Class 7: TERM II – Unit-1 - Prose - Adventures of Don Quixote

TERM II – Unit-1 - Prose - Adventures of Don Quixote

Warm Up

My Hand of Imagination

1. Trace around your hand on a white paper.

2. Make list of your five choices.

3. Draw a picture to indicate what would your finger becomes.

4. Erase one to finger at a time and draw your choice in it’s place.

5. Write and share in the class.

 

Answer the following questions.

1. What kinds of books did Don Quixote like to read? What were those books like?
   Don Quixote liked to read books about courageous knights and their incredible adventures. These books were full of exciting tales of bravery, romance, and the battles fought by noble knights.
2. What effect do the things Don Quixote reads have on him?
   The stories he read deeply influenced him. He became so absorbed in them that he forgot to eat or sleep. Eventually, he started believing he was a knight himself and set out to live a life full of imaginary adventures.
3. Why didn’t Don Quixote believe Sancho Panza when Sancho told him the ogres were actually windmills?
   Don Quixote was so caught up in his fantasies that he mistook the windmills for monstrous ogres. His imagination overpowered reality, so he refused to believe Sancho’s logical explanation.
4. Why do you think Sancho continued to journey on with Don Quixote after the windmill incident?
   Sancho may have continued because he was promised an island as a reward, or he may have grown fond of Don Quixote and wanted to protect him. Despite knowing Don Quixote’s ideas were unrealistic, he stayed loyal and supportive.
5. When Don Quixote sees the cloud of dust on the plain in the distance, what does he think causes it?
   Don Quixote believes the cloud of dust is caused by a mighty army marching towards them.
6. Sancho sees two clouds of dust, leading him to conclude that there are two armies. What does Don Quixote think will happen next?
   Don Quixote thinks a great battle is about to happen between two powerful armies. He imagines knights, horses, trumpets, and drums preparing for war, even though it’s just sheep.
7. What is the reaction of the shepherds when they see that Don Quixote is attacking their sheep?
   The shepherds are alarmed and try to stop Don Quixote. They throw stones at him, causing him to fall to the ground. They see him as a madman for attacking harmless sheep.

Think and Do

1. Most people associate windmills with Holland, rather than Spain. Use the encyclopaedia and any other sources you might have to find out more about windmills and their traditional and modern uses. Then, make a model of a windmill to display with the results of your research.

Research Activity on Windmills:

Traditional Uses of Windmills:

• Grinding grain into flour
• Pumping water for irrigation
• Draining wetlands

Modern Uses of Windmills:

• Generating renewable electricity (wind turbines)
• Supporting sustainable energy systems in rural and urban areas

Fun Fact:

• Though commonly associated with Holland, windmills were also widely used in Spain during the 16th and 17th centuries, especially in regions like La Mancha.

Model Making Tip:

• Use cardboard tubes, colored paper, and sticks for blades.
• Mount the windmill on a sturdy base and label parts such as “blades,” “tower,” and “gear system.”

 

2. Draw a design of a boat that skims trash off the surface of a river, lake, or ocean. Label the parts and give your invention a catchy name.

 What kind of vessel could do the job?

 What parts would it have?

 How would it move?

 How could it tell the difference between trash and other objects, such as animals and seaweed?

 How would it store and dump the trash?

 Could your machine double as a beach sweeper, sifting trash from sand?

Answer :

1.      What kind of vessel could do the job? The image shows a specialized boat designed for this purpose.

2.      What parts would it have? The image shows a wide mouth for collecting trash, a conveyor belt to move the trash into a storage container, a filtration system to separate water from the trash, a propeller for movement, and a control cabin.

3.      How would it move? The boat is powered by a propeller.

4.      How could it tell the difference between trash and other objects, such as animals and seaweed? This is a complex problem. The design could incorporate sensors and AI to identify and avoid collecting animals. Separating seaweed might be more challenging and could require a more sophisticated filtration system.

5.      How would it store and dump the trash? The boat has a storage container for the trash. The design could include a mechanism for easily emptying the container at a designated disposal site.

6.      Could your machine double as a beach sweeper, sifting trash from sand? With modifications, the design could potentially be adapted to work on beaches. This would likely require a different collection mechanism, such as a rake or a sifting system.

 

Discuss and Answer

To Dream the Impossible Dream

Don Quixote might be seen as not simply crazy in his refusal to see things as they really are but more like a person who wants to accomplish a greater good and so refuses to compromise his ideals. Examples of such people include Nelson Mandela, Mahatma Gandhi, and Martin Luther King Jr.

Discuss (with examples and other evidence) whether or not they think Quixote deserves to be put in the company of real-world idealists or is merely delusional.

Answer ;

To Dream the Impossible Dream: Is Don Quixote a True Idealist or Simply Delusional?

Don Quixote is often laughed at for his absurd adventures—mistaking windmills for ogres and sheep for armies—but beneath the humor lies a deeper question: Is he just a madman, or is he an idealist who dares to dream of a better world?

Idealists like Nelson Mandela, Mahatma Gandhi, and Martin Luther King Jr. changed the course of history by refusing to accept injustice. They envisioned societies built on peace, equality, and justice, even when others called their dreams impossible. Like Don Quixote, they faced ridicule, hardship, and danger. Gandhi’s idea of non-violent resistance seemed foolish to many at first, but it led to India’s independence. Martin Luther King Jr. dreamed of a nation where people are judged by character, not skin color—he was assassinated before seeing that dream fully realized, but it lives on. Mandela endured 27 years in prison for his vision of a democratic South Africa, and he achieved it.

Don Quixote’s actions, though less grounded in reality, are also based on a desire to do good. He wants to fight injustice, defend the weak, and bring honor to the world. He is mocked for fighting imaginary enemies, yet his purpose is noble. He refuses to give up on a world where values like bravery, kindness, and honor matter. In this way, he resembles true idealists—not in the impact of his deeds, but in the purity of his intentions.

However, unlike Mandela or Gandhi, Quixote's battles are not against real-world injustice but against imagined threats. His refusal to accept reality leads to chaos, not progress. So while his heart is in the right place, his actions lack the grounding and practical impact that define historical idealists.

Conclusion:
Don Quixote may not belong in the same company as Mandela or Gandhi when it comes to real-world influence, but he shares the same refusal to abandon his ideals. He is a symbolic idealist, not a practical one. He teaches us that holding onto dreams—even foolish ones—can be a powerful force in a world that often forgets how to dream.

 

VOCABULARY

Homophones are two words that are spelled differently but have the same sound.

A. Explain the difference between these words by making sentences. One is done for you.

1. see/sea - Can you see the birds flying over the sea?

2. knight/night - -------------------------------------------------------------------.

3. right/write - -------------------------------------------------------------------.

4. arms/alms - -------------------------------------------------------------------.

5. fair/fare - -------------------------------------------------------------------.

6. here/hear - -------------------------------------------------------------------.

7. heard/herd - -------------------------------------------------------------------.

8. our/hour - -------------------------------------------------------------------.

9. no/know - -------------------------------------------------------------------.

10. not/knot - -------------------------------------------------------------------.

Answer :

2. knight/night - The brave knight rode his horse through the dark night.
3. right/write - Please write down the right answer.
4. arms/alms - The soldier raised his arms, hoping to receive alms from the kind villagers.
5. fair/fare - The fare for the bus ride to the fair was quite reasonable.
6. here/hear - Can you hear the birds singing over here?
7. heard/herd - The shepherd heard the sound of the herd of sheep approaching.
8. our/hour - In just one hour, it will be our turn to speak.
9. no/know - I know there is no milk left in the refrigerator.
10. not/knot - Please do not tie that rope in a complicated knot.

 

B. Read the following sentences and write the meaning of the italicised words. One is done for you.

Homonyms are spelled the same way but differ in meaning.

1. The bandage was wound around the wound.

wound - injury

wound - past tense of wind

2. There is a fair Arts and Craft fair this weekend.

fair - -------------------------------------------------

fair - -------------------------------------------------

3. The woodcutter saw a huge saw in his dream.

saw - -------------------------------------------------

saw - -------------------------------------------------

4. Write the right answers on the right side.

right - -------------------------------------------------

right - -------------------------------------------------

5. The well was dug by a well-known king.

well - -------------------------------------------------

well - -------------------------------------------------

6. We have march past in March.

march - -------------------------------------------------

march - -------------------------------------------------

7. Can you get me a can?

can - -------------------------------------------------

can - --------------------------------------------------

8. How long will the live fish live without food?

live - -------------------------------------------------

live - -------------------------------------------------

9. She has tears in her eyes as she tears old photos.

tears - -----------------------------------------------

tears - -----------------------------------------------

10. I will be second in line if I wait one more second.

second - ----------------------------------------------

second - ----------------------------------------------

Answer :

1.      fair - beautiful, light in color

fair - a gathering for entertainment and the sale of goods

2.      saw - a tool with a toothed blade used for cutting

saw - past tense of see

3.      right - correct

right - the opposite of left

4.      well - a hole dug in the ground to obtain water

well-known - famous

5.      march - to walk with regular steps, often in a military manner

March - the third month of the year

6.      can - a metal container

can - to be able to

7.      live - (adjective) not dead

live - (verb) to exist

8.      tears - (noun) drops of liquid that come from your eyes when you cry

 tears - (verb) rips or pulls apart

9.      second - the number after first

 second - a unit of time equal to one sixtieth of a minute

C. Divide each word by putting a slash (/) symbol between each syllable. On the space provided, write how many syllables each word has. Use a dictionary if you're not sure where to divide the syllables.

Syllable is a unit of pronunciation having one vowel sound, with or without surrounding consonants, forming the whole or a part of a word; for example, there are two syllables in water. Wa/ter

1. adventure - ad/ven/ture - 3 syllables

2. courageous - -----------------------------------------------------------

3. incredible - -----------------------------------------------------------

4. knight - -----------------------------------------------------------

5. hilarious - -----------------------------------------------------------

6. excitement - -----------------------------------------------------------

7. peasant - -----------------------------------------------------------

8. imagine - -----------------------------------------------------------

9. shepherd - -----------------------------------------------------------

10. entreat - -----------------------------------------------------------

Answer :

courageous: cou/ra/geous - 3 syllables

incredible: in/cre/di/ble - 4 syllables

knight: knight - 1 syllable

hilarious: hi/lar/i/ous - 4 syllables

excitement: ex/cite/ment - 3 syllables

peasant: pe/as/ant - 3 syllables

imagine: i/mag/ine - 3 syllables

shepherd: shep/herd - 2 syllables

entreat: en/treat - 2 syllables

1

LISTENING

D. Listen to your teacher reading a passage on Adventure Trips. Visualize the activities. Draw the scenes in the given boxes.

There is a very famous quote by Hellen Keller, “Life is either a daring adventureor nothing.” Adventure trips are all about making memories, gaining more knowledge, learning new things about the surroundings and about one’s own self and making lots of great stories. Going for an adventure camp is the best way to get all of these as it forces one to get out of their ordinary lives and try new things. Adventure camp basically means spending the nights in tents and doing various activities at the camp-site. There are many activities included in camping to make it more exciting and interesting. Some of these are mentioned below: Water Activities: If your camp site is near a water body then one can do aqua zorbing, water skiing, fishing, swimming, playing water volleyball and other such fun games. Bonfire: This can be done during winter camping. Campers are made to sit surrounding the bonfire and talk about their stories or perform some acts, such as playing some instrument or singing songs.

Rock Climbing: This activity is meant to provide both physical and mental challenges to the climbers and help them in learning new skills.

Mountain biking: Just a few scratches and the trip can be memorable with newexperience of driving bicycles on forest roads.

E. Read the conversation of the simple machines. Take roles to play. Then discuss in pairs to describe any simple machine. Create your own story board and take roles to play.

Jack : Don't you know how simple machines make your life easy?

Jimmy : Um... I don't know what simple machines are.

Jack : Simple machines are mechanical devices for applying force like a wedge or ramp.

Jimmy : Oh! wow! How I did not know this!

Jack : Like the wheels on hospital bed and IV pole. They help you move people faster by reducing the friction.

Jimmy : Is the stick over there that the TV is attached to, is that a simple machine too?

Jack : Yes it is, it's a lever. The wheels on the bus are simple machines, they make the bus move.

Jimmy : What about the doors?

Jack : 'Yeah' the driver pulls a lever and the doors open and you climb up the inclined plane aka the stairs. The cable in the elevator is wrapped around a groove in the wheel and axle, an electric motor pulls the cable, lifting the car between floors.

Jimmy : So the wheels on the rolling chair are too by rolling the chair back instead of lifting the chair back.

Jack : 'Yes' they are, they move the chair and reduce the friction.

one of the examples mentioned in the conversation: the lever.

Description of a Lever:

A lever is a rigid bar that pivots around a fixed point called a fulcrum. When a force is applied to one part of the lever, it can move a load at another part. Levers help us to multiply the force we apply or to change the direction of the force. There are three classes of levers, depending on the positions of the fulcrum, the effort (the force you apply), and the load (the object you're moving). The stick holding the TV in the conversation is likely a first-class lever, where the fulcrum is between the effort and the load. Think of a seesaw as another example of a first-class lever.

Storyboard Idea: Opening a Heavy Door with a Lever

Here's a simple storyboard idea:

• Panel 1: A person struggling to push open a very heavy door. Their face is strained, and their muscles look tense.
• Panel 2: The person finds a long, sturdy wooden plank (the lever) and places one end under the edge of the heavy door. They position a rock (the fulcrum) closer to the door.
• Panel 3: The person pushes down on the other end of the wooden plank (applying effort). The door begins to lift and swing open with less effort than before.
• Panel 4: The person easily walks through the now open doorway, looking relieved and perhaps a little surprised at how the lever helped.

 

F. Ask the students to tell a story. It may be a true story or an imaginative story. Choose one of the titles from the following.

 A time I was very late.

 A funny story about my friend.

 I met someone very interesting.

 An unusual event.

 A funny story about my life.

Think about your story

 When did it happen?

 Where were you?

 Who was there?

 What happened?

Answer :

"An unusual event."

Here's a framework to help think about that story, addressing the "Think about your story" questions:

• When did it happen? Maybe it happened last summer during a family vacation.
• Where were you? Perhaps you were visiting a historical site or a national park.
• Who was there? Maybe you were there with your family – your parents and a sibling.
• What happened? Here's where the "unusual event" comes in. Maybe you witnessed an animal behaving in a very unexpected way, like a deer approaching and seemingly trying to communicate with your family. Or perhaps you stumbled upon a hidden, overgrown structure that wasn't on any maps, leading to a sense of mystery and discovery. The key is to make it something out of the ordinary that you wouldn't typically experience.

 

G. Solve the crossword puzzle using superlative adjectives.

Down Across

2. The ------- man ever whose age has been verified is Jiroemon Kimura.

1. Deserts are the ----------- places on Earth. 4. Antarctica is the --------- continent in the world. 3. Russia is the ---------- country in the world. 6. The elephant is the ------ animal in the world. 4. Mercury is the -------- planet to the sun. 8. Mount Everest is the ------- mountain in the world. 5. Vatican City is the ------ country in the world. 6. Diamonds are the ------ material in the world. 7. The cheetah is the ------ animal in the world.

Answer :

Across

1. Deserts are the driest places on Earth.
2. Antarctica is the coldest continent in the world.
3. Vatican City is the smallest country in the world.
4. Diamonds are the hardest material in the world.
5. The cheetah is the fastest animal in the world.
6. Mount Everest is the highest mountain in the world.

Down

2. The oldest man ever whose age has been verified is Jiroemon Kimura.
3. Russia is the largest country in the world.
4. Mercury is the closest planet to the sun.
5. The elephant is the heaviest animal in the world.

H. Put students in pairs and tell them to interview their partner. To do this they must make questions, e.g. What’s the worst storm you’ve ever seen? They can also ask follow-up questions to find out more information. Do feedback on this as a whole class. Other thematic questionnaires of this kind could be: Emotional experiences

 The most frightened I’ve ever been …

 The happiest moment I’ve ever had …

 The most nervous I’ve ever been …

Musical experiences

 The best song I’ve ever heard …

 The worst song I’ve ever heard …

 The longest time I’ve ever danced …

Places in your life

 The most dangerous place I’ve been in …

 The cheapest restaurant I’ve eaten in …

 The most boring town I’ve ever visited …

Answer :

his sounds like a fantastic activity to get students speaking, listening actively, and learning more about each other! Here's how you can facilitate this and provide feedback:

Setting up the Interview Activity:

1. Pairing Students: Divide the class into pairs. Encourage them to work with someone they don't usually interact with to foster a broader sense of community.
2. Explaining the Task: Clearly explain that their goal is to interview their partner to learn something interesting about their experiences related to the chosen theme. Emphasize the importance of asking follow-up questions to get more details and make the conversation more engaging. Provide the example question ("What's the worst storm you've ever seen?") as a starting point.
3. Choosing a Theme (or Letting Students Choose): You can either assign a specific theme from the list (Emotional experiences, Musical experiences, Places in your life) to the whole class or allow each pair to choose a theme that interests them most. Giving them a choice can increase engagement.
4. Question Generation Time: Give the students some time (5-10 minutes) to individually brainstorm and write down 3-5 questions related to their chosen theme. Encourage them to think beyond simple yes/no questions and formulate open-ended questions that invite more detailed responses.
5. Conducting the Interviews: Have the students take turns interviewing each other. Remind them to listen attentively to their partner's responses and ask follow-up questions like:
• "Tell me more about that."
• "How did that make you feel?"
• "What happened next?"
• "Why do you think that was...?"
6. Time Management: Allocate a specific amount of time (e.g., 10-15 minutes per interview) to ensure everyone has a chance to both ask and answer questions. Signal when it's time for the pairs to switch roles.

Providing Whole-Class Feedback:

After the interviews, bring the class back together for a feedback session. Here are some ways to structure this:

• Sharing Interesting Findings (Voluntary): Ask for volunteers to share something interesting or surprising they learned about their partner. This helps the class hear a variety of experiences and highlights the success of the activity. Encourage them to mention specific details their partner shared.
• Discussing Effective Questioning Techniques: Ask students what kinds of questions led to the most interesting and detailed answers. Discuss the difference between closed-ended and open-ended questions and the importance of "why" and "how" questions.
• Highlighting Good Listening Skills: Compliment students on demonstrating good listening skills, such as maintaining eye contact, nodding, and asking relevant follow-up questions. Emphasize that active listening is crucial for a good interview.
• Addressing Challenges (If Any): If students struggled with anything (e.g., coming up with questions, getting their partner to elaborate), discuss these challenges as a class and brainstorm solutions for future interviews.
• Reflecting on the Themes: Briefly discuss the different themes and the types of experiences they elicited. This can help students think about their own experiences in relation to these themes.
• Suggesting Future Thematic Questionnaires: Reinforce the idea that this type of activity can be adapted to various topics, such as:
• Food Adventures: The most unusual food I've ever eaten... The best meal I've ever had...
• Travel Experiences: The most beautiful place I've visited... The most challenging journey I've taken...
• Learning Moments: The most important thing I've ever learned... A time I overcame a challenge...
• Creative Experiences: The most interesting story I've ever read... The coolest thing I've ever created...

Benefits of this Activity:

• Develops Speaking and Listening Skills: Provides a practical context for practicing conversational skills.
• Encourages Active Listening: The need to ask follow-up questions promotes attentive listening.
• Builds Classroom Community: Helps students learn more about their classmates on a personal level.
• Stimulates Critical Thinking: Students need to formulate thoughtful questions and analyze the responses they receive.
• Fosters Empathy and Understanding: Hearing about different experiences can broaden students' perspectives.

 

WRITING

I. Write a paragraph comparing Don Quixote and Sanchopanza. The following words will help you to write a compare and contrast paragraph.

Similarities,  Differences

is similar to ,on the other hand

both ,however

also ,But

too ,in contrast to

as well , differs from

while

unlike

Answer :

Don Quixote and Sancho Panza are very different in their personalities and views, but they share a unique bond. Don Quixote is similar to Sancho in that both are loyal to each other and set out together on many adventures. Both characters are brave in their own ways. However, Don Quixote lives in a world of imagination, while Sancho Panza is practical and down-to-earth. Don Quixote believes in knights, ogres, and magical quests, while Sancho sees things for what they really are. In contrast to Don Quixote’s dreamy nature, Sancho often uses common sense. Unlike Don Quixote, who follows his ideals blindly, Sancho questions and doubts what he sees. But despite their differences, they trust each other deeply and remain loyal companions throughout their journey.

CREATIVE WRITING

J. Local Historians

 Ask students to collect stories about their town from older people.

 Ask them to find out how the streets were named.

 Are there any interesting people or legends to which the street names refer?

 Are there any local places in town about which people tell stories?

 Any haunted houses?

 Let students find out when the town was founded and by whom.

 Visit a local historical society to see old photographs or artefacts.

Let students create an original historical fiction:

Describe the town from the point of view of a fictitious citizen who might have lived in the town long ago. Include local issues of the time in the story. Write the story of the town from the fictionalized point of view of a resident who actually lived.

Answer :

Don Quixote and Sancho Panza are very different in their personalities and views, yet they share a strong and unique bond. Don Quixote is similar to Sancho in that both are loyal to each other and embark on many adventures together. Both characters show bravery, though in different ways. However, Don Quixote lives in a world of imagination, while Sancho Panza is practical and grounded in reality. Don Quixote believes in knights, ogres, and magical quests, while Sancho sees things for what they truly are. In contrast to Don Quixote’s dreamy and idealistic nature, Sancho often relies on common sense. Unlike Don Quixote, who blindly follows his fantasies, Sancho questions and analyzes situations carefully. But despite their many differences, they remain loyal companions who support each other throughout their journey.