Unit 6- Supplementary - The Hero of Holland

Unit 6- Supplementary - The Hero of Holland

LESSON PLAN for this lesson is given at the end of the answers 

A. Based on the understanding of the story, complete the Graphic Organiser suitably.

Completed Graphic Organiser

Title:
Little Hero of Holland

Setting:
Holland – the dikes, canal side, and the village

Characters:
Peter, Peter’s mother, Peter’s father, the blind man, a villager

Theme:
Bravery, responsibility, sacrifice, and love for others

Plot:
Peter, a young boy, finds a hole in the dike with water trickling through. Realizing the danger, he plugs the hole with his finger all night to save his village from being flooded.

Climax:
Peter bravely endures the cold night with his finger in the hole until a villager finds him in the morning, and the people repair the dike.

Values highlighted in the story:
Bravery, selflessness, duty, determination, and love for community

 

B. Based on your understanding of  the story answer the following questions I  one or two sentences:

1. What are the little children of Holland, aware of?

The little children of Holland are aware that the dikes must be watched every moment and even a small hole can be very dangerous.

1.                2 .What was the work assigned to Peter’s father?

Peter’s father tended the gates in the dikes, called sluices, and opened and closed them for ships to pass.

3. Why did Peter’s mother call him?

Peter’s mother called him to take cakes to his blind friend across the dike.

4. How did Peter spend his time with his blind friend?

Peter spent time with his blind friend by talking to him about the sun, flowers, and ships, making him happy.

5. Why did the father always say ‘angry waters’?

The father always said ‘angry waters’ because the sea seemed angry at being kept out for so long.

6. What did Peter see when he stopped near the dikes?

Peter saw a small hole in the dike with water trickling through it.

7. What were the thoughts of the mother when Peter didn’t return home?

Peter’s mother thought he was staying at the blind man’s house and decided to scold him the next morning.

8. How did Peter spend his night at the dikes?

Peter spent the night pressing his finger in the hole of the dike to stop the water, shivering in the cold.

9. Who found Peter in the dikes and what did he do?

A man going to work found Peter in the dike and spread the alarm to bring help.

10. How did the villagers mend the hole?

            The villagers came running with shovels and mended the hole in the dike.

 

C. Based on your understanding of the story answer the following question in about 100-150 words.

1. Narrate in your own words the circumstances that led Peter to be a brave little hero.

One evening, Peter was sent by his mother to carry cakes to a blind man across the dike. On his way back, he noticed a small hole in the dike through which water was trickling. Being a child of Holland, he knew the danger of even a tiny leak, as it could grow larger and flood the whole country. Without hesitation, Peter put his finger into the hole to stop the water from flowing. Though it was cold and dark, and no one came to help despite his cries, he bravely stayed all night keeping the angry waters back. In the morning, a passerby found him and raised the alarm. The villagers rushed to mend the hole. Peter’s courage and selflessness saved his village, making him a true little hero of Holland.

 

D. Identify the character/speaker:

1. “ I want you to go across the dike and take these cakes to your friend, the blind man.”

2. “I am glad they are so strong”.

3. “ Holland shall not be drowned while I am here.”

4. “ What’s the matter?” he called. “Are you hurt?”

5. “ Tell them to come quickly!”

Answer :

1. Peter’s mother.
2. Peter.
3. Peter.
4. A man going to work.
5. Peter.

 

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 Lesson Plan: The Little Hero of Holland

1. Learning Objectives: The teacher expects students to learn to:

• Comprehend and narrate the story "The Little Hero of Holland" [1, page 187, B, C].
• Identify and define new vocabulary words presented in the text [1, page 186].
• Analyze the character of Peter and the motivations behind his actions [1, page 187, C.1, D].
• Recognize and appreciate the themes of bravery, selflessness, and the importance of civic responsibility [1, page 183].

2. Learning Outcomes: Students will be able to apply the knowledge learned from the lesson in their daily lives by:

• Demonstrating an understanding of how small actions can have significant positive impacts on a community [1, page 183].
• Recognizing the importance of quick thinking and decisive action in emergency situations [1, page 184-185].
• Valuing courage and self-sacrifice for the greater good [1, page 185].
• Considering their own roles in protecting and contributing to their community.

3. Introduction: The teacher will introduce the lesson by engaging students with questions related to the story's context:

• "Holland is a country where much of the land lies below sea level. Only great walls called dikes keep the North Sea from rushing in and flooding the land." [1, page 183]
• What do you know about the country Holland?
• Have you heard about dikes? What is their purpose?
• Can a very small problem sometimes lead to a very big disaster? Can you think of any examples?

4. Reading and Understanding:

• Students will read the story "The Little Hero of Holland" [1, pages 183-185].
• The teacher will guide students to understand new words and their meanings as they read:
  • dike (n): an embankment for controlling or holding back the waters of the sea or a river [1, page 186].
  • sluices (n): a sliding gate or other device for controlling the flow of water, especially one in a lock gate [1, page 186].
  • trickling (v): flowing in a small stream (a liquid) [1, page 186].
  • numb (adj.): deprived of the power of sensation [1, page 186].
  • chattered (v): feeling cold and frightened that one can’t stop the upper teeth from against one's lower teeth [1, page 186].
  • crouching (v): adopting a position where the knees are bent and the upper body is brought forward and down [1, page 186].
  • groan (v): make a deep inarticulate sound conveying pain [1, page 186].
  • shovels (n): a tool resembling a spade with a broad blade and typically upturned side, used for moving earth, coal, snow etc. [1, page 186].

5. Mind Map: The lesson can be visualized through a story map to illustrate its key components:

• Title: The Little Hero of Holland [1, page 187, A].
• Characters: Peter (the main protagonist), Peter's Mother, Peter's Father (a sluice tender), the Blind Man, the Man going to work (who finds Peter), and the Villagers [1, pages 183-185].
• Setting: Holland, a country largely below sea level, protected by dikes, specifically during an early fall afternoon and night [1, page 183].
• Theme: Bravery, selflessness, diligence, civic responsibility, and the idea that even a small act of courage can save many [1, page 183].
• Plot (Flowchart of events):
  • Peter is sent on an errand to his blind friend [1, page 183].
  • On his way home, he notices a small hole in the dike with water trickling out [1, page 184].
  • Peter understands the danger and bravely thrusts his finger into the hole to stop the flow [1, page 184].
  • He stays all night, enduring the cold and pain, shouting for help but being unheard [1, page 184-185].
  • The next morning, a man finds him and alerts the villagers [1, page 185].
  • The villagers mend the dike and carry Peter home as a hero [1, page 185].
• Climax: Peter's discovery of the leak and his immediate, selfless decision to plug it with his finger, staying all night despite the extreme conditions [1, pages 184-185].
• Values Highlighted: Courage, quick thinking, dedication, and the importance of protecting one's community [1, page 183, 185, 187, A].

6. Consolidation and Presentation: The teacher will provide a summary of the story: "The Little Hero of Holland" is a true story about a young boy named Peter who lives in Holland, a country renowned for its dikes that protect it from the sea [1, page 183]. One afternoon, after visiting a blind friend, Peter is on his way home when he discovers a small but dangerous leak in a dike. Understanding that this tiny hole could lead to the flooding of his entire country, Peter bravely decides to plug it with his finger. He remains there all night, enduring the bitter cold, pain, and loneliness, repeatedly shouting for help, but no one hears him [1, pages 184-185]. His mother assumes he is staying with his friend, while Peter thinks of his family's safety [1, page 185]. Early the next morning, a man discovers Peter, calls for help, and the villagers quickly arrive to mend the dike. Peter is then carried home, hailed as a brave little hero who saved his community through his remarkable courage and selflessness [1, page 185].

7. Reinforcement:

• About the Author: The story is attributed to Mary Mapes Dodge (1831–1905), an American children's author and editor known for her novel Hans Brinker. She was a leading figure in juvenile literature for over three decades, editing St. Nicholas magazine, to which many great writers contributed [1, page 186].
• Historical Context: Reinforce the critical role of dikes in Holland, emphasizing how even a small breach can be catastrophic, making the story a powerful lesson in vigilance and responsibility [1, page 183].
• Discuss how Peter's act of heroism, though simple, required immense bravery and resilience, setting an example for all.

8. Evaluation:

• a) Lower Order Thinking Question: What was Peter’s mother's wish regarding his return home? [1, page 183]
• b) Middle Order Thinking Question: How did Peter spend his night at the dikes, and what were his thoughts? [1, page 184-185, 187, B.8]
• c) Higher Order Thinking Question: Narrate in your own words the circumstances that led Peter to be a brave little hero. [1, page 187, C.1]

9. Remedial Teaching: For slow learners, the teacher will:

• Provide a simplified version of the story or key events, focusing on essential plot points.
• Utilize visual aids, such as pictures of dikes, Holland, or illustrations from the story, to enhance comprehension [1, page 187, A].
• Engage in one-on-one reading or paired reading with a stronger student or the teacher to ensure understanding of each sentence.
• Break down complex sentences into simpler parts and focus on understanding core vocabulary before moving on.
• Use the graphic organizer/story map (section 5) as a visual guide to follow the narrative flow.

10. Writing: Students will be asked to write:

• A short paragraph (50-75 words) on: "If you were Peter, what thoughts and feelings would go through your mind while holding back the water all night?"
• Alternatively, students can answer the question from the source: "Narrate in your own words the circumstances that led Peter to be a brave little hero." [1, page 187, C.1]

11. Follow Up:

• Homework/Assignment: Research and write a short report (100-150 words) about another famous child hero or a real-life act of bravery that saved a community from a disaster.
• Activity: Divide the class into groups and ask them to role-play a scene from the story, such as Peter discovering the leak, his attempts to call for help, or the villagers' reaction when they find him.
• ICT Corner Connection: Students can practice Subject-Verb Agreement using the "ICT Corner" resources mentioned in the unit on p se rage 188.

Unit -6 – Prose - From Zero to Infinity

Unit -6 – Prose - From Zero to Infinity

A. Answer the following questions in a sentence or two

Set 1

1. What was the reaction of the classmates to Ramanujan’s question?
   The classmates roared with laughter, thinking it was a silly question.

2. What did the Indian mathematician Bhaskara prove?
   Bhaskara proved that zero divided by zero is infinity.

3. Where did Ramanujan get S.L. Loney’s book on Trigonometry?
   He was lent the book by one of his senior students when he was 13.

4. Where did Ramanujan do his mathematical problems? What were the subjects neglected by Ramanujan in college?
   He worked out problems on loose sheets, slates, and scraps of paper. He neglected History, English, and Physiology.

5. Which University granted him a fellowship of ₹75 a month?
   The University of Madras.

6. What did Ramanujan send to G.H. Hardy?
   He sent a letter with 120 theorems and formulae.

7. Who discovered a rare mathematical genius in Ramanujan?
   G.H. Hardy and J.E. Littlewood of Cambridge University.

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Set 2

1. Why did the students laugh at Ramanujan?
   They thought his question about dividing zero bananas among zero people was absurd.

2. Why did the teacher compliment Ramanujan?
   Because he had asked a deep mathematical question that had puzzled great mathematicians for centuries.

3. What did Ramanujan do after reading the book on Trigonometry?
   He mastered it completely and began his own research, discovering new theorems and formulae.

4. What disappointed Ramanujan’s father?
   He failed twice in his first-year arts exam by neglecting other subjects.

5. How did Ramanujan manage his paper crisis?
   He used scraps of paper from the streets and even wrote with red ink over blue ink on reused paper.

6. Why were Ramanujan’s applications for jobs rejected?
   Because people could not understand the complex mathematics in his notebooks.

7. Why was Ramanujan sent back to India?
   He was suffering from tuberculosis and his health had worsened in Cambridge’s cold climate.

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B. Answer the following in about 80–100 words

1. Describe the life of Srinivasa Ramanujan in India.

Srinivasa Ramanujan was born in 1887 in Erode, Tamil Nadu. From childhood, he showed extraordinary mathematical talent, solving advanced problems beyond his age. At 13, he studied S.L. Loney’s Trigonometry and later explored G.S. Carr’s Synopsis of Elementary Results, which inspired his genius. He filled notebooks with original theorems, later known as the Frayed Notebooks. Despite excelling in Mathematics, he failed in college due to neglect of other subjects, which disappointed his father. Struggling financially, he used scraps of paper for calculations. His brilliance was finally recognized when he received support from the Madras Port Trust and later a fellowship from the University of Madras.

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2. Narrate the association of Ramanujan with G.H. Hardy.

In 1913, Ramanujan wrote to G.H. Hardy of Cambridge, enclosing 120 theorems and formulae. Though unsystematic, Hardy recognized his rare genius and, along with J.E. Littlewood, arranged for his travel to Cambridge in 1914. At Cambridge, Hardy guided Ramanujan, helping him refine his work despite Ramanujan’s lack of formal education. Together, they developed important results in number theory, including the Hardy–Ramanujan–Littlewood circle method and work on partitions. Hardy valued Ramanujan’s intuition and compared his mathematical creativity to that of Euler and Jacobi. Their partnership remains one of the most celebrated collaborations in mathematics.

C. Match the words with correct Synonym and Antonym from the table.

S.No	Word	Synonym	Antonym
1	distribute	circulate	collect
2	infinite	boundless	measurable
3	significant	important	trivial
4	delight	joy	sorrow
5	unkempt	messy	clean
6	initiate	commence	conclude
7	conjecture	guess	fact

D. *Listen to the anecdote "Two Geniuses" and narrate it in your own words. Many people regard the scientist Albert Einstein as one of twentieth century’s greatest geniuses. He was a physicist whose research into the working of the universe made such inventions as nuclear energy, space travel and television possible.

Anecdotes about Einstein show that he had a great sense of humour. One such anecdote tells that as a young man with a growing reputation, he received many invitations to go to universities to explain his theories. On these trips he was always chauffeured by the same person—a man called Hans. Hans often said to him, “It’s a pleasure to drive a genius like you, Dr. Einstein.” One evening, on their way to a remote university, Einstein said, “I wish I didn’t have to give my lecture tonight, Hans. I’m so tired. But I can’t let my audience down, can I.” “You don’t need to,” said Hans. “We’ll change places, and I’ll give the lecture for you. I’ve listened to it a dozen times. I don’t understand it, but I know it by heart. And no one knows you at the university, do they? No one will find out.” Einstein eventually agreed with Hans, but said to him, “Don’t try to answer any questions, whatever you do.” They changed places, and at the university, Hans was greeted and led to the  platform in a great hall crowded with professors and students. Einstein joined the audience and listened to Hans give his lecture perfectly, and joined in the applause at the end. However, before Hans could get off the platform, a professor shouted from the audience, “I’d like to ask you a question. Its very difficult but please answer it.” He then asked the question so difficult that Hans had no idea what he was talking about. Einstein thought, “Oh Dear, now we’re in trouble.” But Hans just laughed and said, “That’s not a difficult question, sir. In fact, it’s so easy even my driver knows how to answer it. Hans, stand up and……..” Einstein stood up and answered the question perfectly.

They left the university, with Einstein driving. A little later, Hans offered to take over from him. “No, my friend,” laughed Einstein, “it’s a pleasure to drive a genius like you.”

D. Anecdote – “Two Geniuses” (narrated in own words)

Albert Einstein, the famous scientist, was often invited to give lectures on his theories. His driver, Hans, had heard the lectures many times and once suggested he could deliver it instead of Einstein, since nobody knew Einstein at that university. They exchanged places—Hans gave the lecture flawlessly, but a professor asked a tough question. Hans cleverly replied that even his driver could answer it and called Einstein, who was sitting in the audience, to give the correct answer. Afterward, as Einstein drove them home, he joked that it was his pleasure to drive such a genius like Hans. 

E. Divide the students into groups of five and conduct a group discussion on the topic "Importance of Mathematics in Our Everyday Life". The teacher will act as a moderator .

 Group Discussion Topic

“Importance of Mathematics in Our Everyday Life”

Students may discuss points like:

• Mathematics is essential in banking and finance.

• We use math in shopping, cooking, and planning.

• Technology, engineering, and medicine depend on mathematics.

• ATMs, mobile apps, and online payments are based on mathematical principles.

• Even simple daily decisions often involve calculations.

F. Answer the following questions based on the given passage.

Automated Teller Machine (ATM) is an indispensable part of our lives now worldwide! John Shepherd-Barron once explained that he came up with the idea of cash dispensers in 1965 while lying in his bath after finding his bank closed. It was then his habit to withdraw money on a Saturday, but on this particular weekend he had arrived one minute late and found the bank doors locked against him. Later that year, he bumped into the Chief General Manager of Barclays Bank who was about to have lunch. Shepherd-Barron asked him for 90 seconds to pitch his idea for a cash machine. “I told him I had an idea that if you put your standard Barclays cheque through a slot in the side of the bank, it will deliver standard amounts of money around the clock.” “He said, ‘Come and see me on Monday morning’.” Barclays commissioned Shepherd-Barron to build six cash dispensers, the first of which was installed at a branch in the north London suburb of Enfield on June 27, 1967. The first person to withdraw cash was actor Reg Varney, a celebrity resident of Enfield known for his part in a number of popular television series. An early deployment of this device outside of the UK took place in Zurich in November, 1967. Shepherd-Barron was born at Shillong, India in 1925 to British parents and later served in the Indian Army in Second Airborne division where he taught Gurkhas to parachute.He also invented the PIN by recalling his Indian Army number, he had originally intended to make Personal Identification Number (PIN) six digit long, but reduced the number to four when his wife, Caroline, complained that six was too many. “Over the kitchen table, she said she could only remember four figures, so because of her, four figures became the world standard,” he recalled. All this was possible due to a mathematical prodigy by the name of Srinivasa Ramanujan — A mathematical genius of India. When you put your debit or credit card in the machine and order the machine to dispense the amount of your desire, the machine divides and arranges your money before dispensing it, using Ramanujan’s ‘Partition Theory’.

1. What made John Shepherd-Barron to come up with the idea of ATM?

2. When and where was the first ATM installed?

3. Who was the first person to withdraw cash from the ATM?

4. Why did Shepherd-Barron reduce the PIN number from six digits to four?

5. Which theory of Ramanujan helps the ATMs to dispense cash?

Comprehension Questions (ATM passage)

1. What made John Shepherd-Barron come up with the idea of ATM?

   • He thought of the idea after arriving one minute late at his bank and finding it closed when he needed money.

2. When and where was the first ATM installed?

   • The first ATM was installed on June 27, 1967, at a Barclays Bank branch in Enfield, north London.

3. Who was the first person to withdraw cash from the ATM?

   • Reg Varney, a television actor from Enfield, was the first person to use it.

4. Why did Shepherd-Barron reduce the PIN number from six digits to four?

   • Because his wife, Caroline, said she could only remember four digits, so he reduced it to four.

5. Which theory of Ramanujan helps the ATMs to dispense cash?

• Ramanujan’s Partition Theory helps ATMs to divide and arrange money before dispensing.   

  Paragraph Writing

• 

  G. 1. Write a paragraph of 100 – 120 words about a memorable anecdote/incident of your life.

       2. Write a paragraph of 100 – 120 words about your favourite personality.       

  1. A Memorable Anecdote in My Life

  One of the most memorable incidents of my life happened during a school annual day. I was chosen to deliver a speech for the first time in front of a large audience. At first, I was nervous and my hands trembled, but as soon as I began speaking, I gained confidence. The audience listened carefully and encouraged me with their applause. My teachers appreciated my effort, and my parents were proud of me. That day taught me that confidence grows when we face our fears. It remains a special memory because it helped me believe in myself and shaped my interest in public speaking.

  ---

  2. My Favourite Personality

  My favourite personality is Dr. A.P.J. Abdul Kalam, the former President of India. He was not only a great scientist but also an inspiring teacher. Known as the “Missile Man of India,” he played a key role in India’s space and missile programs. Despite his achievements, he lived a simple and humble life. His speeches and books, especially Wings of Fire, motivate young people to dream big and work hard. He believed that education and determination could change one’s future. Dr. Kalam is my role model because he combined knowledge, humility, and patriotism. His life continues to inspire me to work sincerely and serve my nation.

• A. Complete the following sentences using appropriate Connectors from the box.

• (moreover ,although ,meanwhile ,therefore ,because ,as long as ,thus ,above all, for instance ,except)

  1. Irine felt cold ______________ she was wearing a winter coat.

  2. This restaurant has some of the best chefs in the town. _____________ their service is excellent.

  3. I’m not going to the party tonight _______________ I didn’t get an invitation.

  4. You can set the table. ________________, I’ll start making dinner.

  5. I can play quite a few instruments.______________, the flute, the guitar and the piano.

  6. The store was out of chocolate chips; ______________ they would need to make a different type of cookies.

  7. The stores are open daily ____________ Sundays.

  8. I’ll stay ________________ you need me.

  9. This detergent is highly concentrated and ____________ you will need to dilute it.

  10. It was the thing he prized _____________.

  1. Irine felt cold although she was wearing a winter coat.

  2. This restaurant has some of the best chefs in the town. Moreover, their service is excellent.

  3. I’m not going to the party tonight because I didn’t get an invitation.

  4. You can set the table. Meanwhile, I’ll start making dinner.

  5. I can play quite a few instruments. For instance, the flute, the guitar and the piano.

  6. The store was out of chocolate chips; therefore they would need to make a different type of cookies.

  7. The stores are open daily except Sundays.

  8. I’ll stay as long as you need me.

  9. This detergent is highly concentrated and thus you will need to dilute it.

  10. It was the thing he prized above all.

  Active Voice and Passive Voice:

  B. Convert the following active sentences into passive sentences by supplying an appropriate passive verb form.

  1. She will not recognize us. / We ____________ by her.

  a. will not recognize b. will not being recognized c. will not be recognized

  2. They didn’t invite me, but I went anyway. / I ________________ but I went anyway.

  a. wasn't invited b. wasn't being invited c. wasn't inviting

  3. They broke up the table for firewood. / The table ____________ up for firewood.

  a. broke b. had broken c. was broken

  4. She has won the first prize. / The first prize ______________ by her.

  a. has won b. has been won c. had been won

  5. A friend of mine is repairing the car. / The car _______________ by a friend of mine.

  a. is repairing b. is repaired c. is being repaired

  6. Begin the work tomorrow. / Let the work ____________ tomorrow.

                  a. be begun b. begin c. is beginning

  7. They speak English in New Zealand. / English _______________ in New Zealand.

  a. is speaking b. is spoken c. is being spoken

  8. His attitude shocked me. / I _______________ by his attitude.

  a. had shocked b. had been shocked c. was shocked

  9. She had already sent the parcel. / The parcel _______________ by her.

  a. has already been sent b. had already been sent c. was already sent

  10. Her silence worries me. / I _______________ her silence.

  a. am worrying by b. am worried by c. have worried by  

• • She will not recognize us. → We will not be recognized by her. ✅(c)

  • They didn’t invite me, but I went anyway. → I wasn’t invited but I went anyway. ✅(a)

  • They broke up the table for firewood. → The table was broken up for firewood. ✅(c)

  • She has won the first prize. → The first prize has been won by her. ✅(b)

  • A friend of mine is repairing the car. → The car is being repaired by a friend of mine. ✅(c)

  • Begin the work tomorrow. → Let the work be begun tomorrow. ✅(a)

  • They speak English in New Zealand. → English is spoken in New Zealand. ✅(b)

  • His attitude shocked me. → I was shocked by his attitude. ✅(c)

  • She had already sent the parcel. → The parcel had already been sent by her. ✅(b)

  • Her silence worries me. → I am worried by her silence. ✅(b)

C. Match the following Active voice sentences with Passive voice

Active Voice                                                       -                              Passive Voice

1. I will never forget this experience       -              A novel has been written by her.

2. Mother made a cake yesterday.           -              The deer was being chased by the tiger.

3. Have you finished the report?               -              A cake was made by mother yesterday.

4. The tiger was chasing the deer.            -              Has the report been finished by you?

5. She has written a novel.                          -              This experience will never be forgotten by me.

1. I will never forget this experience → This experience will never be forgotten by me.

2. Mother made a cake yesterday. → A cake was made by mother yesterday.

3. Have you finished the report? → Has the report been finished by you?

4. The tiger was chasing the deer. → The deer was being chased by the tiger.

5. She has written a novel. → A novel has been written by her.

D. Change the following into passive voice.

1. Stanley will inform you later.

2. People speak Portuguese in Brazil.

3. My grandfather built this house in 1943.

4. Do not hurt the animals.

5. You must not drop litter in the streets.

6. Carry it home.

7. They are decorating the wall.

8. He has already mended the TV set.

Stanley will inform you later. → You will be informed by Stanley later.

People speak Portuguese in Brazil. → Portuguese is spoken in Brazil.

My grandfather built this house in 1943. → This house was built by my grandfather in 1943.

Do not hurt the animals. → Let the animals not be hurt.

You must not drop litter in the streets. → Litter must not be dropped in the streets.

Carry it home. → Let it be carried home.

They are decorating the wall. → The wall is being decorated by them.

He has already mended the TV set. → The TV set has already been mended by him.

E. Make a scrapbook of 'Famous Biographies' by collecting at least five biographies of famous scientists, mathematicians, inventors, artists etc., of your choice. You may also collect the pictures related to their achievements, inventions etc.

Name	Field	Biography (Short)	Achievements / Inventions	Suggested Picture
Marie Curie	Scientist (Physics & Chemistry)	Marie Curie was the first woman to win a Nobel Prize. She discovered the radioactive elements polonium and radium. She worked tirelessly for science, even during hardships.	Discovery of Radium & Polonium, First woman Nobel laureate.	Picture of Curie in lab / Radium experiment
Jonas Salk	Medical Researcher	Jonas Salk was an American scientist who developed the first safe and effective polio vaccine. His discovery saved millions of lives worldwide.	Polio vaccine, eradication of polio in many countries.	Salk with vaccine vial
M. S. Subbulakshmi	Musician (Carnatic Singer)	M. S. Subbulakshmi was a legendary Indian Carnatic vocalist. She was the first musician to receive the Bharat Ratna. Her devotional songs are loved by all.	Bharat Ratna award, International concerts, Famous for bhajans.	Singing at concerts
Stephen Hawking	Physicist	Stephen Hawking was a brilliant theoretical physicist. Despite being affected by ALS, he made great contributions to cosmology and black hole theory.	Author of A Brief History of Time, Black hole radiation theory.	Hawking in wheelchair with computer

Unit – 6 - Supplementary – Mothers voice

 Unit – 6  - Supplementary – Mothers voice

   

A. Choose the correct answer

1. Mother was excited because
   c. it was her first visit to the moon

2. On weekdays, as Mother went about the chores
   d. her singing was muted and a little sad

3. ___________ occupies more than a hundred square kilometres on the moon.
   a. Selenopolis

4. The Community of Nations Square is where people
   d. of different nationalities come after work

5. They are planning an expedition to a neighbouring _________.
   a. galaxy

6. The mother was not able to understand why people wanted to leave the moon because
   a. it was better to remain as a part of solar-system

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B. Identify the character or speaker of the following lines

1. “It’s so easy to walk here, son!” – Mother

2. “They’re planning an expedition to a neighbouring galaxy.” – Son

3. “Why should people go off into the unknown?” – Mother

4. “I don’t know when we’ll see each other again.” – Son

5. “Operator on duty, … report to office.” – Loudspeaker / Authority voice

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C. Answer in about 100–120 words

Question: Write a paragraph listing all the sentimental and the scientific reasons given by the mother against the expedition to neighbouring galaxy.

Answer:
The mother in the story opposed the expedition to a neighbouring galaxy for both sentimental and scientific reasons. Sentimentally, she was worried about losing her son forever. She longed for his presence on Earth, dreaming of him enjoying orchards, fishing in the pond, walking barefoot on dewy grass, and spending time with family and friends. To her, Earth was the cradle of life, a miracle of nature with snow-capped poles, glittering oceans, and beauty that could never be replaced. Scientifically, she reasoned that humanity had not yet fully settled on the Moon or even other planets in the solar system. She felt it was unwise to rush into distant galaxies when nature had allotted humans the Earth and Sun as their natural space.

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D. Think and Answer

Question: “The explorer in this story is travelling to another galaxy. The final destination is an unknown planet in another galaxy. The travel will take many years”. What qualities and lifeskills do you think an explorer like him must possess? Why? Do you have any of these skills and qualities? Explain.

Answer:
An explorer who travels to another galaxy must possess courage, patience, determination, and adaptability. Since the journey is long and filled with uncertainty, he needs strong emotional stability and problem-solving skills. Scientific knowledge and technical expertise are vital for survival in unknown conditions. He must also have self-discipline, the ability to work with a team, and resilience to face isolation and challenges. Above all, hope and optimism are essential to stay motivated during years of travel. I believe I have patience and determination to pursue long-term goals, and I try to stay positive even when facing difficulties. These qualities, though small, help me in learning and adapting, just like an explorer preparing for a great journey.

E. Based on the understanding of the story, discuss in groups and make a note of the following.

Story Map

Setting

• The Moon city Selenopolis with tunnels, moving pavements, quartz lamps, and community squares.

• Spaceships and astrodrome on the Moon.

• Earth seen as a beautiful blue globe from the Moon.

Characters

• The Son – an astronaut preparing for an intergalactic expedition.

• The Mother – a loving, sentimental, and wise woman who visits him on the Moon.

• Authority voice – Operator calling through the loudspeaker.

Plot

• The son shows his mother the wonders of Selenopolis on the Moon.

• She admires the beauty but also expresses her worry about space expeditions beyond Earth and the solar system.

• The mother recalls Earth’s beauty, family life, and simple joys like orchards, ponds, and dewy grass.

• The son wants to tell her about his secret mission to another galaxy but hesitates, fearing to upset her.

• Their time together is precious but brief.

Conclusion

• The son’s group finally travels to another galaxy, leaving Earth and Sun far behind.

• He often replays the recording of his mother’s voice, cherishing her words.

• The story highlights the eternal bond between a mother and child, the beauty of Earth, and the risks of human ambition.

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LESSON PLAN 

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Lesson Plan: A Mother's Voice: Farewell to Earth

1. Learning Objectives:

• Students will be able to identify the main characters (mother and son), the primary settings (Moon/Selenopolis and Earth), and the central conflict of the story.
• Students will be able to analyze the emotional depth of the conversation between the mother and son, focusing on themes of love, worry, and sacrifice.
• Students will be able to recognize and articulate the story's key themes, including the human desire for exploration, the value of home and Earth, and the passage of time.
• Students will be able to understand the significance of the mother's philosophical reflections on Earth as "the cradle of life" and the reasons for humanity's drive to explore.
• Students will be able to infer the unspoken thoughts and feelings of the characters based on their dialogue and actions.

2. Learning Outcomes:

• Students will be able to reflect on the complexities of family relationships and the challenges of making life-altering decisions that impact loved ones.
• Students will be able to discuss the ethical considerations and personal sacrifices involved in ambitious endeavors, such as long-distance space travel.
• Students will be able to articulate their appreciation for their home planet and consider their role in environmental stewardship, inspired by the mother's perspective.
• Students will be able to connect the story's themes of ambition and the unknown to their own aspirations and fears about the future.
• Students will be able to express empathy for characters facing difficult partings and understand the role of memory in coping with absence.

3. Introduction:

• "If you are given an opportunity to go on a one-way trip to Mars, will you accept it? Discuss."
• "What are some of the most beautiful places you've seen? What makes a place feel like 'home' to you?"
• "Imagine having to say goodbye to someone very important, knowing it might be the last time. How do you think you would feel, and what would you want to say?"

4. Reading and Understanding:

• Students will read the excerpts from "A Mother's Voice: Farewell to Earth" silently or aloud in pairs.
• As they read, students will identify and record any unfamiliar vocabulary words.
• After reading, the class will collectively discuss the meaning of the identified words, using context clues from the text, and then confirm definitions.
  • Key vocabulary from the text:
    • Moonscape
    • Selenopolis
    • Muted
    • Singsong
    • Astrodrome
    • Philosophizing
    • 12th-magnitude star

5. Mind Map:

• Students will create a mind map to visually represent the key elements of the story. 
• Click or long press the map
• 
  
• 
  
  
  
• This map should include:
  • Central Theme: The core conflict or message of the story (e.g., "Exploration vs. Home" or "A Son's Farewell").
  • Characters: Mother and Son, with their key traits, feelings, and significant quotes attached. For instance, the mother's "ringing voice", her "worry", her descriptions of Earth; the son's "longing for the flight", his desire not to "spoil" their last meeting.
  • Settings: Moon (Selenopolis, tunnels, Community of Nations Square, astrodrome) and Earth (orchards, Dnieper river, pond, "native planet"), and the distant galaxy.
  • Plot Points: A sequential flow from their arrival on the Moon, the discussions about the expedition, the mother's pleas, the unspoken farewell, to the son's eventual departure and memory of his mother.
  • Overarching Ideas: (e.g., love, sacrifice, ambition, nostalgia, environmental appreciation).

6. Consolidation and Presentation:

• The teacher will facilitate a class discussion to summarize the narrative.
• Key summary points:
  • The story describes a final, emotionally charged meeting between a mother and her son on the Moon, specifically in the futuristic city of Selenopolis.
  • The mother expresses awe for the moonscape but also deep concern and apprehension about her son's participation in a long-range space expedition to a neighboring galaxy.
  • She tries to persuade him to prioritize settling on the Moon or other solar system planets first, and passionately describes Earth as "the cradle of life" and a "fabulous beauty," urging him to return for holidays.
  • The son, although deeply affected by his mother's words and knowing it's their last encounter, checks himself from revealing his imminent departure to spare her worry.
  • The narrative concludes with the son, now in another galaxy where Earth is invisible and the Sun is a distant "12th-magnitude star," replaying his mother's voice, highlighting his nostalgia and the profound cost of their ambitious journey.
  • The final line attributes their departure to their youth and humanity's inherent drive for exploration.

7. Reinforcement:

• The Paradox of Exploration: Discuss how the human drive to explore "the unknown" often comes with a cost—leaving behind what is familiar and loved. Connect this to the mother's concern about "Why ask for trouble?".
• Earth as a Unique Haven: Expand on the mother's descriptions of Earth as "the cradle of life" and "space allotted to us by nature". Discuss why, despite technological advancements, Earth remains irreplaceable and the importance of its preservation.
• The Power of Memory and Voice: Explore the significance of the son repeatedly playing back his mother's recording. How does this emphasize the enduring nature of human connection and the pain of separation?
• Futuristic Societies: Briefly discuss the concept of Selenopolis and other potential human settlements on other celestial bodies, contrasting it with the perceived natural beauty of Earth.

8. Evaluation:

• a) Lower order thinking question: "What makes the mother's voice sound 'unusual' or 'worried' even when she speaks cheerful words, and what is she likely worried about?"
• b) Middle order thinking question: "Explain how the mother attempts to dissuade her son from going on the expedition. What arguments or sentiments does she use to emphasize the value of staying closer to home?"
• c) Higher order thinking question: "The story concludes with the son having departed to another galaxy, unable to see Earth, and missing it. Given the mother's earlier concerns and the son's eventual nostalgia, do you think the expedition was ultimately a worthwhile endeavor for the son? Justify your answer using evidence from the text and your own interpretation of human ambition and happiness."

9. Remedial Teaching:

• Provide simplified versions of complex sentences or explanations of abstract concepts.
• Utilize visual aids such as diagrams of the solar system, images of Earth from space, or concept art of futuristic cities to aid comprehension.
• Pair struggling students with peers for collaborative reading and discussion, ensuring they can summarize main plot points.
• Focus on identifying character feelings through key phrases and body language described in the text.
• Offer opportunities for verbal expression of understanding before moving to written tasks.

10. Writing:

• Students will write a journal entry from the perspective of either the son or the mother, reflecting on their feelings and thoughts immediately before their meeting on the Moon.
  • Son's perspective: What is he anticipating? How does he feel about the expedition and seeing his mother for the last time?
  • Mother's perspective: What are her hopes for the visit? Does she have any premonitions or concerns before arriving on the Moon?
• The entry should be approximately 150-200 words and incorporate details and emotions suggested by the text.

11. Follow Up:

• Homework/Assignment:
  • Research and write a persuasive paragraph (100-150 words) either supporting or opposing humanity's continued deep-space exploration, referencing themes from the story and providing external reasons.
  • Creative Activity: Create a "picture collage" or digital poster titled "The Cradle of Life," depicting what the mother in the story might have envisioned as the most beautiful and essential aspects of Earth.
  • Discussion Question for Home: "Discuss with a family member the balance between pursuing personal ambitions and maintaining strong family connections. How do you find this balance in your own lives?"