Class 9 · Quarterly Revision · Week 1 of 2
Week 1 — Foundations & Recall
Rebuild the raw material first: word-skills, grammar patterns, and all three units' prose/poetry/supplementary — then a short diagnostic to find out exactly where Week 2 needs to focus.
| Class / Domain | 9 · English | Title | Quarterly Revision — Week 1: Foundations & Recall |
| Date | ____ . ____ . 20____ | Week | Revision Week 1 of 2 · 6 periods |
| Theme | Rebuild the raw material | Sub-theme | Low-stakes recall, formative — find the gaps, don't grade them yet |
| Continuum | Units 1–3 already taught → this week: word-skills + grammar patterns + all-unit recall → Week 2: writing formats + unseen + full mock → Common Quarterly Examination | ||
| Paper basis | Class 9 Common Quarterly Examination 2025–26, English (100 marks, 3 hrs). This week targets: Part I Vocabulary/Grammar MCQ (14) · Part II & III brief+long Prose/Poetry/Supplementary (37) · Memoriter (5) — 56 of the 100 marks. | ||
| Teaching Aids | GMind-map posters (reference) · answer-choice cards for MCQ drills BSlip-test sheets for each recall day ATimed written slips throughout, self- and peer-checked | ||
| Learning Outcomes | LO 901 vocabulary in context · LO 906 recites with stress & tone · LO 907 reads with comprehension · LO 916 uses non-finite verb forms · LO 918 uses clauses and phrases · LO 921 appreciates theme · LO 923 appreciates literary elements | ||
| Assessment | FA(a) — oral/written drills, Steps 2–6 · FA(b) — the diagnostic slip test, Step 7 (results carry into Week 2's remedial) | ||
P1Vocabulary Drill
P2Grammar Patterns
P3Prose Recall (3 texts)
P4Poetry Recall (3 texts + memoriter)
P5Supplementary Recall (3 texts)
P6Diagnostic Check
1
Introduction
LO 9215′Set the two-week shape; this week is about rebuilding material, not yet performing under exam pressure.
TeacherThe teacher explains: with two weeks left, this week rebuilds everything — word-skills, grammar patterns, and all three units' texts — ending in a short diagnostic slip test. Next week is entirely about applying it under real exam conditions, ending in a full timed mock paper. The teacher asks:
1. Why might it help to find out our weak areas THIS week, before the mock paper next week? (Expected: so remedial time next week is spent on the right things, not wasted.)
1. Why might it help to find out our weak areas THIS week, before the mock paper next week? (Expected: so remedial time next week is spent on the right things, not wasted.)
Keep this brief — the diagnostic at the end of the week does the real work of finding gaps.
2
Vocabulary & Word-Skills Drill
LO 90140′Practice items in the exact format of Part I (14 marks): synonym, antonym, homophone, prefix, preposition, contraction, prepositional phrase, infinitive, anagram, suffix. Fresh words, not the paper's own — the skill transfers, memorised words don't.
1. Synonym — The village was famous for its abundant harvest.
a) Poor b) Plentiful c) Rare d) Small
2. Synonym — The children were curious about the old house.
a) Bored b) Inquisitive c) Afraid d) Careless
3. Antonym — The room was spacious.
a) Wide b) Cramped c) Bright d) Empty
4. Antonym — She felt confident before the exam.
a) Sure b) Anxious c) Calm d) Ready
5. Homophone — The ship began to ___ out of the harbour.
a) sail b) sale
6. Prefix — Form a derivative by adding the right prefix to “agree”.
a) dis b) un c) re d) im
7. Preposition — The kitten hid ___ the cupboard.
a) on b) under c) at d) with
8. Contraction — Write the full form of “shouldn't”.
a) should not b) shall not c) should note d) shall note
9. Prepositional phrase — The students stood ___ the flag, singing the anthem.
a) in front of b) instead of c) on top of d) because of
10. Infinitive — She decided ___ (finish) the project early.
a) to finish b) finish c) finishing d) finished
11. Anagram — Write the anagram of “EARTH”.
a) HEART b) HATER c) Both a and b
12. Suffix — Form a derivative by adding the right suffix to “care”.
a) ful b) less c) ment d) able (both “careful” and “careless” are valid words — discuss both)
GuidedItems 1–6 only, done together with answer choices read aloud.
BalancedAll 12 as a timed written slip, self-checked against the board.
AdvancedAll 12, then students write one original MCQ item of their own in the same format for a partner to solve.
Rotate the actual words every week — the point is the pattern, not this list.
3
Grammar Pattern Drill
LO 916 · 91830′The five formats Part II §III actually uses, built on the taught clause/phrase/non-finite-verb topic plus general sentence-craft.
DegreeRewrite into the superlative: “Kavin is taller than any other boy in the class.” — “Kavin is the tallest boy in the class.”
Clause IDUnderline the dependent clause: “I called my friend because I missed him.” — “because I missed him.”
PunctuatePunctuate: “she asked where do you live” — She asked, “Where do you live?”
ReorderRearrange: “the / library / near / school / is / the” — “The library is near the school.”
ComposeMake a sentence of your own using “rescue”. — open; check subject-verb agreement and sense.
GuidedDegree + Clause ID only, worked on the board first.
BalancedAll five as a written slip, self-checked.
AdvancedAll five, then swap one item's answer with a partner and mark each other's work.
Source concept: /lesson-plans/class-9/unit-3/grammar. Formats: /Quarterly paper Part II §III.
4
Prose Recall — Cumulative (Units 1–3)
LO 907 · 91140′All three prose texts taught this term — the paper can draw a short (2-line) or long (10-line) question from any of them, so all three need a turn, not just the most recent.
Learning the Game (Sachin's early career) — Unit 1
LOTWho was Sachin's cricket coach? — Ramakant Achrekar.
MOTWhy did Sachin fail to make an impact at his first trial? — he was overawed, nervous with so many people watching him closely.
HOT (10-line)Describe the challenges Sachin faced in his early career and how he overcame them. — nervous first trial → changed school for cricket facilities → the gruelling one-rupee-coin drill built his concentration and stamina.
I Can't Climb Trees Anymore — Unit 2
LOTWhat object did the man leave hidden in the tree? — his grandfather's Iron Cross.
MOTWhy couldn't the man retrieve the Iron Cross himself? — he can't climb trees any more.
HOT (10-line)Discuss the transformation of the protagonist across the story. — from a boy who once climbed freely to an old man returning for a hidden keepsake — he realises “it wasn't the Cross I came for, it was my youth.”
Old Man River — Unit 3
LOTWho wrote the play “Old Man River”? — Dorothy Deming.
MOTHow did Jim signal for help? — he waved a flashlight from the roof.
HOT (10-line)What is the significance of the river in the story? — the flooding river is both the danger and the test — it forces Jim's Red Cross training into action and drives the whole rescue.
GuidedOne LOT per text only, oral, posters visible.
BalancedLOT + MOT per text, written slip.
AdvancedAttempt one HOT (10-line) answer in full, exam-style, notes closed.
If any one text is clearly weaker for your class, give it extra time here — don't split evenly by default.
5
Poetry Recall — Cumulative (Units 1–3)
LO 906 · 92340′All three poems, plus the two skills the paper tests beyond plain Q&A: memoriter recitation and paraphrase.
Stopping by Woods on a Snowy Evening — Unit 1 ★ fully memoriter
LOTWho wrote this poem? — Robert Frost.
HOTWhy has the poet used the last line twice? — the repetition stresses the weight of duties still ahead.
MemoriterAll four stanzas must be word-perfect — this is the compulsory Section V quote.
A Poison Tree — Unit 2
LOTWhat did the poet water his hidden anger with? — his fears and tears.
HOTWhy does the poet feel “glad” at the end? — nursed, suppressed anger corrupts — had he expressed it honestly, it would have faded.
ParaphraseParaphrase: “I was angry with my friend: / I told my wrath, my wrath did end.” — when I shared my anger honestly with my friend, it stopped there.
On Killing a Tree — Unit 3 ★ stanzas 1–2 memoriter
LOTWhy does a simple knife-jab not kill a tree? — the tree has grown strong over many years.
HOTWhy must the root specifically be pulled out to kill the tree? — it is the tree's hidden source of strength and life.
ParaphraseParaphrase: “It takes much time to kill a tree, / Not a simple jab of the knife will do it.” — killing a tree is a slow process; one quick cut is not enough.
GuidedRecite Stanza 1 of each memoriter poem together; one LOT per poem.
BalancedLOT + HOT per poem, plus one paraphrase attempted in writing.
AdvancedFull recitation check (both memoriter poems) + both paraphrase items, exam-style.
Memoriter is compulsory and worth 5 marks on its own — don't let it get crowded out by the Q&A.
6
Supplementary Recall — Cumulative (Units 1–3)
LO 921 · 92530′The paper tests supplementary two different ways — passage-based Wh-questions on an extract, OR sentence-reordering on a different story. Drill both formats, not just Q&A.
The Envious Neighbour — Unit 1
LOTWhat did the good old couple find when they dug in the garden? — gold, silver, and precious things.
The Fun They Had — Unit 2
LOTWhat year is the story set in? — 2157.
Reorder formatPractice: rearrange into coherent order — “It was a very old book” / “They were yellow and crinkly” / “Today Tommy found a real book” / “All stories were printed on paper”. — Today Tommy found a real book → It was a very old book → All stories were printed on paper → They were yellow and crinkly.
Earthquake — Unit 3
LOTWhere was Brij when the earthquake struck? — in Pauri, at his uncle's house.
Passage formatPractice with an extract: “My sister and I went on to live with my uncle...” Answer: a) Where did Brij and Bhuli go to live? b) Where did he get a job? c) Did he thank the Army Officer? — with his uncle; at a dhaba near Panipat; not at first, though he searched for him afterward.
GuidedOne LOT per text only, oral.
BalancedLOT per text, plus one reorder or passage practice item.
AdvancedBoth format-practice items, timed, notes closed.
The paper offers a choice of ONE supplementary format — students should be ready for either.
7
Diagnostic Check
LO 90730′A short combined slip test covering everything this week touched, scored by SECTION not by student. The tally below decides where Week 2's remedial time goes.
Vocab1. Synonym of “gently” — a) roughly b) softly c) loudly. 2. Antonym of “rare” — a) common b) unusual c) special.
Grammar3. Underline the dependent clause: “She smiled because she had won.” 4. Rewrite into superlative: “This book is more interesting than that one.”
Prose5. Who was Sachin's cricket coach? 6. What object did the man leave hidden in the tree? 7. How did Jim signal for help?
Poetry8. Who wrote “A Poison Tree”? 9. Why must the root specifically be pulled out to kill the tree? 10. Recite Stanza 1 of “Stopping by Woods” (oral, individually).
Suppl.11. What year is “The Fun They Had” set in? 12. Where was Brij when the earthquake struck?
Teacher tally sheet
For each section (Vocab / Grammar / Prose / Poetry / Suppl.), count how many students missed more than half the items in that section. Any section with a large miss-count becomes the FIRST thing revisited in Week 2, Step 2 (Targeted Remedial) — before any new content.
GuidedRead every item aloud once before students answer.
BalancedSilent, written, 20′, self-checked against the board.
AdvancedTimed to 15′, notes closed, peer-marked.
This is formative, not graded for report cards — say so, so students answer honestly rather than guessing to look good.