Class- 4, English SYLLABUS (2021-22) Main Course Book (Sunbeams) Grammar and English Assignment Book

Month Chapter Activity /Project

April Bridge course Introducing yourself

May Literature: Ch- 2 ‘The Skipping Shoes’

Skill Development Project: Topic: Punjab

Ch- 5 The little doll

1. Best out of waste (Doll making) 2. Group discussion: How can we use the

waste material wisely?

Grammar: Sentence (Lesson 1 to 5)

Spin the yarn (story)

Writing: Notice writing (Lost Notice)

June Summer vacation Summer vacation

July Literature: Ch-6 The Four Dolls

Group discussion: ‘The qualities of a good human being.’

Ch-8 I Am Flying Create a story: With the help of pictures and using clues the students will create a story.

Grammar: Ch-6 Parts of speech Ch-7,8,9 Nouns and its kinds, Ch- 10 Nouns : number Ch- 11 Nouns : gender

Noun Sort Tray: Different things will be kept in the tray and asked the students to speak three lines about it. Some students will explain the kinds of nouns.

August Writing : Application (Change of section)

Ch- 10 The Golden Touch 1. The students will write a paragraph on the character of their favourite person.

2. They will complete the crossword with the adjectives that are similar in meaning to the words.

Grammar: Ch – 12 Adjectives Ch – 13 Degrees of comparison Ch – 14 Articles

1. Use adjectives to describe a real object

2. Identify adjectives from list of words

September Summative Assessment 1 Summative Assessment 1

October Literature: Ch- 11 The Letter

The students will make a post card.

Ch- 12 The Cracked Pot Role Play- The students will work in pairs and play the role of cracked pot and the water bearer.

Grammar: Ch-16 Verbs Three Forms of verbs Ch- 19 Adverbs

Action Game: The students will perform different actions.

Writing: Paragraph: Importance of sports

November Literature: Ch-14 The Nightingale

1. Skill Development Project Topic: Rajasthan 2. Describe your favourite animal.

Ch-15 Tree Blessings 1. Visit to school garden 2. The students will grow a plant in their

neighbourhood and take care of it. They will take photographs of their plant and paste in their notebooks.

Grammar: Ch-18 Subject-Verb Agreement Ch- 19 Tense- Simple Present Tense

Students will write their daily routine in simple present tense.

Writing: Found Notice

December Literature: Ch- 16 The Giving Tree

Group Discussion: What will happen if trees disappear from the earth?

Ch- 18 The Wrestler Expressing Feelings: The students will express their views about their likes and dislikes

Grammar: Simple Past Tense Simple Future Tense

The students will write their childhood happy moments in simple past tense.

Writing: Letter to editor (problems created by stray animals)

January Literature: Ch-20 Clever Betty

Finger Puppets: The students will make at least two puppets and use them to narrate an interesting story.

Grammar: Prepositions

Grand Design: The students (in pairs) will be asked to describe their ideal bedroom or living room to each other.

Writing: Picture Composition

February Practice of Comprehension Passage Revision of the whole S.A.-2 Syllabus

March Summative Assessment 2 Summative Assessment 2

Date

WEEKLY TEST SCHEDULE

Syllabus

07.07.2021 18.08.2021 03.11.2021 15.12.2021

Literature: Ch- 6 Grammar: Nouns Literature: Ch- 10 Grammar: Articles and Adjectives Literature: Ch- 12 Grammar: Verbs and Adverbs Literature: Ch- 14 and 15 Grammar: Simple Present Tense Found Notice

Summative Assessment I Summative Assessment II

Literature: Ch- 2 The Skipping Shoes Ch- 5 The little doll Ch- 6 The Four Dolls Ch- 8 I Am Flying Ch- 10 The Golden Touch Grammar: Sentence (Lesson 1 to 5) Ch-6 Parts of speech Ch-7, 8, 9 Nouns and its kinds, Ch- 10 Nouns: number Ch- 11 Nouns: gender Ch – 12 Adjectives Ch – 13 Degrees of comparison Ch – 14 Articles Writing: Notice writing (Lost Notice) Application (Change of section) Picture composition Comprehension passage

Literature: Ch- 11 The Letter Ch- 12 The Cracked Pot Ch-14 The Nightingale Ch-15 Tree Blessings Ch- 16 The Giving Tree Ch- 18 The Wrestler Ch-20 Clever Betty Grammar: Ch-16 Verbs Three Forms of verbs Ch- 19 Adverbs Ch-18 Subject-Verb Agreement Ch- 19 Tense- Simple Present Tense Simple Past Tense Simple Future Tense Prepositions Writing: Paragraph: Importance of sports Found Notice Letter to editor (problems created by stray animals) Picture Composition

CLASS – 4, EVS SYLLABUS (2021-2022)

BOOK- LOOKING AROUND (NCERT)

MONTH CHAPTER Activity/Experiment

April Bridge course

May Chapter-1 Going to School Skill development project- Model making of vallam (a small wooden boat ) and bridge.

Chapter-2 Ear to Ear Map work- Location of national parks.

Chapter-11 Valley of Flowers Skill development project- Preparation of rose water.

June Summer vacation Summer vacation July Chapter-5 Anita And The

Honeybees Table of expenses for various school related things. Map work-Mark the states famous for apiculture in India. Pictures of apiary, apiculture will be shown. Role play (Wholesaler, Retailer, Customer, Producer)

Chapter-6 Omana’s Journey Students will write about their journey on assignment sheets.

August Chapter-7 From The Window Students will be asked to visit the railway station

Chapter-8 Reaching Grand Mother’s House

Paste the picture of railway ticket and circle the important information.

September Summative Assessment 1 Summative Assessment 1

October Chapter-10 Hu Tu Tu, Hu Tu Tu Kabaddi Match- Students will be taken to ground to show live match. Students will paste the pictures of famous female players.(Cricket, Boxing , Wrestling, Kabaddi, Badminton)

Chapter-12 Changing Times Paste pictures of different types of houses. Students will make houses in sand in the school playground.

Chapter-13 A River’s Tale Classification of soluble and insoluble substances in water.(Experiment) Map Work- Locate the following states.1) Uttarakhand

2)Haryana 3)Uttar Pradesh 4)Punjab Filtration-Students will perform this activity in class.

November Chapter-14 Basva’s Farm Visit to a field (Steps involved in growing crops) Visit to a nearby vegetable market and interact with seller. Skill development project- Seed germination

Chapter-21 Food and Fun Visit to Gurudwara Sahib to know the importance of cooking and eating together.

December Chapter-9 Changing Families Students will make a family tree by pasting pictures of all family members. Debate – Advantages and disadvantages of joint family and nuclear family.

Chapter-16 A Busy Month Paste pictures of different birds. Visit to school playground to observe birds and their activities. Nest making activity.

January Chapter-19 Abdul In The Garden Growing plant in a garden. Chapter- 20 Eating Together Discussion on “Mid Day Meal”

and celebration of Bihu festival.

February Chapter-23 Pocham palli Students will be asked to interact with Carpenter Weaver, iron smith etc. Pasting of different fabrics.

March Summative Assessment 2 Summative Assessment 2

Date WEEKLY TEST SCHEDULE Syllabus

11.08.2021 Chapter-5 Anita and The Honeybees

27.10.2021 Chapter 10- Hu Tu Tu , Hu Tu Tu Chapter 13- A River’s Tale

08.12.2021 Chapter -14 Basva’s Farm Chapter-16 A Busy Month

SUMMATIVE ASSESSMENT I Chapter-1 Going To School Chapter-2 Ear to Ear Chapter-11 Valley Of Flowers Chapter-5 Anita And The Honeybees Chapter-6 Omana’s Journey Chapter-7 From The Window

Chapter_8Reaching Grand Mother’s house

SUMMATIVE ASSESSMENT II Chapter 10 –Hu Tu Tu, Hu Tu Tu Chapter 12 – Changing Times Chapter 13 – A River’s Tale Chapter 14 – Basva’s Farm Chapter 16 – A Busy Month Chapter 9 – Changing Families Chapter 21 – Food and Fun Chapter 19 – Abdul In The Garden Chapter 20 – Eating Together Chapter 23 – Pocham palli

पाठ्यक्रम (विषय ह िंदी) पाठ्य-पुस्तक का नाम: सुन री धूप-2

कक्षा चौथी सिंपादक नाम : रचना सागर प्रा.लि

सत्र 2021-2022

म ीना पाठ का नाम तथा व्याकरण

ककि्याकिाप इिंटरसैक्शन गततविधध

अपै्रि वि ि्ज क ि्स स्िर, व्यिंजन, द ,तीन तथा चार अक्षरों का ज ड़, मात्राएिं

मई

पाठ-1 ुआ सिेरा सूरज आया, पाठ-3 आसमान धगरा पाठ-4 स्िच्छ भारत (कविता)

सिंज्ञा तथा उसके भेद, अनुच्छेद सच्चा लमत्र, औपचाररक पत्र:-जरूरी कायय के लिए अिकाश ेतु प्राथयना पत्र, िचन तथा उसके भेद, लििंग तथा उसके भेद, विि म शब्द, अनेक शब्दों के लिए एक शब्द, मु ािरे, धगनती 1 से 25, अशुद्ध िाक्यों क शुद्ध कर ।

िाचन

स्िच्छ भारत कविता में कूडे़दान बनाना लसखाया।

विि म शब्दों से सिंबिंधधत तस्िीरें हदखाई गई

सुिंदर िेखन प्रततय धगता स्िच्छ भारत कविता (िाचन प्रततय धगता)

जून ग्रीष्मकािीन अिकाश कौशि विकास कायय (बबल्िी का मुखौटा बनाना, सजािट की िडड़यािं बनाना

जुिाई पाठ-5 मेरी उड़ान मेरी प चान

पाठ-6 बू्रन लमि गया

बच्च ेअपने स पाहठयों से अपने अच्छे और बुरे गुणों की चचाय करेंगे

पाठ के आधार पर नाटकीय प्रस्तुतीकरण।

पाठ-7 तीन मूखय (िेखन कायय)

लमत्र क जन्महदन पर आमिंत्रण देने के लिए पत्र लिखें।

क ानी िेखन (शब्दों से लमिकर क ानी बुनकर लिख )

अगस्त अनुच्छेद:-स्ितिंत्रता हदिस अधयिावषयक परीक्षा की द राई

लसतिंबर अधयिावषयक परीक्षा अक्तूबर पाठ-9 प िे मैं प िे मैं

(पढ़ने के लिए)

पाठ-10 अध्यावपका की सीख (िेखन कायय)

काि तथा उसके भेद, लििंग बदि , िचन बदि , अनेक शब्दों के लिए एक शब्द।

अिग-अिग कक्षाओिं में पाठ पढ़ाया जाएगा।

लििंग और िचन से सिंबिंधधत तस्िीरें उत्तर पुस्स्तका पर िगानी।

सुिंदर िेखन मुकाबिा

नििंबर पाठ-11 मुझे स ने द (िेखन कायय)

व्याकरण: विराम धचन् , अशुद्ध िाक्यों क शुद्ध करके लिख , अनुच्छेद: गुरु नानक देि जी औपचाररक पत्र: जुमायना माफी के लिए प्राथयना पत्र।

पाठ िाचन

हदसिंबर पाठ-14 चि केक बनाएिं व्याकरण: मु ािरे, विि म शब्द, धगनती (25 से पचास)

अनौपचाररक पत्र :-

जन्महदन पर उप ार भेजने पर चाचा जी क धन्यिाद पत्र।

पाठ के आधार पर नाटकीय प्रस्तुतीकरण

जनिरी पाठ-15 क िं ै भूत

अनुच्छेद:-गणतिंत्र हदिस

सूयय उदय और सूयय अस्त से सिंबिंधधत करिाएिं जाएिंगे।

क ानी िेखन

फरिरी द राई तथा िावषयक परीक्षा

साप्ताह क परीक्षा पाठ्यक्रम

हदनािंक/साि पाठ्यक्रम

4.08.2021 पाठ-3 आसमान धगरा पाठ-4 स्िच्छ भारत (कविता)

व्याकरण: सिंज्ञा और उसके भेद,

लििंग, मु ािरे

21.10.2021 पाठ-9 प िे मैं प िे मैं पाठ-10 अध्यावपका की सीख

व्याकरण: काि तथा उसके भेद, अनेक शब्दों के लिए एक शब्द

1.12.2021 पाठ-11 मुझे स ने द व्याकरण: मु ािरे, शुद्ध अशुद्ध, लििंग, जुमायना माफी के लिए पत्र

19.01.2021 पाठ-14 चि केक बनाऍ िं पाठ-15 क ािं ै भूत

व्याकरण: विराम धचन् , धगनती 25-50,

अनुच्छेद: गुरु नानक देि जी

अधयिावषयक पाठ्यक्रम िावषयक पाठ्यक्रम

पाठ-1 ुआ सिेरा सूरज आया पाठ- 3 आसमान धगरा पाठ-5 मेरी उड़ान मेरी प चान

पाठ-6 बू्रन लमि गया पाठ-7 तीन मूखय व्याकरण: सिंज्ञा तथा उसके भेद,

लििंग, िचन, विि म शब्द, मु ािरे,शुद्ध अशुद्ध, धगनती

पाठ-9 प िे मैं प िे मैं पाठ-10 अध्यावपका की सीख

पाठ-11 मुझे स ने द पाठ-14 चि केक बनाएिं पाठ-15 क ािं ै भूत

व्याकरण: काि तथा उसके भेद, लििंग बदि , िचन बदि , अनेक शब्दों के लिए एक शब्द, विराम

(1से50), अनेक शब्दों के लिए एक शब्द

अनुच्छेद: सच्चा लमत्र/स्ितिंत्रता हदिस

पत्र: जरूरी कायय के लिए अिकाश ेतु पत्र/लमत्र क जन्महदन पर आमिंत्रण करने के लिए पत्र।

धचन् , अशुद्ध शुद्ध, मु ािरे, विि म शब्द, धगनती 25 स े50,

अनुच्छेद: गुरु नानक देि जी/गणतिंत्र हदिस

पत्र: जुमायना माफी के लिए प्राथयना पत्र/जन्महदन पर उप ार भेजने के लिए चाचा जी क धन्यिाद पत्र।

ਅੰਮ੍ਰਿਤ ਇੰਡੋ ਕੈਨੇਡੀਅਨ ਅਕੈਡਰੀ ਜਰਾਤ -ਚੌਥੀ ਮ੍ਿਲੇਬਿ- ਪੰਜਾਬੀ (2021-2022)

ਪੰਜਾਬੀ ਪੁਿਤਕ- ਮ੍ਨਰਰੋਲਕ ਪਾਠ- ਰਾਲਾ 4

ਮਹੀਨਾ ਪਾਠਕ੍ਰਮ / ਵਿਆਕ੍ਰਨ ਰਚਨਾਤਮਕ੍ ਕ੍ਾਰਜ ਅਤੇ ਹੋਰ ਵਕ੍ਵਰਆਿਾਂ

ਅਪਰੈਲ ਵਰਰਜ ਕੋ੍ਰਸ (ਵਪਛਲੀ ਜਮਾਤ ਦੇ ਮਹੱਤਿਪੂਰਨ ਕ੍ਾਰਜ ਦੀ ਦੁਹਰਾਈ)

ਮਈ ਪਾਠ -1 ਪੰਜਾਰੀ ਕ੍ਵਿਤਾ (ਮੌਵਿਕ੍ ਵਿਆਵਿਆ)

ਪਾਠ- 2 ਅਵਹਸਾਸ (ਅਵਿਆਸ ਵਕ੍ਵਰਆ ਸਵਹਤ ਵਲਿਤੀ ਕ੍ਾਰਜ)

ਪਾਠ -6 ਮਹਾਨ ਵਚੱਤਰਕ੍ਾਰ (ਪੜ੍ਹਨ ਕੌ੍ਸ਼ਲ)

ਪਾਠ-11 ਰੰਸਰੀ ਿਾਦਕ੍ (ਪੜ੍ਹਨ ਕੌ੍ਸ਼ਲ)

ਵਿਆਕ੍ਰਨ- ਵਿਰੋਧੀ ਸ਼ਰਦ 10, ਵਿਣਤੀ-1-20 ਅੰਕ੍ਾਂ ਵਿੱਚ, ਸ਼ਰਦਾਂ ਵਿੱਚ, ਿੁਰਮੁਿੀ ਵਲਪੀ ਵਿੱਚ, ਰੋਲੀ ਦੀ ਪਵਰਿਾਸ਼ਾ ਅਤੇ ਵਕ੍ਸਮਾਂ ਲੇਿ- ਮੇਰਾ ਮਨਿਾਉਂਦਾ ਅਵਧਆਪਕ੍

ਪੱਤਰ- ਆਪਣ ੇਵਮੱਤਰ /ਸਹੇਲੀ ਨੂੰ ਿਰਮੀ ਦੀਆਂ ਛੁੱ ਟੀਆਂ ਇਕੱ੍ਠੇ ਰਤੀਤ ਕ੍ਰਨ ਲਈ ਪੱਤਰ

1. ਪਾਠ- 3 ਿਰੀਵਟੰਿ ਕ੍ਾਰਡ ਪੰਨਾ ਨੰਰਰ- 18 (ਪੜ੍ਹਨ ਮੁਕ੍ਾਰਲਾ) 2. Family portrait

ਰਣਾਉਣਾ, 3. ਕ੍ਾਗ਼ਜ਼ ਦੀ ਰੰਸਰੀ ਰਣਾਉਣਾ

ਿਰਮੀ ਦੀਆਂ ਛੁੱਟੀਆਂ ਜੁਲਾਈ ਪਾਠ -4 ਸਾਿਣ ਆਏ ਕ੍ਵਿਤਾ (ਮੌਵਿਕ੍ ਵਿਆਵਿਆ)

ਪਾਠ- 5 ਅਵਧਆਪਕ੍ਾਂ ਦਾ ਸਵਤਕ੍ਾਰ (ਵਲਿਤੀ ਕ੍ਾਰਜ)

ਪਾਠ -6 ਮਹਾਨ ਵਚੱਤਰਕ੍ਾਰ (ਵਲਿਤੀ ਕ੍ਾਰਜ)

ਵਿਆਕ੍ਰਨ- ਸਮਾਨਾਰਥਕ੍ ਸ਼ਰਦ 10, ਅਸ਼ੁੱ ਧ/ ਸ਼ੁੱ ਧ 10, ਵਿਣਤੀ-21-40 ਅੰਕ੍ਾਂ ਵਿੱਚ, ਸ਼ਰਦਾਂ ਵਿੱਚ, ਿੁਰਮੁਿੀ ਵਲਪੀ ਵਿੱਚ, ਿੁਰਮੁਿੀ ਵਲਪੀ ਦੀ ਪਵਰਿਾਸ਼ਾ ਅਤੇ ਵਕ੍ਸਮਾਂ ਅਰਜ਼ੀ- ਆਪਣੀ ਸਕੂ੍ਲ ਦੀ ਮੁੱ ਿ ਅਵਧਆਪਕ੍ਾ ਨੂੰ ਜੁ਼ਰਮਾਨਾ ਮੁਆਫੀ ਲਈ ਅਰਜ਼ੀ।

ਪਾਠ-5 ਅਵਧਆਪਕ੍ਾਂ ਦਾ ਸਵਤਕ੍ਾਰ ਕ੍ਹਾਣੀ ਉਚਾਰਨ ਮੁਕ੍ਾਰਲਾ

ਅਿਸਤ

ਪਾਠ -7 ਵਪੱਪਲ ਕ੍ਵਿਤਾ ਮੌਵਿਕ੍ ਵਿਆਵਿਆ

ਪਾਠ -8 ਯੋਿਤਾ ਕ੍ਹਾਣੀ ਪਾਠ-9 ਤਾਜ ਮਵਹਲ (ਵਲਿਤੀ ਕ੍ਾਰਜ)

ਵਿਆਕ੍ਰਨ- ਵਲੰਿ ਰਦਲੋ 10, ਿਚਨ ਰਦਲੋ 10,ਵਿਣਤੀ-41-50 ਅੰਕ੍ਾਂ ਵਿੱਚ, ਸ਼ਰਦਾਂ ਵਿੱਚ, ਿੁਰਮੁਿੀ ਵਲਪੀ ਵਿੱਚ, ਰਹੁਤੇ ਸ਼ਰਦਾਂ ਦੀ ਥਾਂ ਇੱਕ੍ ਸ਼ਰਦ 10

ਲੇਿ- ਸਿੇਰ ਦੀ ਸੈਰ

ਪਾਠ- 8 ਯੋਿਤਾ ਦ ੇਆਧਾਰ ਤੇ ਨਾਟਕ੍ ਕ੍ਰਿਾਇਆ ਜਾਿੇਿਾ।

ਸਤੰਰਰ ਵਛਮਾਹੀ ਪਰੀਵਿਆ

ਅਕ੍ਤੂਰਰ ਪਾਠ 11 ਰੰਸਰੀ ਿਾਦਕ੍ ਕ੍ਹਾਣੀ (ਵਲਿਤੀ ਕ੍ਾਰਜ)

ਵਿਆਕ੍ਰਨ- ਿਰਨ ਜਾਂ ਅੱਿਰ ਰੋਧ ਦੀ ਪਵਰਿਾਸ਼ਾ ਅਤੇ ਵਕ੍ਸਮਾਂ,ਵਿਣਤੀ 51-70

ਅੰਕ੍ਾਂ, ਸ਼ਰਦਾਂ ਅਤੇ ਿੁਰਮੁਿੀ ਵਲਪੀ ਵਿੱਚ

ਅਰਜ਼ੀ- ਆਪਣ ੇਸਕੂ੍ਲ ਦੀ ਮੁੱ ਿ ਅਵਧਆਪਕ੍ਾ ਨੂੰ ਸਕੂ੍ਲ ਛੱਡਣ ਲਈ ਸਰਟੀਵਫਕੇ੍ਟ ਜਾਰੀ ਕ੍ਰਨ ਲਈ ਵਰਨੈ ਪੱਤਰ।

ਪੰਨਾ ਨੰਰਰ 90

ਸੁੰ ਦਰ ਵਲਿਾਈ ਮੁਕ੍ਾਰਲਾ

ਨਿੰਰਰ ਪਾਠ-10 ਸ਼ਹੀਦਾਂ ਦੇ ਵਸਰਤਾਜ (ਕ੍ਵਿਤਾ) ਮੌਵਿਕ੍ ਵਿਆਵਿਆ

ਪਾਠ-12 ਵਨੰਮ ਦੇ ਰੱੁਿ ਦੇ ਲਾਿ (ਵਲਿਤੀ ਕ੍ਾਰਜ), ਪਾਠ- 13 ਿਰਿਾ ਦਾ ਇੱਕ੍

(ਵਲਿਤੀ ਕ੍ਾਰਜ)

ਵਿਆਕ੍ਰਨ- ਵਲੰਿ ਰਦਲੋ 10, ਰਹੁਤੇ ਸ਼ਰਦਾਂ ਦੀ ਥਾਂ ਇੱਕ੍ ਸ਼ਰਦ 10, ਨਾਂਿ ਦੀ ਪਵਰਿਾਸ਼ਾ ਅਤੇ ਵਕ੍ਸਮਾਂ ਦੇ ਨਾਂ ਲੇਿ- ਦੁਸਵਹਰਾ

ਦਸੰਰਰ ਪਾਠ-14 ਕੌ੍ੜ੍ੀ ਦਿਾਈ (ਵਲਿਤੀ ਕ੍ਾਰਜ)

ਪਾਠ-15 ਇੱਕ੍ ਵਤਰਹਾਇਆ ਕ੍ਾਂ ਕ੍ਵਿਤਾ ਮੌਵਿਕ੍ ਵਿਆਵਿਆ

ਵਿਆਕ੍ਰਨ- ਿਚਨ ਰਦਲੋ 10, ਸਮਾਨਾਰਥਕ੍ ਸ਼ਰਦ 10, ਵਿਣਤੀ -71-90 ਅੰਕ੍ਾਂ, ਸ਼ਰਦਾਂ ਅਤੇ ਿੁਰਮੁਿੀ ਵਲਪੀ ਵਿੱਚ

ਲੇਿ- ਸਰੀ ਿੁਰੂ ਿੋਵਰੰਦ ਵਸੰਘ ਜੀ ਪੱਤਰ- ਵਮੱਤਰ/ ਸਹੇਲੀ ਨੂੰ ਪੜ੍ਹਾਈ ਦੇ ਨਾਲ-ਨਾਲ ਿੇਡਾਂ ਦੇ ਵਿੱਚ ਿਾਿ ਲੈਣ ਲਈ ਪੱਤਰ।

ਵਿਵਦਆ ਦੇ ਲਾਿ, ਉੱਪਰ ਵਿਚਾਰ-ਚਰਚਾ

ਜਨਿਰੀ ਪਾਠ-16 ਮੇਰਾ ਹੰਸ ( ਵਲਿਤੀ ਕ੍ਾਰਜ))

ਦੇਸੀ ਮਹੀਵਨਆਂ ਦੇ ਨਾਂ, ਵਿਰੋਧੀ ਸ਼ਰਦ 10, ਵਿਣਤੀ 91-100 ਅੰਕ੍ਾਂ, ਸ਼ਰਦਾਂ ਅਤੇ ਿੁਰਮੁਿੀ ਵਲਪੀ ਵਿੱਚ

ਅਖ਼ਰਾਰ ਪੜ੍ਹਨ

ਮੁਕ੍ਾਰਲਾ ਕ੍ਰਿਾਇਆ ਜਾਿੇਿਾ

ਫਰਿਰੀ ਵਿਆਕ੍ਰਨ- ਕ੍ਾਲ ਦੀ ਪਵਰਿਾਸ਼ਾ ਅਤੇ ਵਕ੍ਸਮਾਂ,ਵਪਤਾ ਜੀ ਤੋਂ ਪੈਸੇ ਮੰਿਿਾਉਣ ਲਈ ਪੱਤਰ।

ਸਾਰੇ ਵਸਲੇਰਸ ਦੀ ਦੁਹਰਾਈ ਕ੍ਰਿਾਈ

ਜਾਿੇਿੀ। ਮਾਰਚ ਸਾਲਾਨਾ ਪਰੀਵਿਆ ਹਫ਼ਤਾਿਾਰੀ ਪਰੀਵਿਆ ਵਸਲੇਰਸ 21-07-2021 ਪਾਠ- 6 ਮਹਾਨ ਵਚੱਤਰਕ੍ਾਰ ਪਾਠ- 9 ਤਾਜ ਮਵਹਲ, ਅਸ਼ੁੱ ਧ/ ਸ਼ੁੱ ਧ, ਰਹੁਤੇ ਸ਼ਰਦਾਂ

ਦੀ ਥਾਂ ਇੱਕ੍ ਸ਼ਰਦ, ਵਿਣਤੀ 21-50, ਸਮਾਨਾਰਥਕ੍ ਸ਼ਰਦ

13-10-2021 ਪਾਠ -11 ਰੰਸਰੀ ਿਾਦਕ੍, ਿੁਰਮੁਿੀ ਵਲਪੀ ਦੀ ਪਵਰਿਾਸ਼ਾ, ਵਿਣਤੀ 51-70 25-11-2021 ਪਾਠ- 10 ਸ਼ਹੀਦਾਂ ਦੇ ਵਸਰਤਾਜ ਕ੍ਵਿਤਾ, ਪਾਠ-12 ਵਨੰਮ ਦੇ ਰੱੁਿ ਦ ੇਲਾਿ, ਵਿਣਤੀ-

71-90, ਵਲੰਿ ਰਦਲੋ, ਿਰਨ ਜਾਂ ਅੱਿਰ ਰੋਧ ਦੀ ਪਵਰਿਾਸ਼ਾ ਅਤੇ ਵਕ੍ਸਮਾਂ

05-01-2022 ਪਾਠ-14 ਕੌ੍ੜ੍ੀ ਦਿਾਈ, ਿਚਨ ਰਦਲੋ, ਸਮਾਨਾਰਥਕ੍ ਸ਼ਰਦ, ਵਿਣਤੀ-91-100, ਪਵਹਲੀ ਵਛਮਾਹੀ ਪਰੀਵਿਆ ਵਸਲੇਰਸ ਪਾਠ -1 ਪੰਜਾਰੀ ਕ੍ਵਿਤਾ

ਪਾਠ- 2 ਅਵਹਸਾਸ ਪਾਠ-4 ਸਾਿਣ ਆਏ ਕ੍ਵਿਤਾ ਪਾਠ 5 ਅਵਧਆਪਕ੍ਾਂ ਦਾ ਸਵਤਕ੍ਾਰ

ਪਾਠ -6 ਮਹਾਨ ਵਚੱਤਰਕ੍ਾਰ

ਪਾਠ-7 ਵਪੱਪਲ ਕ੍ਵਿਤਾ ਪਾਠ-9 ਤਾਜ ਮਵਹਲ ਵਿਆਕ੍ਰਨ- ਵਿਰੋਧੀ ਸ਼ਰਦ 10, ਵਿਣਤੀ-1-50 ਅੰਕ੍ਾਂ ਵਿੱਚ, ਸ਼ਰਦਾਂ ਵਿੱਚ, ਿੁਰਮੁਿੀ ਵਲਪੀ ਵਿੱਚ,ਸਮਾਨਾਰਥਕ੍ ਸ਼ਰਦ, ਅਸ਼ੁੱ ਧ/ ਸ਼ੁੱ ਧ, ਵਲੰਿ ਰਦਲੋ, ਿਚਨ ਰਦਲੋ, ਰਹੁਤੇ ਸ਼ਰਦਾਂ ਦੀ ਥਾਂ ਇੱਕ੍ ਸ਼ਰਦ ਰੋਲੀ ਦੀ ਪਵਰਿਾਸ਼ਾ ਅਤੇ ਵਕ੍ਸਮਾਂ, ਿੁਰਮੁਿੀ ਵਲਪੀ ਦੀ ਪਵਰਿਾਸ਼ਾ ਅਤੇ ਵਕ੍ਸਮਾਂ, ਪੱਤਰ- ਆਪਣ ੇਵਮੱਤਰ /ਸਹੇਲੀ ਨੂੰ ਿਰਮੀ ਦੀਆਂ ਛੁੱ ਟੀਆਂ ਇਕੱ੍ਠੇ ਰਤੀਤ ਕ੍ਰਨ ਲਈ ਪੱਤਰ। ਸਕੂ੍ਲ ਦੀ ਮੁੱ ਿ ਅਵਧਆਪਕ੍ਾ ਨੂੰ ਜੁ਼ਰਮਾਨਾ ਮੁਆਫੀ ਲਈ ਅਰਜ਼ੀ। ਲੇਿ- ਮੇਰਾ ਮਨ ਿਾਉਂਦਾ ਅਵਧਆਪਕ੍, ਸਿੇਰ ਦੀ ਸੈਰ

ਦੂਸਰੀ ਵਛਮਾਹੀ ਪਰੀਵਿਆ ਪਾਠ-10 ਸ਼ਹੀਦਾਂ ਦੇ ਵਸਰਤਾਜ

ਪਾਠ -11 ਰੰਸਰੀ ਿਾਦਕ੍

ਪਾਠ-12 ਵਨੰਮ ਦੇ ਰੱੁਿ ਦੇ ਲਾਿ

ਪਾਠ- 13 ਿਰਿਾ ਦਾ ਇੱਕ੍ ਵਦਨ

ਪਾਠ-15 ਇੱਕ੍ ਵਤਰਹਾਇਆ ਕ੍ਾਂ ਪਾਠ-14 ਕੌ੍ੜ੍ੀ ਦਿਾਈ

ਪਾਠ-16 ਮੇਰਾ ਹੰਸ

ਵਿਆਕ੍ਰਨ- ਵਿਰੋਧੀ ਸ਼ਰਦ, ਵਿਣਤੀ 51-100, ਵਲੰਿ ਰਦਲੋ, ਿਚਨ ਰਦਲੋ, ਰਹੁਤੇ ਸ਼ਰਦਾਂ ਦੀ ਥਾਂ ਇੱਕ੍ ਸ਼ਰਦ, ਸਮਾਨਾਰਥਕ੍ ਸ਼ਰਦ, ਦੇਸੀ ਮਹੀਵਨਆਂ ਦੇ ਨਾਂ,ਿਰਨ ਜਾਂ ਅੱਿਰ ਰੋਧ ਦੀ ਪਵਰਿਾਸ਼ਾ ਅਤੇ ਵਕ੍ਸਮਾਂ, ਨਾਂਿ ਦੀ ਪਵਰਿਾਸ਼ਾ ਅਤੇ ਵਕ੍ਸਮਾਂ,ਕ੍ਾਲ ਦੀ ਪਵਰਿਾਸ਼ਾ ਅਤੇ ਵਕ੍ਸਮਾਂ ਲੇਿ- ਦੁਸਵਹਰਾ,ਸਰੀ ਿੁਰੂ ਿੋਵਰੰਦ ਵਸੰਘ ਜੀ

ਪੱਤਰ- ਵਮੱਤਰ/ ਸਹੇਲੀ ਨੂੰ ਪੜ੍ਹਾਈ ਦੇ ਨਾਲ-ਨਾਲ ਿੇਡਾਂ ਦੇ ਵਿੱਚ ਿਾਿ ਲੈਣ ਲਈ

ਪੱਤਰ।

ਅਰਜ਼ੀ- ਆਪਣ ੇਸਕੂ੍ਲ ਦੀ ਮੁੱ ਿ ਅਵਧਆਪਕ੍ਾ ਨੂੰ ਸਕੂ੍ਲ ਛੱਡਣ ਲਈ ਸਰਟੀਵਫਕੇ੍ਟ ਜਾਰੀ ਕ੍ਰਨ ਲਈ ਵਰਨੈ- ਪੱਤਰ

Syllabus-Gurbani

Class-4th

Session-2021-22 April

April

Meaning of Mool Mantar &1st pauree of jap ji sahib.

Related sakhi

• Sajjan Thag

May

Meaning of 2,3 & 4th paurees of jap ji sahib

Related sakhi

• Next successor for Guruship(Guru Amar Dass ji)

• Next successor for Guruship (Guru Ram Daas ji.

• Shiri Guru Amar Dass ji

• Shiri Datu

June

Holidays Home work

20 questions from 4 paurees of jap ji sahib & Related sakhi

July

Meaning of 5,6&7th paurees of jap ji sahib

Related sakhi

• Emperor Akbar at Goindwal

August

Meaning of 8,9,10 &11th paurees of japji sahib.

September

First term examination

Meaning of 12,13,14&15th paurees of jap ji sahib

Related sakhi

• Next successor for Guruship (Guru Arjan Dev ji)

October

Meaning of 16& 17th paurees of jap ji Sahib

November

Meaning of 18,19&20th paurees of japji sahib

Related sakhi

• Tapa yogi

December

Practice of annual function

Meaning of 21,22,23rd paurees of japji sahib

Related sakhi

• Emperor Humayun at khaddur sahib

January

Meaning of 24th &25th paurees of jap ji shaib

• Chapter (Shiri Guru Ram daas ji)

February

Meaning of 26th& 27th paurees of japji sahib

• Chapter(Guru Angad Dev ji)

March

Final exam

Class – 4 , Art and craft ( 2021-2022 ) Book – creative art book Publisher – Parminder singh vilkhu

Months Lesson Activity

April Pg – 1 to 7, information about colours Drawing of early morning scene , shapes

Button tagging with button hole

May Pg – 8 to 13 , poster on save earth , drawing of flower

Elephant and flower making

June Summer vacations

July Pg no 14 to 20, poster on women empowerment ,poster on clean and green India

Paper aero plane

August Pg no 21 to 23 , poster on independent day , poster , on save trees

Crown making, decorative table mat

September SA1

October Pg no 24 to 25, drawing of different birds

Envelop making with glaze paper

November Pg no 26 to 35, drawing of animal whose ears not visible

Family tree , paper lamp, paper diya

December Pg 36 to 40 , drawing of different types of trees , poster on save electricity

Pot decoration

January Drawing of global warming , complete all book work , sunset and sun rise scene

Pasting the hay of rice on bird nest

February Revision

Summative assessment 1 Date – 26-8-21 Syllabus – April to august

Summative assessment 2 Syllabus- August to February

Amrit Indo Canadian Academy

Run by: Amrit Educational Society (Regd.)

Session 2021-2022

Monthly Planner of computer For class 4th

APRIL

Bridge course

MAY

• Introduction with HTML (Hypertext Markup Language)

• Purpose for HTML

• What are tags in HTML

• 1) <HTML>

• 2) <BODY>

• 3) <HR>

• * Attributes of <HR>

• 1) COLOR

• 2) SIZE

• 3) WIDTH

• * FONT STYLES

• 1) <B>

• 2) <I>

• 3) <U>

Topics which will be covered in the month of July:

1. Document to create a title

2. Document to create a multiple headings

3. How to create a paragraph in HTML

4. Save the HTML page

5. View the HTML page in your Browser

`

JUNE

JULY

Topics which will be covered in the month of July:

Document to create a title

Document to create a multiple headings

How to create a paragraph in HTML

Save the HTML page

View the HTML page in your Browser

HTML STYLES

• Background Colors

• Text colors

• Fonts

• Text Size

• Text Alignment

AUGUST

HTML Lists: (HTML lists allow web developers to group a set of related items in lists.)

For instance:

An unordered HTML list:

• First item

• Second item

• Third item

• Fourth item

An ordered HTML list:

1. First item

2. Second item

3. Third item

4. Fourth item

Revision for Summative Assessment -I

SEPTEMBER

Summative Assessment – I

OCTOBER

HTML IMAGE

• HTML Image Syntax

• Image – Width , Height or Style

• Animated Images

NOVEMBER

HTML FORMS

HTML Forms Elements

• <input>

• <label>

• <select>

• <textarea>

• <button>

DECEMBER

Tables in HTML Document

• Document to create a table

• Add a Border

• Add border Spacing

• Left Align headings

• Table caption

• Table styles

JANUARY

HTML Accessibility

• Each and every Student will make their own website with the tags which they

have covered from MAY to DECEMBER

FEBRUARY

Summative assessment -II

Social and Emotional learning Assignments (Part 4)

OBJECTIVES OF THE LESSON : 1. Self-Awareness : The ability to recognise one's emotions and thoughts and their influence on

behaviour.* a) Accurately assessing one’s strengths and limitations. b) Possessing a well-grounded sense of confidence and optimism.

Who Moved My Cheese : For Reading (10 Marks)

This story is about four characters. Two are mice, named Sniff and Scurry and two are little people, named Hem and Haw. These little beings are the size of mice. This story is about these four characters going out in Maze every single day to find cheese. This Maze is a labyrinth of corridors and chambers, some containing delicious cheese but there are also dark corners and blind alleys leading nowhere. Its an easy place for anyone to get lost.

Sniff and Scurry ran through different corridors daily, looking for cheese. They remembered the corridors that held no cheese and quickly went into new areas. Hem and Haw, used their ability to think and learn from their past experiences. It made life in the Maze more complicated and challenging. Nonetheless, Sniff, Scurry, Hem and Haw all discovered, in their own way, cheese that they were looking for. They all found their cheese one day, at the end of one of the corridors known as cheese Station C. This cheese station C was full of all different types of cheese in very large quantities. Every morning after that, they all established their routine. Sniff and Scurry continued to wake early every day and race through the Maze, always following the same route. Then they enjoyed the cheese at cheese station C.

In the beginning Hem and Haw also raced toward Cheese Station C every morning to enjoy the tasty cheese, but after a while, a different routine set in for them. They became lazy after few days and awoke each day a little later, dressed a little slower, and walked to Cheese Station C. After all, they knew where the Cheese was now and how to get there. (Just like we think, after school we will go to college and after college we will do jobs or businesses of our interest, however life is quite different when reality kicks in.)

Hem and Haw had no idea where the Cheese came from, or who put it there. They just assumed it would remain there forever.(just like we assume life will remain this cosy forever as it is now, what we forget is, now we have our parents working day and night to give us better lives, life will be this cosy only till we are supported by our parents ) So in a way Hem and Haw settled in and started taking things for granted. They were becoming very comfortable now that they had found the Cheese. These Little people felt happy and successful, and thought they were now secure.

They became so comfortable that they didn't even notice the changes that were happening in cheese station C. Sniff and Scurry continued inspecting the area to see if there had been any changes from the day before. They noticed that cheese was depleting and getting stale and musty over time. One morning they arrived at Cheese Station C and discovered there was no cheese. They weren't surprised since Sniff and Scurry had noticed the supply of cheese had been getting smaller every day, they were prepared for the inevitable and knew instinctively what to do. They looked at each other, and quickly jumped off into maze, in search of New Cheese. Later that same day, our lazy Hem and Haw arrived at Cheese Station C. They had not been paying attention to the small changes that had been taking place each day, so they took it for granted that their Cheese would be there. They were unprepared for what they found.

"What! No Cheese?" Hem yelled. He continued yelling, "No Cheese? No Cheese?" as though if his loud shouts be enough to bring the cheese back. He screamed at the top of his voice, "It's not fair!" Haw too was in disbelief. They ranted and raved at the injustice of it all. They both got depressed. What would happen if the Cheese isn’t here tomorrow? He had made future plans based on this Cheese. The Little people couldn't believe it. How could this have happened? "Why did they do this to me?" No one had warned them. Finally, Haw opened his eyes, and said, "By the way, where are Sniff and Scurry?

Sniff and Scurry were already well on their way. They went farther into the Maze, up and down corridors, looking for cheese in every Cheese Station they could find. They didn't think of anything else but finding New Cheese. They didn't find any for some time until they finally went into an area of the Maze where they had never been before: Cheese Station N. It was the biggest store of cheese Sniff and Scurry had ever seen. On the other side Hem and Haw were still shocked and baffled, Haw argued. "We've run through many parts of the Maze before, and we can do it again." "I'm getting too old for that," Hem said. "And I'm afraid I'm not interested in getting lost and making a fool of myself. "

This ramble continued for few days when Finally, one day Haw began laughing at himself. "Hem, look at us. We keep doing the same things over and over again and wonder why things don't get better. If this wasn't so ridiculous, it would be even funnier." Then, he took a deep breath, turned right into the Maze, and jogged slowly, into the unknown. Whenever he started to get discouraged, he reminded himself that what he was doing, as uncomfortable as it was at the moment, was in reality much better than staying in the Cheese-less situation.

Whenever Haw became fearful of the darkness and uncertainty of Maze he would ask himself one same question again and again , "What would I do if I weren't afraid? Haw started to feel good after some initial struggles, he realised that, what you are afraid of is never as bad as one you imagine. The fear we let build in our minds is always worse than the situation that actually exists. He finally finds a new cheese station with sniff and scurry already savouring their cheese in it. Upon seeing him, Sniff and Scurry laughed. They nodded their heads in admiration. Then Haw lifted a piece of fresh Cheese and made a toast. "Hooray for Change!" Hem died of hunger.

This story has glaring similarities with our lives. All of us are always functioning like one of the four characters of this story, either we act like a sniff and sense the situation before it actually becomes a challenge for us, or we sprung into action immediately when we face the uncertainties or we hog like Haw, that is we learn only after repeated failures about our inability to act promptly or we keep hemming like Hem, always complaining, finding fault in people around us, in life, in God, in our destinies consistently cursing nations we are born into, societies we have grown in, wailing, crying, cursing without looking into the roots of the problems or challenges we face.

History proves that Sniffs always lead the world, in every sphere of life with glory. They are able to sense and comprehend. As students they know what is being taught today will never be taught again, they understand the value of making, maintaining and submitting the notebooks in time, they consistently work hard because they know delayed exams or cancelled exams don't change anything. This world will always be more competitive tomorrow than it was yesterday. They achieve success very young. Scurries on the other hand due to their ability to respond to situations promptly too fare well in lives, but mostly end up working for sniffs or relying upon sniffs for their success. These are like students who start working hard the day date-sheet is announced.

Then Haws are the ones who pay a heavy price for whatever success they taste in their lives. Their inability to act promptly forces them through a rollercoaster of failures and struggles in their lives. Chances are that Haws too succeed in life but they pay quite a hefty ransom in the terms of their physical and mental well being, they taste success quite late in their lives. Haws are like students who study only two or three days before their exam, relying a lot on their luck, an empty arrow at randomness. They often end up not utilising their true potential and always assist Sniffs and Scurries in achieving their success. They can never be as successful as sniffs and scurries.

Then there is a last category amongst us, that doesn't bother to leave their comfort zone no matter how badly situation demands them to do so. These are like students who never prepare, always rely on some uncanny method to pass through exams or online tests, never bother to even buy books, make notebooks, and keep fooling around their parents and teachers by making excuses. This category of people always end up struggling to survive. Just like Hem from our story.

Best thing about this analogy is, “You choose to be who you are.” And beauty of this analogy is “You can decide to be a sniff any moment you realise that you had been hemming your entire life. But very few people have the tendency to ask themselves this question : Who am I?

Worksheet : 1 (To be marked and pasted in Notebooks) What Are My Traits? (10 Marks)

You may have chosen from a list of traits like this when you made characters for a video game. This is no game! Which of these traits describe you? Which traits would you like to have in the future? Mark the traits you have and those you want to have. (Teachers must explain the meanings of the words clearly to the students.)

CUT AND PASTE THIS WORKSHEET ON SEL NOTEBOOKS :

Assignment Questions : Marking Scheme : 10 x 2 = 20 marks

Hint* : To answer the questions 1 to 5, follow the guidelines shared below :

BASIC LEVEL: (For Classes 3, 4, 5) NOUNS, ADJECTIVES, VERBS * Have students sort questions 1 to 5 according to parts of speech:* Nouns: words that name concrete facts about the students, such as their gender, relationships (son or daughter, brother or sister), ethnic identity, grade level, and so on.* Descriptive words: adjectives that describe each individual's qualities, both concrete (tall, short, athletic) and more abstract (happy, funny, eager, shy, smart).* Verbs: words that describe what they do each day (read, play games, talk/text, study, practice piano).

INTERMEDIATE LEVEL: (For Classes 6, 7 and 8) FACT AND OPINION Take a more critical-thinking approach by having students sort their list into two columns: "Fact" and "Opinion."

Fact: aspects of the student that are objectively true (such as gender, age. grade level, family role).Opinion: aspects of the student that are either personal tastes or subjective self- assessments (such as, "l'm funny "I’m going to be famous," "I’m shy").

During online classes ask students to share their self-descriptors, without saying which of the two lists each descriptor is on, then ask peers if each one is fact or opinion. Expect some lively discussions as one teen's "fact" will be called "opinion" by peers ("Are you really going to be famous?"). Explaining and justifying self-perceptions can be a positive step in developing students' self-awareness.

ADVANCED LEVEL: (For Classes 9 to 12) AUTOBIOGRAPHY Students can use a separate sheet of paper to write a brief autobiographical essay. Their essay should contain all of the essential facts of their lives (such as birthdate, family history, where they have lived and so on). The essay should also contain information that conveys to the reader what kind of personthe student is. Students should mention their abstract, intangible qualities, such as their moods, how they get along with others, and their personal strengths.

All questions are compulsory :

Q1. Write ‘all about me’. (Describe yourself)Q2. What things about you have been true since you were born? What things about you have changed, or might change?Q.3 How might your parents describe you?Q.4 What things do you have in common with your family? Your friends? Q.5 How has your description changed over time for people around you?Q.6 What should be the title of the video ‘Social and Emotional Learning Part 4’? Q.7 Mention any three lessons that you have learnt from the video? Q.8 Which one of the four characters do you think you are?Q.9 Which character would you like to be and why? Q.10 Mention at least 5 new words that you have learnt from the video.