Unit 3 – The old man river
Warm Up
Look at these
pictures of cyclone, floods, earthquake and tsunami.
Topic: Floods
🌀 Causes:
·
Heavy rainfall over
a short period of time
·
Overflowing rivers
and poor drainage systems
·
Cyclones or
cloudbursts
·
Melting of snow or
dam breakage
💥 Damages:
·
Water enters homes
and buildings, damaging property
·
People are forced to
leave their homes
·
Spread of diseases
due to dirty water
·
Disruption of
transport, electricity, and communication
·
Loss of crops and
animals
🛡️ Precautions:
·
Build homes on
higher ground
·
Keep emergency kits
ready
·
Listen to weather
reports and warnings
·
Store clean drinking
water and food
·
Avoid wading in
floodwaters
B. Fill the word web with words related to natural
disasters. One example is done for you.
NATURAL DISASTERS
|
-----------------------------------------------------
| | | | |
Cyclone Earthquake Flood Tsunami Landslide
| | | | |
Storm Tremor Water Wave Hills
Wind Richter Rescue Ocean Mud
Rain Collapse Drowning Warning
Rocks
Shelter Damage Relief Disaster Roads
C. Imagine a situation where your house is surrounded by
water and answer the following.
i. What health hazards are caused when water stagnates
around your place?
·
Stagnant water
becomes a breeding ground for mosquitoes, which can cause diseases like malaria,
dengue, and chikungunya.
·
It can also lead to waterborne
diseases like cholera, typhoid, and diarrhea.
·
The dirty water may
carry bacteria, viruses, and fungi, causing skin
infections and allergies.
·
Contaminated water
can enter drinking supplies, leading to serious health risks.
ii. When there is a power shutdown for long hours during
floods, what will you do?
·
Use emergency
lights, candles, or battery-powered torches.
·
Keep mobile
phones and power banks charged in advance.
·
Avoid using
electrical appliances until the power is safely restored.
·
Stay informed using
a battery-operated radio for updates.
·
Store food items
that don’t require refrigeration.
iii. What precautions would you take if there is an
announcement about flooding in your area?
·
Move valuables and
important documents to a higher place.
·
Store clean
drinking water, dry food, and essential medicines.
·
Keep an emergency
kit ready with torch, batteries, radio, and first aid.
·
Follow evacuation
orders immediately if instructed.
·
Avoid going near
open drains or walking in floodwater to prevent infections or accidents.
·
Stay connected with
local authorities for safety instructions.
D. List out the human activities which have an impact on
nature. Complete the tabular column. One is done for you.
|
Human
Activities |
Impact
on Nature |
|
1. Dumping
of toxic waste into oceans |
Affects
marine life |
|
2. Using of
aerosol and air conditioner |
Depletes
the ozone layer |
|
3.
Encroaching in forest area |
Leads to
deforestation and loss of wildlife |
|
4. Disposal
of non-biodegradable wastes |
Causes land
pollution and harms ecosystems |
|
5. Emission
of smoke from industries and vehicles |
Leads to
air pollution and global warming |
Scene 1:
1.
What were the
girls doing in the living room?
Amy and Rose were knitting, while Betty was
looking at pictures in a magazine.
2.
Why was mother
not able to come home?
Mother was unable to come home because the
bridges between the town and their home were under water due to flooding.
3.
How did Jim want
the girls to ‘get organised’?
Jim told the girls to gather flashlights,
candles, lamps, food, water, blankets, coats, and the first-aid kit to prepare
for the emergency.
4.
Which two
important things did Jim want the girls to do to avoid getting scared?
Jim advised them to:
o
Stay calm and not
show fear in front of the younger ones.
o
Get organized and
gather essentials to stay safe and be prepared.
5.
Where did Jim
want the girls to climb up? How was it going to help them?
Jim suggested they climb up to the attic
and roof. This would help them stay above the flood water and signal for
rescue.
6.
Who went to get
Sara? Where was she?
Jim went to get Sara. She was on the porch
of the playhouse, which was almost floating due to the rising water.
Scene 2:
1.
What were the
important objects that the girls and Jim try to move to the attic? Why?
They tried to move food, water, blankets,
and clothing to the attic to stay safe and survive if the house flooded.
2.
Who came to
rescue the children?
Mr. Peters from the Red Cross Disaster Committee and Miss Marsh,
a Red Cross nurse, came in a boat to rescue them.
3.
What happened to
Sara?
Sara fell off the step ladder while trying
to go to the attic and broke her right leg just below the knee.
4.
Who is Miss
Marsh? How does she help Sara?
Miss Marsh is a Red Cross nurse. She
carefully examines Sara, splints her broken leg using pillows and an
umbrella, and arranges for her to be taken to the Red Cross emergency
hospital.
5.
(Likely continues
as:) Who stayed behind after the rescue and why?
Jim and Amy stayed behind because there wasn’t enough room in the
boat. They agreed to wait for the next rescue trip and stayed safe on the roof
with supplies.
A. Choose the correct answer and fill in the blanks.
1.
The radio announced
that
b. the Burnet Dam had given way.
2.
Mother couldn’t get
home from Mrs. Brant’s because
b. the bridges between home and the
town were under water.
3.
The Burnett Dam gave
away as
c. it rained heavily and the snow was
melting.
4.
There was no power
because
a. the power house was out of
commission.
5.
Why did they splint
up Sara’s leg with pillows?
b. She had broken her leg below the
knee.
B.
Answer the following in two or three sentences each.
1.
Why did Jim run
from school?
Jim ran from school to reach home quickly
and help his family during the flood emergency. He wanted to ensure everyone
was safe.
2.
Where was Amy’s
mother?
Amy’s mother was at Mrs. Brant’s house and
couldn’t return because the bridges between the town and their home were
flooded.
3.
Why did Amy ask
Betty to fill in the water tubs?
Amy asked Betty to fill the water tubs
because the power might go out, affecting their water supply. She wanted to be
prepared for any emergency.
4.
According to Jim,
what are the two things that a person should remember in times of emergency?
Jim said that one should stay calm and use their head in times of emergency.
Keeping cool and thinking clearly are important.
5.
Why is Jim
climbing on the roof?
Jim is climbing on the roof to signal for
help and get the children to safety, as the floodwaters are rising quickly.
6.
Who were there in
the living room? What were they doing?
Amy, Betty, Rose, Sara, and Dick were in the
living room. They were preparing for the emergency—gathering supplies, tending
to Sara’s injury, and staying together.
7.
Why were they
going to sleep in the attic?
They were going to sleep in the attic
because the water level was rising, and it was the safest place in the house.
8.
Who came in the
boat?
Dad came in the boat to rescue the children
and take them to a safer place.
9.
Who is the
founder of the Junior Red Cross?
The Junior Red Cross is an extension of the
Red Cross; the founder of the parent organization, the Red Cross, is Henry
Dunant.
C. Match the following by drawing a line across column A
and B.
|
Column A |
Column B |
|
1. Amy |
8. tubs and pails |
|
2. Betty |
2. dentist |
|
3. Rose |
3. flash light |
|
4. Sara |
7. fractured leg |
|
5. Jim |
5. blankets |
|
6. Penny Marsh |
9. Junior Red Cross |
|
7. Mr. Peters |
1. to Chicago on business |
|
8. Mother |
6. Mrs. Brant’s |
|
9. Dick |
10. rescues the children |
|
10. Dad |
4. nurse |
D.
Based on your understanding of the text, answer the following in about three to
four sentences each.
1.
Describe the ‘home alone’ experience of the children.
The children were left home alone during a
sudden flood emergency while their parents were away. They stayed calm and
worked together to prepare for the worst, filling water tubs, gathering
blankets, and keeping each other safe. Despite fear and confusion, they managed
responsibilities like helping Sara, who was injured, and responding to the loss
of power. Their teamwork and courage during the crisis showed great maturity
and presence of mind.
2.
Elaborate the rescue operation undertaken by Mr. Peter.
Mr. Peter, the father of the children, risked his life to come home through the
floodwaters in a boat. He skillfully navigated the dangerous waters and reached
the attic where the children had taken shelter. His timely arrival was crucial
as the water levels were rising rapidly. He helped everyone into the boat and
ensured their safety by transporting them to a secure location.
3.
How did Jim prove himself as a good rescuer in the flood situation?
Jim displayed bravery and leadership
throughout the flood crisis. He rushed home from school when he heard about the
dam break, immediately taking charge of the situation. He instructed his
siblings on emergency measures, helped care for Sara’s injured leg, and even
climbed onto the roof to signal for help. His actions reflected calm thinking
and responsibility under pressure.
4.
Briefly narrate the happenings of the play in Scene II.
Scene II of the play captures the tension and challenges faced by the children
during the flood. The power is out, water is rising, and the children are
forced to move to the attic. They stay calm and support each other, especially
Sara who is hurt. Despite being scared, they manage the situation bravely,
waiting for help to arrive.
a.
How did Amy manage the situation at home?
Amy acted maturely by staying composed and
organizing things for the emergency. She directed her siblings to fill tubs
with water, gather blankets, and prepare for evacuation. She also made sure
that Sara’s injury was taken care of and that everyone stayed together. Her
leadership helped maintain order during a stressful time.
b.
How did the Marshall save the children?
The Marshall (Mr. Peter) arrived with a boat
just in time to save the children. He rescued them from the attic, where they
had taken shelter from the rising floodwaters. With courage and quick action,
he ensured each child got into the boat safely and navigated them away from the
flooded area. His actions brought relief and safety to the frightened children.
"Two-Minute
Talk: Surviving the Earthquake"
Good
morning everyone,
I
stand before you today as a survivor of the earthquake that shook our city to
its core. That day changed my life forever. I still remember the sound—the
ground rumbling, buildings shaking, and people screaming. In just a few
seconds, everything turned into chaos. Our house collapsed partially, and we
were trapped under rubble. It was dark, dusty, and terrifying. I could hear
people crying for help, and I wasn’t sure if we would make it out alive.
The
trauma didn’t end when the shaking stopped. Nights were filled with fear of
aftershocks. We lost our home, and many people lost their loved ones. But in
that darkness, something beautiful happened—help arrived. Volunteers, rescue
teams, and kind strangers worked day and night to pull us out. My family stayed
strong together, and we supported each other emotionally. The community came
together like never before, and that unity gave me strength.
What
truly helped me sail through this was hope, and the realization that I wasn’t
alone. Talking to others who were going through the same pain, and helping each
other rebuild—brick by brick, smile by smile—made all the difference.
Today,
I value life more than ever. The earthquake shook our city, but it couldn’t
shake our spirit. Thank you.
E.
Synonyms and Antonyms Table
|
Word |
Parts of Speech |
Synonym |
Antonym |
|
Hard |
Adjective |
Difficult |
Easy |
|
Flood |
Noun |
Deluge |
Drought |
|
Interrupt |
Verb |
Disturb |
Continue |
|
Scared |
Adjective |
Afraid |
Brave |
|
Irritation |
Noun |
Annoyance |
Calmness |
|
Organize |
Verb |
Arrange |
Disorganize |
|
Serious |
Adjective |
Grave |
Funny |
|
Snappy |
Adjective |
Irritable |
Calm |
|
Emergency |
Noun |
Crisis |
Calm/Security |
|
Rescue |
Verb |
Save |
Abandon |
F.
Listening – Fill in the blanks
The
2015 South Indian floods resulted from heavy rainfall generated by the annual
north east monsoon in November-December 2015. They affected the Coromandel
Coast region of the South Indian states of Tamil Nadu and Andhra Pradesh, and
the union territory of Puducherry, with Tamil Nadu and the city of Chennai
particularly hard- hit. More than 500 people were killed and over 18 lakh
people were displaced. With estimates of damages and losses ranging from nearly
200 billion rupees to over 1 trillion rupees, the floods were the costliest to
have occurred in 2015, and were among the costliest natural disasters of the
year. The flooding has been attributed to the2014-16 El-Nino event.
The 2015 South Indian floods resulted from heavy rainfall
generated by the annual north east monsoon in November-December 2015. They
affected the Coromandel Coast region of the South
Indian states of Tamil Nadu and Andhra Pradesh, and the Union Territory of Puducherry,
with Tamil Nadu and the city of Chennai particularly hard-hit. More than 500 people were
killed and over 18 lakh people were displaced. With estimates of
damages and losses ranging from nearly 200 billion rupees to over 1 trillion
rupees, the floods were the costliest to have occurred in 2015, and were
among the costliest natural disasters of the year. The flooding has been
attributed to the 2014-16 El-Nino event.
You: Good morning, Madam.
Old lady: Good morning.
You: I am from the Fire and Rescue department. How can I help you?
Old lady: I have lost everything in the flood—my house, clothes, and
even my medicines.
You: I’m really sorry to hear that, Madam. We are here to support you.
Have you received any relief supplies yet?
Old lady: No, not yet. I’ve been staying at the school shelter nearby
and waiting for help.
You: Thank you for informing us. We will arrange food, clothes, and a
medical kit for you immediately.
Old lady: That’s very kind of you. But I also need some help in finding
my missing grandson.
You: Can you please tell me his name and age? We will notify the search
teams and do our best to locate him.
Old lady: His name is Ravi, and he is 10 years old. He was with me when
the water started rising.
You: Don’t worry, Madam. We’ll circulate his photo and details. Please
stay at the shelter for now where it’s safe.
Old lady: Thank you so much, son. May God bless you.
You: You're welcome, Madam. We are here to help. You will not be alone
in this.
H.
Letter to a Friend about Experiences During the Recent ‘Gaja’ Cyclone
Dear
[Friend's Name],
I hope
this letter finds you well. I wanted to share my experiences with you during
the recent ‘Gaja’ cyclone. It was an incredibly intense and frightening
experience. The winds were so strong, they could be heard howling from miles
away. The rains started heavily, and within hours, the streets were flooded,
with trees being uprooted and debris flying everywhere. It was hard to even
step outside without being knocked off balance by the wind.
The
situation became worse as the cyclone intensified, and many homes in our area
were damaged. Some rooftops were blown away, and electrical lines were down,
causing widespread power outages. People were rushing to shelters to stay safe,
and volunteers were working tirelessly to provide aid and comfort.
Though
it was a terrifying time, there was also a sense of community. People helped
each other, sharing food and water. Thankfully, our house withstood the
cyclone, though there was some water leakage. But I know many others weren’t as
fortunate. We are still recovering, and many people are rebuilding their lives.
I hope
this kind of disaster doesn’t occur again soon. It’s an experience I’ll never
forget. How have you been? I’d love to hear from you soon.
Take
care and stay safe!
Warm
regards,
[Your Name]
I.
Poster on Natural Disaster (Cyclone)
Title:
The Devastating Impact of Cyclones
A cyclone is a powerful storm that causes widespread damage.
Key
Facts:
High-speed
winds can reach speeds of over 200 km/h.
Heavy
rains lead to flooding and landslides.
Coastal
areas are the most vulnerable to the impact of cyclones.
Devastation
Caused by Cyclones:
·
Destruction of homes
and buildings
·
Loss of crops and
livestock
·
Power outages and
communication breakdown
·
Loss of life and
injuries
Safety Tips:
·
Seek shelter in
sturdy buildings away from windows.
·
Avoid traveling in
stormy conditions.
·
Have an emergency
kit with essentials like food, water, and a flashlight.
J.
Volunteer Message to Flood Victims
Dear
Residents,
As a
volunteer in this locality, I urge you to move to a safer place immediately.
The floods are continuing to rise, and staying here can be dangerous. Please
gather only the most essential items:
·
Food and water
·
Medicines and
first-aid kits
·
Important documents
Do not try to carry heavy belongings; only take what is
necessary to ensure your survival. Head towards the designated shelter points,
where we are providing food, water, and medical assistance. Your safety is the
top priority, and it’s important that we all stay calm and act quickly.
Please, stay safe, and let’s help each other in this
difficult time.
Thank you for your cooperation,
[Your Name]
Volunteer
K.
Character Qualities during the Floods
|
|
|
|
|
1 |
Anxiety |
Amy |
|
2 |
Serious |
Jim |
|
3 |
Fun |
Sara |
|
4 |
Sober |
Mr. Peters |
|
5 |
Excitement |
Betty |
|
6 |
Scared |
Amy |
|
7 |
Frightened |
Rose |
|
8 |
Shudder |
Amy |
|
9 |
Hopeful |
Jim |
|
10 |
Horror |
Rose |
|
11 |
Enjoyment |
Sara |
|
12 |
Terrified |
Amy |
|
13 |
Levelheaded |
Jim |
|
14 |
Scornful |
Betty |
|
15 |
Hysterical |
Rose |
Is
mountaineering a dangerous sport? Why? (para 1)
Yes, mountaineering is a dangerous sport
because it involves risks such as difficult breathing at high altitudes,
extreme cold, snowstorms, blizzards, and the potential for frostbite.
What is
frostbite? (para 2)
Frostbite
is a condition where the skin, feet, toes, fingers, and tissues freeze due to
extreme cold, causing numbness and damage.
What are the qualities of a good climber?
(para 3)
A good climber should have proper training,
skill, knowledge, courage, perseverance, good physical condition, and the power
of endurance.
What do climbers carry with them? (para 4)
Climbers
carry first-aid supplies, food, extra clothing, maps, compasses, and ropes for
safety during their climb.
Where is the Mountaineering Institute
situated in India? (para 5)
The Mountaineering Institute is situated in
Darjeeling, India.
What qualities of humankind are brought
out by this adventurous sport? (para 6)
Mountaineering brings out qualities like
courage, heroism, and perseverance in humankind.
Why do mountaineers deserve praise? (para
6)
Mountaineers deserve praise for their courage
and heroism in facing the severe risks involved in scaling mountains.
What kind of visitors does Mt. Everest
get? (para 6)
Mt. Everest gets both foreign climbers and
Indian mountaineers, with expeditions organized by both international and
national teams.
A.
Identify the dependent clauses or phrases in the following sentences and
underline them.
1.
Texting on his
phone, the man swerved into a ditch.
(Phrase: "Texting on his phone")
2.
It isn’t necessary
to cram all night if you have studied a little each day.
(Clause: "if you have studied a little
each day")
3.
We climbed up the
hill to enjoy the view.
(Phrase: "to enjoy the view")
4.
I enjoy painting during
my holidays.
(Phrase: "during my holidays")
5.
Whether he
attends the party or not, I have decided
to go.
(Clause: "Whether he attends the party
or not")
6.
I will stop playing
the drums when you go to sleep.
(Clause: "when you go to sleep")
B.
Complete the following sentences using appropriate prepositional phrases.
1.
I would like to
order coffee instead of tea.
a) instead of
2.
In spite of the rains, we went out.
a) In spite of
3.
In case of fire, break the glass to escape.
a) In case of
4.
I am standing here on
behalf of my friends.
b) on behalf of
5.
We solved the
problem by means of a new device developed by our engineers.
a) by means of
6.
In general, we are impressed with their performance.
a) In general
C.
Look at the action words in bold. Identify whether they are either finite or non-finite
verb.
1.
They want to try
a new approach.
o
want (finite verb)
o
to try (non-finite verb)
2.
Trying is easy.
o
Trying (non-finite verb)
3.
Having tried
everything, he gave up.
o
Having tried (non-finite verb)
o
gave (finite verb)
4.
All I can do is
try.
o
can do (finite verb)
o
try (non-finite verb)
5.
If she tried, she
would succeed.
o
tried (finite verb)
o
would succeed (finite verb)
F.
Now, work in pairs and help Dinesh and Divya complete the exercise given below.
1.
Write the gerund/infinitive form of the verbs in the blanks.
- The astronauts managed to complete their
training in record time.
- They learned how to
survive in space without
gravity.
- The best astronaut almost quit trying to
learn the complex information.
- Their mission appeared to be in jeopardy.
- Then Marina encouraged him by saying, "It’s
no good quitting the project
right at the end."
- Being an astronaut will enable you to achieve great success in life.
- If you give up studying
now, our mission will be scrubbed.
- Think of your fellow astronauts who wouldn’t
hesitate to help you in time of
trouble.
- We astronauts must keep on preparing for our space launch.
- Some say it’s no use traveling to distant planets, because it takes too
long.
- But we really want to
visit other planets and find out if life exists on them.
- Can you imagine walking up to a Martian and shaking hands and saying,
“Hello, how are you?”
- We really look forward to meeting alien creatures and finding out what they are really like.
- Many scientists have warned us not to take this dangerous journey, but we are not
discouraged.
- Travelling to far away planets involves risking our lives for the thrill of discovery.
- However, we won’t delay blasting off into space.
- Would you like to accompany us on our journey if you could?
- During our training, we have got used to being weightless and living under difficult conditions.
- Scientists admit to being intensely curious about life on other planets.
- I’m sure they would also enjoy travelling with our crew.
- We told them to come with us on our trip, but some of them think it is
a waste of time to search for life that doesn’t exist.
- We have been taught how to endure hardships during our training and now we can’t
afford to waste money.
Lesson Plan: "Old Man River: A Flood Drama"
1. Learning Objectives: The teacher expects the students to learn:
- To understand the causes and impacts of natural disasters, particularly floods.
- To identify and understand basic precautions and preparedness measures during a flood.
- To recognize the importance of quick thinking, cooperation, and calm in emergency situations.
- To learn about the role of humanitarian organizations like the Red Cross in disaster relief.
- To develop an appreciation for drama as a literary genre, including understanding characters, setting, and stage directions.
2. Learning Outcomes: Upon completion of the lesson, students should be able to:
- Discuss potential health hazards caused by stagnant water during floods and suggest personal precautions.
- List essential items to gather for a flood emergency, such as fresh water, food, blankets, and lights.
- Explain the importance of communication and mutual support among family and neighbors during a crisis, as depicted by the characters' actions.
- Describe the functions and significance of the Red Cross Society based on its portrayal in the drama and the provided information.
- Analyze the characters' responses to the flood situation and evaluate their effectiveness.
3. Introduction: The teacher will introduce the lesson by engaging students with questions related to natural disasters, drawing on the "Warm Up" section:
- "A. Discuss in pairs for two minutes on any one of these natural disasters (cyclone, floods, earthquake, tsunami) using the following points: Causes, Damages, Precautions".
- "B. Fill the word web with words related to natural disasters. One example is done for you: Natural Disasters - collapse".
- "C. Imagine a situation where your house is surrounded by water and answer the following:"
- "i. What health hazards are caused when water stagnates around your place?"
- "ii. When there is a power shutdown for long hours during floods, what will you do?"
- "iii. What precautions would you take if there is an announcement about flooding in your area?"
4. Reading and Understanding:
- The class will be divided into groups, and roles will be allotted for reading aloud the drama, "Old Man River" by Dorothy Deming, starting with Scene 1 and then Scene 2.
- Students will be encouraged to follow the stage directions given in brackets to help visualize the scene.
- As they read, students will be asked to identify and discuss the meanings of new or unfamiliar words from the text, such as "flood stage", "cloudburst", "pickaback", "pitch dark", "splint", and "Armoury".
5. Mind Map: Students will create a mind map or flowchart illustrating the progression of events and key actions in "Old Man River." A possible flowchart could be:
Rising Water & Initial Response ↓ Communication Breakdown (Phone dead) ↓ Emergency Preparedness Actions (Gathering supplies) ↓ Sara's Rescue from Playhouse ↓ Power Outage ↓ Attempted Signal from Roof ↓ Red Cross Rescue Arrival ↓ Sara's Injury & First Aid by Nurse Marsh ↓ Evacuation of Sara, Rose, and Betty ↓ Jim & Amy Remain, Hope for Further Rescue
6. Consolidation and Presentation: The teacher will lead a discussion to summarize the key events and themes of the drama:
- The Marshall home becomes isolated due to a rapidly rising river, exacerbated by heavy rain and a dam giving way.
- Amy, Betty, and Rose, along with their neighbor Jim Hall, face the escalating floodwaters and power outage, demonstrating their efforts to prepare and stay safe.
- A key moment is the rescue of young Sara from the playhouse by Jim.
- The Red Cross Disaster Committee, led by Mr. Peters and Red Cross nurse Miss Marsh, arrives by boat to rescue the children.
- During the rescue, Sara suffers a broken leg but is cared for by Miss Marsh, who splints it for safe transport to an emergency hospital.
- Ultimately, Sara, Rose, and Betty are taken to safety, while Jim and Amy remain behind, confident in the eventual full rescue efforts.
7. Reinforcement: The teacher will provide additional information and details:
- The Red Cross Society is an international humanitarian organization established in 1863 by Jean Henry Dunant in Geneva, Switzerland. It is described as the "biggest, independent non-religious, non-political, non-sectarian and voluntary relief organisation treating people equally all over the world without any discrimination". Miss Marsh, a Red Cross nurse, is crucial in providing immediate medical aid to Sara.
- The play highlights the importance of disaster preparedness, such as having fresh water, food, blankets, coats, and a first-aid kit readily available.
- The emergency number for accidents or natural disasters in India is 108.
- The sources also mention the Kallanai Dam (Grand Anaicut) built by King Karikala Chola in the 2nd Century CE across the Kaveri River, noting it as the fourth oldest dam in the world. While not directly part of the flood drama's plot, it provides context about dams and their historical significance.
- Jim's experience serving on the Junior Red Cross emergency squad during the war showcases the value of such training.
8. Evaluation: The teacher will ask three questions to evaluate student understanding:
- a) Lower Order Thinking Question (L.O.T.): "According to the play, what two actions did Jim immediately suggest the girls do to "get organized" after the telephone line went dead?"
- b) Middle Order Thinking Question (M.O.T.): "Why was it important that Jim and Amy focused on gathering water, food, and lights, even when Amy initially thought about saving books and jewels?"
- c) Higher Order Thinking Question (H.O.T.): "Based on the events in 'Old Man River' and the information provided, how does the drama illustrate the importance of community and humanitarian aid during a natural disaster? Provide specific examples from the play."
9. Remedial Teaching: For slow learners, the teacher will:
- Provide a simplified summary of the plot and main characters.
- Use visual aids such as pictures of floods and emergency supplies.
- Conduct vocabulary drills using flashcards for key terms like "flood stage," "stagnant water," and "Red Cross."
- Allow students to re-read specific scenes aloud with teacher guidance, focusing on comprehension.
- Engage them in role-playing simplified scenarios from the drama to reinforce understanding of actions and consequences.
10. Writing: Students will be asked to write a short paragraph (5-7 sentences) on "Three Important Lessons I Learned About Flood Preparedness from 'Old Man River'." They should include specific examples from the drama to support their points.
11. Follow Up: The teacher will give the following as homework:
- "D. List out the human activities which have an impact on nature. Complete the tabular column. One is done for you: 1. Dumping of toxic waste into oceans | Affects marine life".
- Students will research and create a small poster illustrating at least three key items they would include in a personal or family "Disaster Emergency Kit," explaining the purpose of each item, based on what the characters gathered in the play.
