Class 11 English Project

 Class 11 English Project 


Project Work
On
Dramatization of a Story
entitled
Leela’s Friend
--R.K. Narayan

Contents


(1) Introduction                          Page_______
(2) Procedures and Input            Page_____
(3) Out of the project                  Page____
(4) Conclusion                            Page_____
(5) References/Bibliography      Page_____




1. Introduction

1.1 Project in our syllabus:

As per the new syllabus, Project work has been included as a part of the curriculum.

We have created the selection consistent with the provision of works.


1.2 Objectives: The main objectives of our project work are -

(i) Finding out the structural divisions of a story.
(ii) Visualizing the story in Indian context.
(iii) Adding Indian flavor to the strong.
(iv)Taking more of the characters in Indian context

1.3 Guiding Principle

(i) We should try to locate its difference from Indian cultures.
(ii) Then we must try to fit in the writing into Indian context.
(iii) We should use our daily life experience of Indian culture and society by adding enough Indian words.

1.4 Limitations


(i) The length for the whole project was solely 10 periods.


(ii) It took a long time to select the exact piece of writing which could be transformed.
(iii) For this particular project, group work doesn’t help much as it demands individual imagination and not a number of opinions.

Please write in a separate page

2. Procedures and Input

For the dramatization of R.K. Narayan’s story ‘Leela’s Friend’ we worked in groups and sometimes in pairs through a systematic process. Our teacher fixed 10 interventions for completing the project. The details of our activities are enumerated below:


First intervention: On the first day, we discussed some of the stories. Then we minutely listened to all the stories and selected R.K. Narayan’s ‘Leela’s Friend’.

Second intervention: On the second day, our teacher taught us different aspects of Indian society and culture. We asked the teacher a number of questions related to what he taught.

Third invention: On the third day, we tried to locate the differences of the story from an Indian story. Then we were divided into groups.

Fourth intervention: On the fourth day, we started to change the story so that it looks Indian. Then we encountered some difficulties with the language that were needed to be changed.

Fifth intervention: On the fifth day, we prepared the draft of our Indian version of the story. Then we read out our manuscripts. The teacher asked each group to make changes to the script where it was found necessary.

Sixth intervention: On the sixth day, we selected the best manuscript. Then we worked together for its further betterment. Another draft was prepared.

Seventh intervention: On the seventh day, we prepared the final manuscript .Then we read out the manuscript in the presence of our teacher.

Eighth intervention: On the eighth day, the photocopies of the final manuscript were distributed among the students for review.

Ninth intervention: On the ninth day, each group read out their reviews before of the class.

Tenth intervention: Students shared their experience with the teacher. The project report was submitted for evaluation and assessment.

Please write in a separate page


3. OUTPUT OF THE PROJECT

LEELA’S FRIEND


Characters: 


Leela (Sivasankar’s five-year-old daughter)

Mr. Sivasanker(Leela’s father),

Mrs. Sivasanker(Leela’s mother)

Sidda (servant)

Police inspector

Constable


Place: House of Mr. Sivasanker


[Narrator: Mr. Sivasanker is a middle-aged man. His family comprises his wife and his five year old daughter, Leela. He works in an office. The only problem he now faces is the problem of appointing a good servant for household work and looking after his daughter.]

(Mr. Sivasanker stands in the front veranda of his house. He is brooding over the servant problem. A young man named Sidda enters.)


Scene –(I)


Sidda : Sir, do you want a servant?


Mr. Sivasanker : Come in.

(Sidda opened the gate and came in.)


Mr. Sivasanker : (subjected him to a scrutiny and said to himself) Doesn’t seem to be a bad sort at any rate, the fellow looks tidy.


Mr. Sivasanker : Where were you before? What’s your name.


Sidda : In a bungalow there.(indicating a vague somewhere) in the doctor’s house.


Mr. Sivasanker : What is his name:


Sidda : I don’t know master. He lives near the market


Mr. Sivasanker : Why did they send you away?


Sidda : (Giving the stock reply) They left the town, master.


(Mr Sivasanker was unable to make up his mind. He called his wife. She looked at Sidda.)


His wife : He doesn’t seem to me worse than the others we have had.


(Leela, their five-year-old daughter, came out, looked at Sidda)


Leela : (Giving a cry of joy) Oh Father!


Leela : I like him. Don’t send him away. Let us keep him in our house."


(Then they decided to keep Sidda as their servant. Sidda was given two meals a day and four rupees a month, in return for which he washed clothes, tended the garden, ran errands, chopped wood and looked after Leela.)


Leela : (Crying) Sidda, come and play!"


(Sidda had to drop any work he might be doing and run to her, as she stood in the front garden with a red ball in her hand. His company made her supremely happy. She flung the ball at him and he flung it back.)


Leela : Now throw the ball into the sky.


(Sidda clutched the ball, closed his eyes for a second and threw the ball up. When the ball came down again)


Sidda : Now this has touched the moon and come. You see here a little bit of the moon sticking.


(Leela keenly examined the ball for traces of the moon.)


Leela : I don’t see it."


Sidda : You must be very quick about it because it will all evaporate and go back to the moon. Now hurry up....

(He covered the ball tightly with his fingers and allowed her to peep through a little gap.)


Leela : Ah yes, I see the moon, but is the moon very wet?"


Sidda : Certainly it is.


Leela : What is in the sky, Sidda?"


Sidda : God.


Leela : If we stand on the roof and stretch our arms, can we touch the sky?


Sidda : Not if we stand on the roof here," he said. "But if you stand on a coconut tree you can touch the sky.


Leela : Have you done it?


Sidda : Yes, many times. Whenever there is a big moon, climb a coconut tree and touch it.


Leela : Does the moon know you?


Sidda : Yes, very well. Now come with me. I will show you something nice.

(They were standing near the rose plant)


Sidda : (Pointing) You see the moon there, don’t you?


Leela : Yes.


Sidda : Now come with me.


(He took her to the backyard. He stopped near the well and pointed up. The moon was there, too. Leela clapped her hands and screamed in wonder.)


Leela : The moon here! It was there! How is it?


Leela : I have asked it to follow us about.


( Leela ran in and told her mother)


Leela : Sidda knows the moon.


(At dusk he carried her in and she held a class for him. She had a box filled with catalogues, illustrated books and stumps of pencils. It gave her great joy to play the teacher to Sidda. She made him squat on the floor with a pencil between his fingers and a catalogue in front of him. She had another pencil and a catalogue.


Leela : (Commanding) Now write.

(Sidda had to try and copy whatever she wrote in the pages of her catalogue. She knew two or three letters of the alphabet and could draw a kind of cat and crow. But none of those might Sidda even remotely copy.)


Leela : (Examining his effort.) Is this how I have drawn the crow? Is this how I have drawn the B?"

(She pitied him, and redoubled her efforts to teach him. But that good fellow, though an adept at controlling the moon, was utterly incapable of playing the pencil. Consequently, it looked as though Leela would keep him thee, pinned to his seat till his stiff, inflexible wrist cracked. He sought relief.


Sidda : I think your mother is calling you in to dinner.

(Leela would drop the pencil and run out of the room, and the school hour would end. After dinner Leela ran to her bed. Sidda had to be ready with a story. He sat down on the floor near the bed and told incomparable stories: of animals in the jungle, of gods in heaven, of magicians who could conjure up golden castles and fill them with little princesses and their pets. Day by day she clung closer to him. She insisted upon having his company all her waking hours. She was at his side when he was working in the garden or chopping wood, and accompanied him when he was sent on errands.)


Scene –(II)


(One evening he went out to buy sugar and Leela went with him. When they came home, Leela’s mother noticed that a gold chain Leela had been wearing was missing.)


Leela’s mother : Where is your chain?

(Leela looked into her shirt, searched but did not find her chain)


Leela : I don’t know.

(Her mother gave her a slap.)


Leela’s mother : (Giving her a slap) How many times have I told you to take it off and put it in the box? (Shouts) Sidda, Sidda! (Sidda comes in) Where is the chain? Where have you kept it?


Sidda : I don’t know (With a dry throat)


Mrs.Sivasanker : Bring the chain or I'll call the police,

(She turns to go back to the kitchen for a moment because she has left something the oven)


Leela : Give me some sugar, Mother, I am hungry (Sidda exits)


Mrs. Sivasnker : Sidda, Sidda ! (Sidda has already vanished into the air)


Scene –(III)


[Narrator: Mr. Sivasanker comes home an hour later. He learns everything from his wife, He grows very excited over all this. So he goes to the police station and lodges a complaint. Once again it is bed time. After meal Leela refuses to go to bed.]


Leela : I won't sleep unless Sidda comes and tells me stories...I don't like you, Mother. You are always abusing and worrying Sidda. Why are you so rough?


Mother : But he has taken away your chain...


Leela : Let him.It doesn't matter.Tell me a story.


Mother : Sleep, sleep.


Leela : Tell me a story, Mother.


Mother : It is God's mercy that the villain has not killed the child for the chain.....

(Turning to Leela). Sleep, Leela, Sleep,


Leela : Can't you tell the story of the elephant?


Mother : No

(Leela makes a noise of deprecation)


Leela : Why should not Sidda sit in our chair, Mother?

(Mother does not answer the question. Silence for a moment)


Leela : Sidda is gone because he wasn't allowed to sleep inside the house like us. Why should he always be made to sleep outside the house, Mother? I think he is angry with us, Mother

(She turns on her side, falling asleep)


Mr. Sivasanker : (Mr. Sivasanker enters) What a risk we took in engaging that fellow. It seems he is an old criminal. He has been in jail half a dozen times for stealing jewelry from children. From the description I gave, the inspector was able to identify him in a moment.


Mrs. Sivasanker : Where is he now?


Mr. Sivasanker : The police know his haunts. They will pick him up very soon, don't worry. The inspector was furious that I didn’t consult him before employing him...


Scene –(IV)


[Narrator: Four days later. Sidda is now in the grip of the police. Sivasanker is at home from office hours. A police inspector and a constable bring in Sidda. Sidda stands with bowed head. Seeing Sidda, Leela is overjoyed]


Leela : (running towards Sidda)Sidda! Sidda!


Inspector : (stooping her) Don't go near him.


Leela : Why not?


Inspector : He is a thief. He has taken away your gold chain.


Leela : Let him. I will have a new chain.

( All of them laugh)


Mr.Sivasanker : Why have you taken the chain? Where is the chain? Tell me what you have done with the chain.


MrsSivasanker : Sidda, so ungrateful you are! You are a devil.

(Tears roll down Sidda's cheek)


Sidda : I have not taken it.

(Very feebly, looking at the ground)


Mrs.Sivasanker: Why did you run away without telling us?


(There is no answer. Laela's face becomes red.)


Leela : Oh, policeman, leave him alone. I want to play with him.


Inspector : My dear child, he is a thief.


Leela : (Haughtily) Let him be...


Inspector (to Sidda): What a devil you must be steal a thing from such an innocent child! Even now it is not too late. Return it. I will let you off, provided you promise not to do such a thing again.


Mr. & Mrs Sivasanker: (agreeably) Return it now. No harm will be done to you.


Leela : (feeling disgusted with the whole business) Leave him alone, he hasn't taken the chain.


Inspector : (Humorously) You are not at all a reliable prosecution witness, my child!


Leela : (screams) He hasn't taken it!


Mr. Sivasanker: Baby, if you don't behave, I will be very angry with you.


Inspector : (to the constable)Take him to the station. I think I will have to sit with him tonight.


(The constable takes Sidda by the hand and returns to go. Leela runs behind them.)


Leela : (crying) Don't take him. Leave him here.


(She clings to Sidda's hand. He looks at her mutely, like an animal. Mr. Sivasanker carries Leela back into the house. Leela is in tears.)

Scene –(V)


[Narrator: Everyday when Mr. Sivasanker comes home he is asked by his wife about the jewel. Leela enquires of Sidda.]


Sivasanker : Any news of the chain?


Leela : Where is Sidda?


Mr.Sivasanker : They still have him in the lockup, though he is very stubborn and won't say anything about it.


Mother : (with a shiver) What a rough fellow he must be!


Mr. Sivasanker: Oh, these fellows who have been in jail once or twice lose all fear. Nothing can make them confess.


(Narrator: A few days later, putting her hand into the tamarind pot in the kitchen, Leela's Mother picks up the chain. She takes it to the tap and washes off the coating of tamarind on it. It is unmistakably Leela's chain. She goes to Leela to show the chain to her.)


Mother : Look at the chain.


Leela : It's mine, Give it here, I want to wear the chain.


Mother : How did it get into the tamarind pot?


Leela : Somehow,


Mother : Did you put it in?


Leela : Yes, mother,


Mother : When?


Leela : Long ago, the other day.


Mother : Why didn't you say so before?


Leela : I don't know. Leela

SCENE 6

[Narrator: At night when Mr. Sivasanker comes back, his wife tells him how the chain was discovered.

Mr. Sivasanker: The child must not have any chain hereafter. Didn’t tell you that I saw her carrying it in her hand once or twice? She must have dropped it into the pot sometime And all this bother on account of her.

Mrs. Sivasanker: What about Sidda?

Mr. Sivasanker: I will tell the inspector tomorrow… in any case, we couldn't have kept a criminal like him in the house.


Please write in a separate page


4. Conclusion

4.1 Present Value


The project we undertook was completed within scheduled time limit. After completing the project we have learnt the following:

 

(i) How to transform a story rich in dramatic elements into a successful play.

(ii) How to make the play lively by adding suitable dialogues.

(iii) The utility of stage performance in learning the target language.

(iv) How to enjoy group work.

(v) How to develop essential skills such as collaboration, communication, and critical thinking.

(vi) How to use language in context

(vii) The importance of tone and modulation in speech.

(viii) The importance of body language or gesture in communication.

(ix) Importance of the setting, dialogue, music, and props in a drama

(x) How to develop our skills in a happy, non-threatening environment.


4.2 Future


The product of this particular project will help others in the following way:


(i) They will get a ready script to be enacted.

(ii) They will be able to modify the script to make it more lively.

(iii) They can form an idea about dramatization of a story

(iv) They will be encouraged to take up other stories for dramatization

(v) They will be able to use the script in learning language effectively.


Please write in a separate page


5. References/Bibliography


1. Boulton, Marjorie: The Anatomy of Drama.Indian Reprint, Kalyani Publishers, 1985.


2. A.S. Hornby, Advanced Learner's Dictionary.Eighth Edition, OUP, 2010.


3. National Curriculum Framework.NCERT, 2005.


4. O'Shea, Catherine and Egan, Margaret: A Primer of Drama Techniques for Teaching Literature.National Council of Teachers of English, 1978.


5. Naganathan, Ramanujam: Project Work to promote English Language Learning.British Council, 2011.


6. Mindscapes WBCHSE, A Text Book of English (B), WBCHSE.




Project Work
On
EXTENSION OF A STORY
entitled
 - KARMA
--KHUSHWANT SINGH

Contents


(1) Introduction                          Page______
(2) Procedures and Input            Page____
(3) Out of the project                  Page____
(4) Conclusion                            Page____
(5) References/Bibliography      Page____




1. Introduction

1.1 Project in our syllabus:

As per the new syllabus, Project work has been included as a part of the curriculum.

We have created the selection consistent with the provision of works.


1.2 Objectives: The main objectives of our project work are -

(i) Finding out the structural divisions of a story.
(ii) Visualizing the story in Indian context.
(iii) Adding Indian flavor to the strong.
(iv)Taking more of the characters in Indian context

1.3 Guiding Principle

(i) We should try to locate its difference from Indian cultures.
(ii) Then we must try to fit in the writing into Indian context.
(iii) We should use our daily life experience of Indian culture and society by adding enough Indian words.

1.4 Limitations


(i) The length for the whole project was solely 10 periods.


(ii) It took a long time to select the exact piece of writing which could be transformed.
(iii) For this particular project, group work doesn’t help much as it demands individual imagination and not a number of opinions.

Please write in a separate page

2. Procedures and Input

For the EXTENSION OF KHUSHWANT SINGH'S STORY - KARMA--we worked in groups and sometimes in pairs through a systematic process. Our teacher fixed 10 interventions for completing the project. The details of our activities are enumerated below:


First intervention: On the first day, we discussed some of the stories. Then we minutely listened to all the stories and selected KHUSHWANT SINGH'S STORY - KARMA

Second intervention: On the second day, our teacher taught us different aspects of Indian society and culture. We asked the teacher a number of questions related to what he taught.

Third invention: On the third day, we tried to locate the differences of the story from an Indian story. Then we were divided into groups.

Fourth intervention: On the fourth day, we started to change the story so that it looks Indian. Then we encountered some difficulties with the language that were needed to be changed.

Fifth intervention: On the fifth day, we prepared the draft of our Indian version of the story. Then we read out our manuscripts. The teacher asked each group to make changes to the script where it was found necessary.

Sixth intervention: On the sixth day, we selected the best manuscript. Then we worked together for its further betterment. Another draft was prepared.

Seventh intervention: On the seventh day, we prepared the final manuscript .Then we read out the manuscript in the presence of our teacher.

Eighth intervention: On the eighth day, the photocopies of the final manuscript were distributed among the students for review.

Ninth intervention: On the ninth day, each group read out their reviews before of the class.

Tenth intervention: Students shared their experience with the teacher. The project report was submitted for evaluation and assessment.

Please write in a separate page


3. OUTPUT OF THE PROJECT

The collaborative project work has resulted in the extension of a story. We have developed the script by working in groups.

EXTENSION OF A STORY - KARMA

Sir Mohan Lal was at his wit's end. He wanted to give a strong punch to the soldier's face. He wanted to take revenge. But he thought for a moment. He decided he should not do such kind of thing. He thought perhaps none would help and support him. He wanted to remenmber his past days of struggle, success and failure. He thought about his special action and fancied English, his books, politics and people, his bottle of whisky, his English cigarettes and his English newspaper. He bragged of his association with Oxford colleges, rugby matches and Piccadilly prostitutes. But all these went in vain.

He glanced at his thrown away bedding and suitcase. He extended his arms to get them. Then he saw a group of soldiers coming towards him. They criticised him and addressed him as Nigro. Then Mohan Lal's cheeks turned red in anger. He rushed to the room of the station-master off the station to lodge a complaint against the soldiers in his coupe and on the platform and against the guard of the train. Entering the room of the station master, he saw another English in a busy mood. He gave the details of the incidents and the busy station-master in an indifferent way note down the complaint. He also told him that his wife had been in the train that he missed.

Suddenly he remembered that he left his bedding and suitcase outside the room. He went towards them in a frantic way. However he got his bedding and suitcase. He then heaved a sigh of relief. Then a coolie came to him. He said, "Sir, what happened ?" It was the same coolie who helped Lady Lal to board on the train. So Mohan Lal did not answer and pretended as if he did not hear him. The coolie said, "The last train to town had passed." The coolie also asked him to stay with him in his cottage which was very near to the station. Sir Mohan at first was puzzled to hear the coolie's offer. But when he understood the fact, he decided to go with him and to stay in his cottage. In the cottage the coolie gave a heartrendering details of his past and present life. Sir Mohan also gave the details of his life. Then Sir Mohan asked, "What do you think about Mahatma Gandhi and his freedom struggle?" The coolie described Gandhi's Satyagraha movement, Quit India movement etc. And requested the babu to love India.

Sir Mohan understood and he could not sleep. He spent the rest of the night in a sleepless condition. He thought how India was being tortured by the British. He thought of his Indian wife, the coolie, the British soldiers, guards and the station master. He heard the sound of the cock. He opened the window. He saw that the coolie with his wife prepared food him. He got up and ate the food.
He then went to the station with the coolie to get some news about his wife from the enquiry counter.

He heard the announcement of a coming train and the name of his wife. He ran towards the Zenana compartment. He saw his wife, Lachmi. She was escorted by two lady GRPS. She was crying and washing her eyes with the end of her red borderd saree out of fear and anxiety. One of the lady GRPS asked Lachmi, "Is this your husban?" Lachmi answered, "Yes, he is my master." Sir Mohan realised his fault. He became a changed man. . He asked his wife to stay beside him. His wife asked, "What's the matter?" He took a small seat among the common passengers without giving answer. Being drunk the passengers around him moved aside. He took a betel leaf from his wife and began to chew. His wife could not understand the situation. Sir Mohan gave the details of his experience in past few hours. Then they went toward their house. He confessed his guilt and utter meaninglessness of his lurking ambition and decided to spend the rest of his life in a simple way. Lachmi said nothing. Tears rolled down from her cheeks. Sir

Mohan requested his wife to stay with him in the ground floor. There after they cut a peaceful life.

CONCLUSION

In conclusion, we offer a few cautions. First, stories and storytelling shouldn't approached merely or only for "public relations" and marketing purposes. Stories are a way of knowing. If we rush to clean or airbrush troubling things out of our stories, we'll lose a great deal of their value. And what we end up with will be untrustworthy and misleading. Of course, we do and can use stories for public relations. But we must be cautious of the reasons and ways we do so and strive to be honest, truthful, and trustworthy.

We shouldn't miss the fact that honest storytelling is risky when it is done or presented in public settings. Writing the extension of a story will help us to assess our work also.

REFERENCES

Hornby, A.S. Oxford Advanced Learner's Dictionary : A Current Course. Delhi : OUP, 2000. Print

WBCHSE, Mindscapes:

Higher Secondary English Selections. Kolkata :

Orient BlackSwan, 2014. Print

WBCHSE, A Text Book of English (B):

Rapid Reader and A Book on ESP and Project.

Kolkata :

Deep Prakashan, 2013. Print


PROJECT ON AUTOBIOGRAPHY OF ROSE




Page 1


PROJECT GENRE – AUTOBIOGRAPHY


TOPIC – AN AUTOBIOGRAPHY OF ROSE



Page 2

WRITTEN AND SUBMITTED BY – YOUR NAME


CLASS – XI

Page 3


Acknowledgement


I extend my warm regards and gratitude to the Respected Principal and the insightful subject teacher to make it possible to work on this project. The project genre is interesting and has helped me to exercise my philosophical and writing skills.
I have enjoyed working on this topic and I am thankful to the subject teacher for allowing me to work on an otherwise unusual topic. I also thank the authority for providing the necessary time in order to complete this project.

Page 4


Certificate


This is to certify that this project has been made by Titas Biswas of Class XI on the topic ‘Autobiography’ under the guidance of our English teacher ................ and has been completed it successfully. 
Yours truly 
Your Name
Class XI


Page 5



Introduction


What is an autobiography?

An autobiography is a written account of the life of a person written by that person. In other words, it is the story that a person wrote about themselves.
The word has Greek origin.
There are but few and scattered examples of autobiographical literature in antiquity and the Middle Ages. In the 2nd century bce the Chinese classical historian Sima Qian included a brief account of himself in the Shiji (“Historical Records”). It may be stretching a point to include, from the 1st century bce, the letters of Cicero (or, in the early Christian era, the letters of St. Paul), and Julius Caesar’s Commentaries tell little about Caesar, though they present a masterly picture of the conquest of Gaul and the operations of the Roman military machine at its most efficient. Generally speaking, autobiography in its modern, Western sense can be considered to have emerged in Europe during the Renaissance, in the 15th century. One of the first examples was written in England by Margery Kempe.


Information Credit : Wikipedia, 
Britannica Encyclopedia 

Page 6

CONTENT


Autobiography of Rose Flower


Example 1
I am a beautiful red rose in a garden where there are only roses. Aha! I feel so
happy when I see the immaculate beauty that I and my friends are. When I see
the beauty of my friends around me, I can well imagine how beautiful I also
must be, for, after all, we are all alike. People come to this garden and
appreciate each and every one of us and we feel as happy as punch.
I feel the happiest, as I am the largest rose of a bright red color and all visitors
point to me and then I feel as though I am on top of the world. When I hear the
conversations of the visitors, that describes our beauty, and especially mine, I
become very happy at both how beautiful I am, and the beauty of my others
friends as well.

All around me there are roses of different colors, there are red roses that are the
same color as mine while some are pink, white and even black. We belong to
one family and that is the rose family. I’m very happy to see other roses and
they spread the charm and beauty in their surroundings.
The garden in which we stand is one of the university gardens. There are many
of gardeners that take care of us. Daily they come early in the morning to look
after us, giving us water and keeping us clean and tidy. The gardeners are very
kind and they protect us from the enemy, especially those people who try to
harm us by plucking our delicate petals or pulling us from our plants.
One day some stray boys came to the garden and they plucked some of my
friends’ roses and that made me feel really sad. I became very restless while
some boys stole one of my friends, a white rose, which is not good for us as
stealing itself is a sin. It shocked me that in the human species there are several
kinds of people and each has a different nature, some good, kind and
compassionate,, while others are selfish and careless.
Day after day people will come daily to watch us, observing our natural beauty.
One day a university student came and she plucked me from the plant which
really caused me to feel some pain. She took me from my plant, kept me for
herself. Though she is very kind and always caring me, time passed and I
became less beautiful to her eyes.
Soon she became fed up with me, tired of looking at my weakening state, my
petals no longer glowing in the sunshine, the color not so rich and even though I
tried my best to show her the inner beauty that still existed, she finally gave up
on me and threw me into a corner of her house. As I lay there in the corner,
losing my strength with every passing moment, her mate came home and threw me away into the trash. That was my last day, but my heart had already left me
long before.
I wish I could struggle for life more but my time had passed.
MORAL: One shouldn’t be disheartened, believe in yourself, work hard.

4. Conclusion


4.1 Present Value:

The project we undertook was completed

within scheduled time limit. After completing

the project we have learnt the following: (i) How to transform a story rich in dramatic elements into a successful play.

(ii) How to make the play lively by adding suitable dialogues.

(iii) The utility of stage performance in learning the target language.

(iv) How to enjoy group work.

(v) How to develop essential skills such as collaboration, communication, and critical thinking.

(vi) How to use language in context

(vii) The importance of tone and modulation in speech.

(viii) The importance of body language or gesture in communication.

(ix) Importance of the setting, dialogue, music, and props in a drama

(x) How to develop our skills in a happy, non threatening environment.

4.2 Future:
The product of this particular project will help others in the following way:

(i) They will get a ready script to be enacted.

(ii) They will be able to modify the script to

make it more lively.

(iii) They can form an idea about dramatization of a story

(iv) They will be encouraged to take up other stories for dramatization

(v) They will be able to use the script in

learning language effectively. Please write in a separate page

5. References/Bibliography


i) Charles Dickens' David Copperfield 

ii) J.D Salinger's The Catcher in the Rye.

iii) A.S. Hornby, Advanced Learner's Dictionary. Eighth Edition, OUP, 2010.

iv) National Curriculum Framework. NCERT, 2005.

v) Naganathan, Ramanujam: Project Work to promote English Language Learning. British Council, 2011.
vi) Project book issued by the WBCHSE Board for Class XI

vii) https://en.wikipedia.org wiki > > Autobiography




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