivid image of dreams that can never be fulfilled. He stands on a grave where his dreams are buried. He

is fully aware that his dreams of soaring in the sky is futile. A grave is a symbol of death, a powerful

imagery denoting the death of dreams and ambitions of people in captivity. Instead of pleasant dreams,

it’s the nightmares which keep the caged bird grounded. But the bird still sings in a faint and trembling

voice. Of hope and freedom.

The refrain in the sixth stanza justifies the determination of the caged bird to pursue his dreams of

freedom. Singing aloud is the only form of freedom available to it. This repetition can be seen as the

poet’s message to raise our voices, to express ourselves against the oppression of the strong against the

weak.

Figures of Speech:-

Metaphor : The metaphor in this poem involves more than a line or two. Hence it is an extended

metaphor. The entire poem is a metaphor where the caged bird represents those in captivity

like the African Americans while the free bird can be compared to the White Americans.

Alliteration

Worms waiting

Shadow shouts

Personification

The trade winds soft through the sighing trees

His shadow shouts on a nightmare scream

Class XII – English Literature

The Tempest – Act IV Scene I – Masque Scene

PART I

* In view of the prevailing circumstances ‘The Tempest’ Act IV Scene i

lines 1 to 140 are presented so that you can prepare this portion till

normal classes are resumed.

Introduction:

The masque as a literary form emerged during the reign of King James I. It was

an elaborate and expensive form of entertainment for the royalty, popular

during the Elizabethan/Jacobean period, often characterized by artificial and

stylized poetic diction. The characters in a masque generally represented gods

and goddesses from classical mythology. A masque employed graceful

posturing, dance, songs, colourful costumes and elaborate scenery lending the

representation a highly spectacular character.

The masque scene of ‘The Tempest’, a betrothal masque is presented to

Ferdinand and Miranda by Prospero. Prospero arranges for the masque to be

presented with the help of his spirit Ariel and the lesser spirits who enact the

roles of the different gods, goddesses, fairies and nymphs.

Act IV Scene i of ‘The Tempest’ can be divided into two halves:

I. The marriage/betrothal masque

II. The foiling of the conspiracy of Trinculo, Stephano and Caliban

The masque is a celebration of the coming marriage, a proclamation of its

ideals and an emphasis of the preciousness of the marriage.

Please refer to the explanations given to the left of the original passages

in the book.

Part I:

Lines 1 to 31 of the Scene are occupied with Prospero bestowing Miranda on

Ferdinand with the strictest command to follow virtue and not allow baser

nature to overcome moral restraint. The ideas of fruitful and unfruitful

agriculture, in the lines that follow, are closely linked to the images of

fruitfulness and plenty in the masque that follows. The masque is in fact an

elaborate way for Prospero to pronounce his blessings on the couple.

Points to remember/Significance of the Scene:

In contrast to the fearful banquet scene, the masque scene is dominated by

happiness and fruitfulness.

This scene sees the climax and resolution of the love plot witnessed in Act

III Scene i.

Prospero is presented as a kind and benevolent master to Ariel, beneficent

to Ferdinand as well.

Marriage is presented as morally pure, socially acceptable, a manifestation

of Christian love. Thus Venus, representing unrestrained and voluptuous

love and her blind son C,upid, are excluded from the masque.

Explanation of the lines 1 to 31:

the scene commences with Prospero acknowledging his severe disciplining of

Ferdinand earlier. He is however quick to reassure that Ferdinand’s

compensation in the form of Miranda would prove a sufficient reward, who was

a third of his life, the other two probably being his magic and his dukedom. He

admits that all his vexations (troubles) were to test Ferdinand’s love, from

which he has successfully emerged. With heaven as his witness he thus offers

his rich gift, his daughter, to the prince. The fond and proud father sings his

daughter’s praise commenting that her virtues are such that praise itself limps

behind her.

Ferdinand of course is quick to assure that he did believe so against the

testimony of an oracle.

Prospero warns Ferdinand against giving in to his desires before the sacred

marriage ceremonies are conducted for if he did so no holy water would bless

them from the heavens and he would be forced to bear barren and fruitless

hate, terrible disdain (scorn) and discord (disputes) would hound his marriage

bed and instead of flowers it would be strewn with loathly (hateful) weeds, for

Hymen’s torch shone brightly upon a happy union and smokily on an ill-fated

one.

Ferdinand is quick to promise that as he hopes for fine children and long life

even the darkest secluded cave could not tempt him and the most evil spirit

would be unsuccessful in transforming his honour into lust and thus take

away the keenness of the enjoyment of his wedding festivities, which normally

lengthened the wedding day and anticipation of the night, which were common

themes of hymeneal sons or epithalamia. It could also be explained that the

anticipation of the night lengthened the time making him feel that night was

kept imprisoned beneath the Antipodes.

Lines 35 to 56:

Commending Ariel and the lesser spirits on their previous service, Prospero

asks Ariel to get the rabble, Ariel’s minions, to perform a pleasant illusion,

which he refers to as, “some vanity of mine art” to entertain the betrothed

couple. Ariel eagerly complies.

In the meantime, the concerned father, Prospero, again warns Ferdinand

against any dalliance (flirtation), for too much of rein (liberty) and even the

strongest oaths act as straw to the fire in the blood, the seat of all passion.

Ferdinand guarantees that the purity of his heart will control the heat of his

passion that arose in the liver.

The spirits enter as different goddesses to perform the masque with Prospero

commanding silence which was a pre-requisite for a demonstration of magic.

Lines 60 to 86

The first to enter the stage is Iris, the messenger of the gods, who calls out to

Ceres, the goddess of the earth and patroness of agriculture and fruits, the

most bounteous (fertile) lady. Praising the goddess about her rich meadows of

wheat, rye, barley, fodder, and oats, her grass covered mountains suitable for

sheep, her meadows thatched with winter forage, her river banks shaped and

strengthened to prevent erosion, which on the goddess’s command rainy April

trims to make the cold and chaste nymphs coronets of flowers, the nymphs

being cold for the restraint they practise. The rejected lover prefers the

shadows of the areas covered by broom groves. She also has pruned vineyards

and sterile sea shores, rocky hard, where she refreshes Juno, the queen of the

heavens. Iris introduces herself as the “watery arch”, the goddess of the

rainbow and the messenger of Juno. She asks Ceres to leave her beautiful

terrain and accompany Juno on the rush covered stage for Juno’s chariot

drawn by her peacocks are already approaching at high speed.

Ceres hails Iris, the rainbow hued messenger of Juno, who never disobeys the

queen, who with her saffron coloured wings, reflecting sunlight, sheds sweet

drops of rain, reviving showers upon her flowers. Iris also crowns Ceres’ bush

covered land and her bare plains with her rainbow. She questions Iris as to

why the queen has summoned her to the turf.

Iris informs that the summon is to celebrate a pledge of true love and to

liberally bless the happy lovers.

Lines 86 to 105

In keeping with the moral tone of the play Ceres questions the “heavenly bow”

(celestial rainbow), Iris, whether Venus and her son Cupid attended the queen

as well. The goddess of love had helped Dis, the gloomy god of the underworld,

to abduct Ceres’ daughter, Proserpina, for six months, which forced the

goddess of agriculture to lay the curse of winter on the earth during the time.

Since then Ceres had sworn to avoid the disgraceful company of Venus and her

son Cupid. Iris assures that Venus had last been seen speeding across to

Paphos, her birthplace on Cyprus for Mars’ passionate mistress, Venus, had

failed to incite Ferdinand and Miranda to give in to their desires before

marriage. Venus’ spiteful son had broken his arrows in frustration. Ceres then

recognizes the stately gait of Juno.

Lines 106 to 124

Juno blesses the young couple with honour, riches, a happy and continuous

marriage, children and joy in every hour of their wedding.

Ceres showers on the young couple agricultural abundance with ever full barns

and granaries. Their vines would be loaded with clustering bunches and plants

would bow down under their plentiful produce. Spring would return at the end

of every harvest and there would not be the bleakness of winter in their lives.

Scarcity and want would avoid them entirely.

Prospero admits to the couple that masque was performed by his spirits who

were summoned from the natural elements that they inhabited and called to

enact his fantasies. Appreciating his efforts Ferdinand desires to live in the

island forever for a father who was able to create such wonders and a wife,

made the place a paradise.

Lines 128 to 140

Iris’ blessings are more implicit. She is the rainbow which unites the earth and

the sky, the mundane and the heavenly, the idealistic and the spiritual. She

summons the nymphs of the stream, the naiads of the wandering brooks with

their crowning water plants and harmless looks. She tells them to leave their

rippling channels and come to that green land on Juno’s commands. The

chaste nymphs, associated with Diana, the virgin goddess, were to celebrate, “a

contract of true love”. She calls for the tired sub-burned sickle-men from their

ploughs to join the nymphs in country dance. When she makes these

summons, she again emphasizes the presence of calmness and vitality in the

lives of the young couple.

The blessings of the goddesses are socially relevant in the context of Ferdinand

and Miranda’s future roles as king and queen of Naples. Moreover in an

agrarian society such blessings were most desirable. However the masque is

suddenly disrupted as Prospero starts suddenly, breaks the silence and

speaks, remembering the “foul conspiracy” of Caliban and his companions and

the spirits vanish.

* REFERENCE TO THE CONTEXT

Read the following context and answer the questions that follow:

Prospero: Spirits, which by mine art

I have from their confines called to enact

My present fancies

i. What is the role of Ceres and Iris in Roman mythology? [1]

ii. What do the ‘spirits’ enact and with what purpose? [2]

iii. What is Ferdinand’s reaction to this statement by Prospero? [2]

iv. What blessings does Juno shower on the couple? [2]

v. Why does Prospero soon after demand silence from his spectators and why?

[2]

vi. Give the meanings of the following words in the context of the extract:

art; fancies. [1]

PART II

Lines 141 to the end of the scene will be dealt with at a later date.

PHOTOSYNTHESIS

Photosynthesis is the process

by which living plant cells

containing chlorophyll, produce

food substances (glucose and

starch), from carbon dioxide

and water, by using light energy.

Oxygen is released as a by-

product during photosynthesis

Structure of chloroplast

• Chlorophyll-a and chlorophyll-b are the most abundant

Chlorophylls absorb light

at both ends of the

visible spectrum- i.e.

BLUE and RED light , and

reflect away the green

light

Characteristics of guard cells

• Thick inner wall facing the opening and thin outer wall on the opposite side

• Cytoplasm contains chloroplasts

Transpiration is the price which

the plant pays for photosynthesis

K+ ion concentration theory

TWO MAIN PHASES OF PHOTOSYNTHESIS

Step I: Activation of chlorophyllStep II: Splitting of water2 H2O 4H+ + 4e- +O2*Photolysis: Splitting of water molecules into hydrogen ions and oxygen in the presence of light and grana

End result of the products of photolysis1. NADP+ +e- + H+ NADPH2. 2 O O23. ADP + iP ATP• Phosphorylation – addition of phosphate• Photophosphorylation – addition of phosphate in

presence of light

• Also known as Calvin cycle

• Takes place in the stroma of the chloroplast

• No light required but need the end products of lightdependent reaction i.e. reduced NADP/ NADPH andATP to produce simple sugars

• Need an enzyme RUBISCO (Ribulose BiphosphateCarboxylase) and Carbon dioxide

STAGE RAW

MATERIALS

SOURCE OF

RAW

MATERIALS

PRODUCTS SITE OF

OCCURRENCE

Light-

dependent

• Light• Water• ADP• NADP

• Sun• Air• Dark reaction

• ATP• NADPH2• Oxygen

• Thylakoids of grana

Light-

independent

• Carbon dioxide• ATP• NADPH2

• Air• Light reaction

• ADP• NADP• Glucose

• Stroma

Internal factors affecting photosynthesis

• Chlorophyll

• Protoplasm

• Structure of leaf

Importance of photosynthesis

• Provides food

• Provides Oxygen

Analysis of 'The Darkling Thrush' for class XII

The Darkling Thrush

Thomas Hardy

Written in December, 1990, the poem ‘The Darkling Thrush’ reflects on the end of the 19th

century and the state of western culture. The desolation of the scene, the speaker sees, serves as

an extended metaphor for the decay of western civilization. The thrush is a symbol for its

possible rebirth through religious faith. Originally called ‘The Century’s End’, 1900, this is

Thomas Hardy’s most lyrical poem. Hardy, as a child used to wait each evening for the setting

sun to light up the red painted staircase in the family house, at which point, he would recite an

‘evening hymn’. This poem seems to somewhat recall that scene.

As already mentioned, the poem symbolically mourns the passing of an era. In that respect it is

an elegy, a mournful poem that deals with death. Hence it is the death of the century. However,

all is not gloomy. A complete antithesis to this scene of desolation and despair is represented by

the bird’s song. The bird speaks of the Hope, Joy and Change. The poem is about hope in the

face of despair, about endings and cautious beginnings, about courage when all seems lost.

Hardy divided the poem into 2 halves: 2 for the two main subjects-

1) the dismal part pertaining to the beginning of winter

2) one small aspect of good in all of the dismal surrounding it.

The general idea of the poem is that dismal winter is approaching but there are some incidents of

goodness in this depressing time. The word ‘darkling’ means in the dark or of the darkness but it

has the sound of the preludial shimmer of a birdsong.

1st Stanza: The poet paints a serious picture of the world. His mood is lonely and contemplative.

The poet’s speaker is watching the evening as a silent bystander leaning upon the ‘coppice gate’,

a gate that opens onto the woods. In this mood, the, poet personifies ‘Winter’ and ‘Frost’. He

gives these 2 words human attributes. ‘Frost is “spectre-grey” (like a ghost) & “Winter’s Dregs”

(dregs: the last remains) i.e. the fallen snow and heavy fog is making the twilight look desolate.

Here the “weakening eye of day” (eye of day is sun) slowly becomes dimmer. ‘Frost’ & ‘Winter'

are bleak company & cannot arouse any sense of cheerfulness. Continuing with the scene of

gloominess, the speaker, gazing at the landscape, sees the climbing plants, dead for winter, leave

behind their “bines stems”. These stems are compared to the “strings of broken lyres” (Lyre is a

stringed musical instrument) notching up the sky. Here the speaker can see the climbing plants

crossed and inter-crossed “scoring the sky” (cutting across the sky). Even “mankind” (people)

seems to be listless and haunting. People go home to seek the warmth of their “household fires”.

There is no warmth outside, it is a wintry landscape, and there is no vibrancy, no life, colour or

happiness.

2nd Stanza: The time is the end of the year and also the end of the century. The harsh wintry

landscape is the wasted body of the “Century”. “Century” looks like a corpse. The ‘cloudy

canopy’ (sky) covers the crypt (tomb) of the Century & the wind becomes its “death lament”

(death song). In winter, nature is generally halted. There is less vibrancy & growth. So life’s

vibrancy has come to a standstill & so has the “ancient pulse of germ and birth”. It has “shrunken

hard and dry” & growth has shrivelled up. This dormant landscape makes the poet’s speaker

more pessimistic. So brooding is his state of mind that he sees world without promise or future.

Everyone like him is “fervourless” (without enthusiasm). The mood thus is one of decline and

decay without the possibility of renewal or resurrection.

3rd Stanza: Suddenly like a silver lining behind the dark cloud, a joyful song breaks into the

speaker’s despairing frame of mind. A thrush’s song is heard from the “bleak twigs” overhead.

The song is a full hearted evensong of boundless joy. The time is evening & the song is like a

prayer at the end of the day, in the evening. The word the poet used for this unlimited joyous

song is “illimited” meaning uncommon. The bird is an aged, “frail, gaunt & small”. Its feathers

are disarranged by the wind (“blast”). Although the thrush’s disappearance does not arouse any

hope in the growing darkness, the song it sings is a happy one. The bird chooses to sing full

throated as if belting out a happy tune to the Eternal Listener.

4th Stanza: No one knows the ‘cause’ of the bird’s happiness or what has inspired it to carol

(sing). Such an “ecstatic sound” of the thrush is in complete contrast to the ongoing gloomy &

hopeless landscape. The speaker cannot think of any earthly event (“terrestrial things”) or cause

“afar or nigh” (far or near) that can be the reason for the bird’s song. The song is an enigma. The

speaker marvels at the “Hope” the song brings in. The bird sings of hope, of reassurance that

good things are likely to come. Though the century is ending, it is giving rise to a new century.

Themes in the poem:

1. Nature and Decline of human civilization:

The poem is about a wintry landscape. Symbolically, this landscape is an extended

metaphor: its bleakness and decay reflect the state of western culture at the end of the 19th

century. This culture is in a state of desolation, damaged and dead without the possibility

of a rebirth or resurrection. In the first stanza, the speaker compares the “tangled bines

stems” to the “strings of broken lyres”. The broken strings suggest the western culture

has fallen into disrepair & like the climbing plants, has not been properly maintained &

pruned. In the second stanza, with the help of a series of metaphors, the speaker describes

the landscape as an embodiment of the death of the 19th century & its culture. The

speaker compares the landscape’s “sharp features” to the “Century’s corpse.” In the final

lines of the second stanza, the speaker complains that the cycle of death & rebirth has

ended & it has “shrunken hard and dry”. (This theme is present in the first two stanzas).

2. Hope and Renewal:

The first half of the poem describes a desolate wintry landscape, an extended metaphor

for the death of western culture. However, just when the poem seems to be moving

towards despair, a symbol of hope and renewal bursts into the scene in the form of a

birdsong. The speaker treats the thrush as a symbol of renewal, religious faith &

devotion. His gloominess & despair is lifted by the bird’s song a “full hearted evensong”,

a ritual in the church consisting of prayers, chants & songs. He then calls the ‘Hope’ in

the song as symbolic of Christian hope for resurrection i.e. life after death. Although the

speaker is unaware of this ‘Hope’, the presence of the bird in the midst of such drudgery

suggests that the religious faith is the one thing that will survive the march of time. (This

theme is present in the last 2 stanzas.)

3. Despair & Isolation:

The speaker again, through extended metaphors, describes the gloomy, wintry landscape.

He is filled with isolation & despair & these emotions strongly shape how he interprets

the surrounding world. He describes “mankind” as “fervourless” & this feeling is

consistent even when he is describing the landscape. For e.g., he describes “Frost” as the

“spectre grey” and the world is dead, lifeless & hopeless. The poem’s second stanza

consists of a long list of metaphors & describes the theme of despair and isolation. The

landscape is like the “Century’s corpse”, the clouds are like “crypt” & the wind like

“death lament”. But as soon as the thrush appears, this theme disappears. (This theme is

present in the first 2 stanzas).

Conclusion: The reader seems to ask the pertinent question: Is the speaker inspired by the

“Hope” in the bird’s song or he continues to lack the optimism needed for a future.

Though he is ‘unaware’ of the reasons for the bird’s song of being cheerful, he seems to

believe that such a cause for hope exists somewhere which he has not discovered yet.

This ambiguity helps in not only analysing the poem in details but also reading it as a

great poem. However, unlike the bird’s carolling, the poem does not end on an

unconditional optimistic note.

BIOLOGY PROJECT TOPICS

CLASS -6

Choose any 5 cellular structures given below:-

1. Nucleus

2. Endoplasmic Reticulum

3. Golgi complex

4. Mitochondria

5. Plastid

6. Lysosome

7. Vacuole

8. Ribosome

Draw and label the structure of the chosen 5 organelles and also describe their

stuctural features.

CLASS -7

Choose any 5 plant or animal tissues. Write about their structures and important

functions. Also draw well labelled diagrams for the above tissues.

CLASS – 8

Choose any one ecosystem given below and write about its characteristics, type of

species, climatic conditions. Also show the energy flow in the ecosytem through

energy flow.

1. Forest ecosystem

2. Pond ecosystem

3. Desert ecosystem

Page limit for all the projects is maximum 6 pages. Please do not include

bibliography or acknowledgement in the same.

CHEMISTRY PROJECT WORK

Class 7:

Topic: PHYSICAL AND CHEMICAL CHANGES LAYOUT OF THE PROJECT:

i. Definition.

ii. Six examples (for each type) with explanation and illustrations.

iii. Difference.

GENERAL INSTRUCTIONS:

i. The project must contain a maximum of 5 sheets of A4 size white paper with writings on the

right hand side and suitable hand-drawn diagrams on the left hand side.

ii. No pictures are to be stuck; only hand-drawn diagrams will be accepted.

iii. The pages are only to be stapled and submitted, no file covers are needed. Only mention the

name, class, section and roll number at the top left corner of the first page.

iv. Contents, bibliography and acknowledgement are not required.

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Class 8:

Topic: ATOMIC STRUCTURE POINTS TO BE COVERED:

i. Discovery of electrons.

ii. Discovery of protons.

iii. Discovery of neutrons.

iv. Mass and charge of electron, proton, neutron (in a tabular format).

v. Rutherford’s experiment and conclusion.

vi. Mass number.

vii. Atomic number.

viii. Isotopes.








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Class 9:

Topic: Choose any one of the following Scientists and mention about

his contribution in the field of Chemistry. 1) ANTOINE LAVOISIER

2) JOHN DALTON

3) AMEDEO AVOGADRO

4) DMITRI MENDELEEV








Class 10:

Topic: Students are to choose any one of the following metals (given

below) and discuss about its : i. Extraction with equations.

ii. Physical properties.

iii. Chemical properties with equations.

iv. Uses.

THE METALS ARE (choose any one metal):

1) IRON

2) ALUMINIUM

3) ZINC








Class 12:

Topic: Students are to choose any three of the following metals

(given below) and discuss about their: i. Detailed extraction with explanation and all relevant equations.

ii. Uses.

THE METALS ARE (choose any three metals):

1) SILVER

2) COPPER

3) IRON

4) ALUMINIUM

5) ZINC








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DON BOSCO SCHOOL, LILUAH WORK DURING... · an essay topic or a story topic and write a composition, using at least 10 of the 35 new words they have learnt, underlining the words