Artificial Intelligence

AI
PARAMETERS DESCRIPTION CONCEPTS
INTEGRATED
Chapter Covered Chapter 6: My Childhood
Name of the book Beehive, Class 9, NCERT
Subject and Artificial Application of Artificial Intelligence & Teaching of English
Intelligence Integrated
Learning Objectives ● To practice silent reading and develop comprehension skills
● To develop skills of imagination creativity and writing.
● To make students familiar with the lives and deeds of great men,
● To make them aspire for better things in life,
● To show the path of character building,
● To develop in them desirable sentiments.
● To use AI tools to practice story telling – open source AI tool
Time Required 3 periods of 40 minutes each.
Classroom Arrangement Flexible
Material Required Pen, paper, blackboard, chalk, smartboard/ screen and projector, &
laptops
Pre-Preparation Activities The students are divided in pairs asked to use Inkle writer (AL TOOL) in
preparation for the topic. Students are asked
to use Inkle writer in
preparation for the
topic.

Inkle writer
Previous Knowledge Students are asked to discuss Dr. Abdul Kalam and
his contributions to humanity
Methodology ● The teacher divides the class in pairs.
● The teacher instructs the students to Read out the following lines by
Dr. Kalam.
You have to dream before your dreams can come true. Or Climbing to
the top demands strength, whether it is to the top of Mount Everest or
to the top of your career.
● The students are shown a video on how Inkle writer works. Inkle writer
● The students work in pairs to create a motivational story
● They then share their story with the other groups
Learning Outcomes ● They learn to develop comprehension skills
● They learn to develop skills of imagination creativity and writing.
● They learn to build a narrative story using Inkle Writer
Follow up Activities Teacher will encourage students to use story time by google assistant (AL
TOOL) to enhance their listening and writing skills

Story time
Reflections Discussion with the students on the topic:
Kalam: An inspiration for thousands
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2 Oswaal CBSE Question Bank Chapterwise & Topicwise, ENGLISH LANG. & LIT., Class-IX

Artificial Intelligence
AI
PARAMETERS DESCRIPTION CONCEPTS
INTEGRATED
Chapter Covered Chapter 1: The Road Not Taken
Name of the book Beehive, Class 9, NCERT
Subject and Artificial Artificial Intelligence & English
Intelligence Integrated
Learning Objectives ● To build an appreciation of nature and the changing seasons as
described by the poet
● To draw on the symbolism of the roads as mentioned by Robert Frost
● To prompt decision making and analysis of the consequences of the
decisions made
● To try and predict probability by using Artificial Intelligence and by
linking this to why the Poet chose the road he did.
Time Required 2 periods of 40 minutes each.
Classroom Arrangement Flexible
Material Required Pen, paper, sticky notes blackboard, chalk, smartboard/ screen and
projector, laptops, internet connection & Google Story Speaker add-on
for Google Docs.
Pre-Preparation Activities The students are divided into pairs for the Pre-Preparation activity.
Previous Knowledge Students are asked to play an online game called Rock Paper Scissors Artificial
in pairs – to understand probability and prediction. Each pair will then Intelligence
explain what they have understood about choices and whether there is Game - which is
a pattern to them. The students will also explain how the AI in the game
based on Data
either defeated them or not and why.
collection and
analyses
Introduction The teacher asks students to think about various occasions when they are Introduction to
faced with decision making and the probability of choosing something Google Story
they may regret later. She /He introduces them to Google Story Speaker Speaker -
and asks them to build a story based on the choices they make and the
discussion and
path they take.
creation of a
chat bot
Methodology The students are asked to listen to a reading on the unit The Road Not
Taken by Robert Frost to absorb the depth in the seemingly simple verses.
There is an open discussion on what the poet meant by the following:
● a yellow wood
● it was grassy and wanted wear
● the passing there
● leaves no step had trodden black
● how way leads on to way

Discussion on the Text ● After the Pre preparation activity the class retains its pairs and students
are asked to re-read the poem and then answer the questions as a pair
exercise:
● Where does the traveler find himself? What problem does he face?
● Is there any difference between the two roads as the poet describes
them (i) in stanzas two and three? (ii) in the last two lines of the poem
● What do you think the last two lines of the poem mean?
(Looking back, does the poet regret his choice or accept it?)
Thereafter, the teacher divides the class into pairs and asks them to
use Google Story Speaker to write the story they had begun earlier
Have you ever had to make a difficult choice (or do you think you
will have difficult choices to make)? How will you make the choice
(for what reasons)? 2. After you have made a choice do you always
think about what might have been, or do you accept the reality of the
situation?
Each pair group is then asked to share their story with another group.
Learning Outcomes Students interpret how they will have difficult choices to make
They learn to reason out before making the choice
They analyze whether after a choice has been made, they think about
what might have been, or whether they accept reality
They develop skills of team work and coordination and improve their
analytical and reasoning prowess.
Self-Evaluation and The teacher will assess the success of the activity through a poster which
Follow-Up students will be asked to make on decisions that will affect their future
Follow up Activities The students will be asked to write an article as their future self from the
position they are in life due to a decision they took in their youth that
“made the difference”.

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4 Oswaal CBSE Question Bank Chapterwise & Topicwise, ENGLISH LANG. & LIT., Class-IX

Artificial Intelligence
AI
PARAMETERS DESCRIPTION CONCEPTS
INTEGRATED
Chapter Covered Chapter 2: Wind
Name of the book Beehive, Class 9, NCERT
Subject and Artificial Integration of awareness of Artificial intelligence and teaching of English
Intelligence Integrated
Learning Objectives ● To praise nature’s great power i.e. air, water, fire Weather forecasting
● To deal with nature's powers appropriately. tool (Discussion)
● To understand and appreciate the poem thoroughly.
● To enrich their vocabulary
● To help them to enjoy and appreciate poetry.
● To impart knowledge about figure of speech.
● To kindle the imagination of creative poetry
● To enable students to grasp the theme and gist of the poem.
● To help students exercise the message given in the poem in their life. experiments.
● To identify various poetic devices used in the poem. withgoogle
● To understand weather forecasting tools.
Time Required 2 periods of 40 minutes each.
Classroom Arrangement Flexible
Material Required Pen, paper, blackboard, chalk, smartboard/screen, projector & laptops
Pre-Preparation Activities The students are divided in groups of 4 for the pre preparation activity.
Previous Knowledge Students are asked to discuss among themselves the famous personalities
who faced many challenges and hardships in their lives and still came out
strong and carved a niche in their respective fields.
Each group will then present a summary of the discussion.
Introduction The teacher asks the students to think of the various ways to make the
mind strong and hearts firm to face challenges in life.
Methodology The students are asked to listen to a reading on the poem Wind by
Subramania Bharati to understand the summary:
We all know that wind is a natural phenomenon. In this poem, the poet
talks to the wind. The power of wind has been described and the poet
says that wind is destructive. He has linked the destructive power of wind
to the adversities of life and says that the weak people break down, but
stronger people emerge out of adversities, stronger. The poem gives an go-goal
important message that we should be mentally tough and physically
strong in order to survive the hardships of life. A weak person breaks
down like a weak building and crumbles. We must make these destructive
forces our friends, with our strength and determination.
Discussion on the Text After the Pre preparation activity the class retains its group and students
are asked to re-read the poem
and then answer the questions:
What are the things the wind does in the first stanza?
● Have you seen anybody winnow grain at home or in a paddy field?
What is the word in your language for winnowing? What do people
use for winnowing? (Give the words in your language if you know
them.)
● What does the poet say the wind god winnows?
● How do we make wind our friend?
● What do the last four lines of the poem mean to you?
● How does the poet speak to the wind—in anger or with humour? You
must also have seen or heard of the wind “crumbling lives”. What is
your response to this? Is it the same as the poet’s?
● What does the wind symbolize?
 ARTIFICIAL INTELLIGENCE 5

Learning Outcomes ● The moral lessons that we learn from the poem is that the poem A discussion on
inspires us to face challenges and hardship with courage, firm ethics regarding AI
determination and grit. is initiated.
● The poem Wind is a symbol of problems and obstacles which are to be
dealt with without fear.
● We must be friends with the wind (obstacles) to cope with hard
situations that we face on our daily lives.
Poetic Devices Learnt:
● Personification
● Metaphor
● Anaphora
● Symbolism
Follow up Activities The students will be asked to write poetry with some other element of
nature.
OR
The students can be told to collect data of cyclones hitting India in
2019-2020 and compare the data with 2000-2001. The students will be
encouraged to make a report.
generates a
poem based on
keywords

datavizcatalogue.com
Reflections The students will appreciate the poem and the poetry. Listen to the
Poem on audio books (NCERT) for better understanding of rhythm and
intonation.

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6 Oswaal CBSE Question Bank Chapterwise & Topicwise, ENGLISH LANG. & LIT., Class-IX

Artificial Intelligence
AI
PARAMETERS DESCRIPTION CONCEPTS
INTEGRATED
Chapter Covered Chapter 3: Rain on the Roof
Name of the book Beehive, Class 9, NCERT
Subject and Artificial Rain on the Roof (Poem) in English and Artificial Intelligence (Arts 1. Arts experiment
Intelligence Integrated experiment with Google, Poem Portraits) with Google
(Poem Portraits)
2. Imaginary
Soundscape
Learning Objectives The learners will be able to:
● Understand the poem
● Analyze the theme of the poem
● Identify and explain the poetic devices used
● To analyze the range of emotions one can undergo in certain situations
● To try using Arts experiment with Google (Poem Portraits) to compose
a poem.
Time Required 2 periods of 40 minutes each.
Classroom Arrangement Online (Flexible)
Material Required Physical classroom: Pen, paper, blackboard, chalk, smartboard/screen
and projector, laptop/computer, textbook.
Online class: Internet connection, laptop/desktop/smartphone,
textbook/PDF text, Pear deck presentation, Padlet, AI tools: Arts
experiment with Google (Poem Portraits) and Imaginary Soundscape
Pre-Preparation Activities Students are given instructions on the starter activity. Students are
shown three different images with situations pertaining to rain and
asked to share three words that comes to their mind when they see the
pictures.
Previous Knowledge Using AI modelled Imaginary Soundscape, they are introduced to some
sounds and asked to reflect on what comes first to their mind/recollect
a memory.

AI Imaginary
Soundscape to
recollect the memory
Methodology ● The students are made to listen to a rendition of the poem.
● Motivate reflection on the title and situations that come to students’
minds.
● Introduction of the poet and the kind of poetry he wrote.
● Explanation of the poem with emphasis on important phrases.
● Identification of the poetic devices.
● Discussion on the poem.
● Discussion of contextual and non-contextual questions.
● Use of AI tools.
Learning Outcomes At the end of the poem, students will be able to:
● Quote important lines from the poem.
● Paraphrase the poem.
● Identify and analyze the theme of the poem.
● Identify and explain the poetic devices used.
● Infer and articulate the feelings of the poet.
● Co-relate the various sounds and emotions as expressed in the poem.
● Reflect on own experiences.
● Answer all contextual and non-contextual questions.
● Compose a short poem or write a paragraph on any other element of
nature.
● Demonstrate usage of AI concepts integrated
 ARTIFICIAL INTELLIGENCE 7

Follow up Activities The teacher will assess the success of the activity through a poem/ Students will feed in
paragraph which students will be asked to compose/write. a word associated
Students will use Arts experiment with Google, Poem Portraits. with rain or any other
element of nature and
based on the input
received, can continue
the poem.

poemportraits
Reflections Develop thoughts on the work done by students.
Discussion with Students on the role of AI application:
Ask and take feedback on the scope of the AI tools used and any
problems they encountered while using the AI tool.
Any other AI application that can be used as an alternative.

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8 Oswaal CBSE Question Bank Chapterwise & Topicwise, ENGLISH LANG. & LIT., Class-IX

Artificial Intelligence
AI
PARAMETERS DESCRIPTION CONCEPTS
INTEGRATED
Chapter Covered Chapter 5: A Legend of the Northland
Name of the book Beehive, Class 9, NCERT
Subject and Artificial Artificial Intelligence & English
Intelligence Integrated ● Moral Machine
● Inklewriter /AI Dungeon
Learning Objectives The learners will be able to: AI tool ‘Moral
● realize the importance of ‘empathy’ in their lives Machine’ to introduce
● learn to appreciate core values of human life, such as kindness, the theme of the poem
generosity, being considerate and helpful
● observe and appreciate the folktales passed on from one generation
to another
● focus on developing language skills of Listening, Speaking, Reading
and Writing
AI Objective:
● To help students understand the importance of ethics in our life – use
of AI Game, moral machine (https://www.moralmachine.net/) as a
precursor to reading the Poem to appreciate it.

moralmachine
Time Required 2 periods of 40 minutes each.
Classroom Arrangement Seating arrangement -
Theory Sessions – regular classroom arrangement
Activities Sessions – Flexible (for group / pair work)
Material Required ● Textbook - Beehive, sticky notes for writing important information
related to stanzas in the poem,
● Black/White board, chalk / marker
● Smartboard / screen and projector, internet connection /Use of
Computer Lab
● AI applications / tools:

inklewriter play.aidungeon moralmachine

Pre-Preparation Activities Meaning of ballad and examples
The students are divided into groups for the Pre-preparation activity:
● to discuss on the values of being helpful and kind
● to disregard the attitude of being selfish
● the qualities one should imbibe in his/her life
- Moral Machine - AI Game moralmachine
Previous Knowledge ● Prior knowledge of ballads is elicited from the students, wherein they
are encouraged to share any story they’ve read or a video they’d
watched.
● Students are asked to recount their experience, in groups, of watching
stories based on moral values and if they’d played a game based on
Artificial Intelligence on ethics.
● A representative from each group will be asked to share the unique
features of the moves in the game.
 ARTIFICIAL INTELLIGENCE 9

Methodology Focus on
● enrichment of vocabulary Discussion on
● Comprehension skills enhancement and independent reading Ethics in AI
● Communication, Brain Storming, Information Literacy, Initiative,
Critical thinking
Pre-Reading:
Introductory activity - Structured discussion in groups
● Northland - A country in north - cold place where people wear clothes
made of fur - Discussion on climate moralmachine.net
● Legend - an old traditional story, usually with a moral teaching.
● Should one have a selfish perspective in one’s life? Why/Why not?
● Do you think helping others is good? Give reasons.
● What qualities should one imbibe in his/her life?
About the poet
Playing an AI game, Moral Machine – followed by sharing of stories /
experiences highlighting the importance of ethics in one’s life inklewriter.com
While Reading:
● Silent and loud reading by students
● The students are asked to express their understanding of the poem in
the first reading.
● They listen to a reading of the poem to comprehend the central idea
and the depth of the poem highlighted by the poet.
● There is an open discussion on the words and phrases from the poem
to bring out the following expressions/meaning: play.aidungeon.io/
- Make a hole in something with a tool- Small amount
- To make dough from flour
- Famish
- Strange
- To give a religious talk
Post Reading:
Open ended discussion and moral based questions.
● Discussion on the text is done through short comprehension questions
based on the extracts from the poem.
● A quiz is conducted as a follow-up activity to check the students’
comprehension of the main idea of each stanza and the theme of the
poem.
● Creating stories with moral themes through the AI tool ‘Inklewriter’.
Learning Outcomes ● The students will be able to research on the topic related details like
poet’s background, historical references etc.
● Students will practice pronunciation and rhyme.
● They interpret poetry by understanding a variety of cultures, language
and history.
● They develop critical thinking and analytical skills, teamwork and
coordination.
● They learn to appreciate poetry and identify poetic devices.
● They will be able to decipher the metaphorical meaning of poetry.
● They shall be able to apply the principles of literary criticism to the
analysis of poetry.
● Use of AI tool ‘Moral Machine’ will help them imbibe the values of
empathy, kindness and generosity.
● Through the use of AI tool ‘Inklewriter’, the students will be able to
write value-based stories.
Follow up Activities ● Hots and analytical questions to be asked in assessment.
● A Quiz using Kahoot / Google form based on the chapter to assess the
understanding of the students.
● Stories created on ‘inklewriter’ / AI Dungeon can be shared and
discussed in the class.
Reflections Students will be encouraged to discuss in groups the learning outcomes
of the AI games they played, to enhance their questioning skills and
creating value-based stories through ‘Inklewriter’ and how they could
apply the learning in real-life situations.
● They will also be asked to share their experiences of any other app /
tool that could be used as a learning aid for this poem.

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10 Oswaal CBSE Question Bank Chapterwise & Topicwise, ENGLISH LANG. & LIT., Class-IX

Artificial Intelligence
AI
PARAMETERS DESCRIPTION CONCEPTS
INTEGRATED
Chapter Covered Chapter 7: On Killing a Tree
Name of the book Beehive, Grade 9, NCERT
Subject and Artificial Create awareness on Artificial Intelligence & teaching English.
Intelligence Integrated
Learning Objectives The children will be able to:
● Appreciate the value of Artificial intelligence.
● Differentiate between the terms
● Deforestation, Reforestation and Afforestation
● Analyze and interpret data
● Share the interpretation of the data assigned to their groups
Time Required 2 periods of 40 minutes each.
Classroom Arrangement Flexible
Material Required Textbook, Dictionary, white board or chalk board, markers or chalk,
notebook papers, pens, smart board and laptop to access the lesson and
AI integration. Internet websites for data acquisition.
Pre-Preparation Activities The class will be divided in 4 groups and asked to collect information
about the forest and tree cover of India, top five states in terms of
increase in forest area, top five states in terms of forest cover as a
percentage of their geographical area and the increase/decrease in
forest cover in hills and tribal districts
The links for data acquisition will be shared:
The Data visualisation
india.mongabay.com/2020/01/indias-forestcover-is-rising-but-
northeast-and-tribals-lose/
They will also be asked to download Data Exploration app.
Previous Knowledge The students know how to represent the given data graphically.
They are also familiar with the vocabulary used in data interpretation.
Methodology The teacher starts the discussion with the topic-
De forestation in Arrey Colony, Mumbai. The students share their views Data representation
on the same taking into consideration the reasons, the role of the through
activists, media and government, effect on the environment. datavizcatalogue.com
The students will also be encouraged to discuss their role as a responsible
citizen of society.
The students will then work in their groups, collect information on the
topic given to them and represent it graphically.
Each group will then hand over its data to the group to its right for
interpretation followed by the presentation.
Discussion on the text Histogram
There is an open discussion on
● Is it easy to kill a tree? Why not?
● What is the meaning of bleeding bark?
● What finally kills a tree?
● Identify the tone and mood of the speaker
Learning Outcomes The students will
● Acquire skills to gather information
● Work as a team
● Use Data Exploration to represent their data
● Interpret data using appropriate vocabulary
● Get hands on practice of the AI tool
 ARTIFICIAL INTELLIGENCE 11

Follow up Activities The students will be asked to join ‘Adopt a Tree’ campaign. The link to
find more about it will be shared by the teacher.
https://support.wwfindia.org/aat/
They will be asked to write a letter to their friend telling them about this
campaign and motivating them to join it.
Adopt a tree
Reflections The tool can be integrated with other subjects.

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12 Oswaal CBSE Question Bank Chapterwise & Topicwise, ENGLISH LANG. & LIT., Class-IX

Artificial Intelligence
AI
PARAMETERS DESCRIPTION CONCEPTS
INTEGRATED
Chapter Covered Chapter 2: The Adventures of Toto
Name of the book Beehive, Class 9, NCERT
Subject and Artificial Integration of AI in teaching of English
Intelligence Integrated
Learning Objectives TThe students will be able to- Mystery Animal-
● appreciate AI tools such as ‘Mystery Animal’. Helps the user
● infer the meaning of the title. recognize animals
● know about Ruskin Bond. by asking various
● share their experiences of having/keeping a pet. yes/no questions.
● realize that certain animals are not meant to be kept as pets. Inkle writer-
● understand that each pet has its own characteristics and take care of Students can
them accordingly. write their
● infer the plot, theme, central idea of this story. experience of
● understand that animals thrive better in their natural habitat. keeping a pet.
● enhance their vocabulary by learning new words. Semantris
Time Required Example: 3 periods of 40 minutes each
Classroom Arrangement Online
Material Required Textbook, Electronic device with data connection
Pre-Preparation Activities Students will be asked to discuss the following-
● Name a few animals which can be kept as pets.
● Does anyone in the group have pets?
● Funny moments with their pets
● Importance of love towards animals.
Previous Knowledge Pets are beneficial to humans, but not all are the same.
Methodology Reading of the story. Scribbling Speech
After the reading of the story, open discussion on- - Students will be
● Relationship of grandfather with Toto. asked to draw the
● Toto’s arrival in the house. picture of Toto as
● Appearance of Toto it appears.
● Activities performed by Toto.
● Adjustment with him at home.
● Toto as a troublemaker.
Learning Outcomes Students get to:
● Know about the writer
● Enhance vocabulary and use those words in their daily life.
● Understand the theme of the story.
● Realize the importance of keeping animals in their natural habitat.
Follow up Activities Google Forms can be administered, and Pad let can also be used to test
the knowledge and understanding of the text.

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