homework 9th class lesson summary

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9th grade reading & vocabulary

Unit 1: borders, unit 2: social psychology, unit 3: the apocalypse.

5 Easy Summarizing Strategies for Students

• Reading Strategies
• Classroom Organization
• Becoming A Teacher
• Assessments & Tests
• Secondary Education
• Special Education
• Homeschooling

Summarizing means identifying the main idea and most important facts, then writing a brief overview that includes only those key ideas and details. Summarizing is a vital skill for students to learn, but many students find it difficult to pick out the important facts without providing too much detail.

A good summary is short and to the point. The following easy summarizing strategies will help your students choose the correct details from the text and write about them clearly and concisely.

Somebody Wanted But So Then

“Somebody Wanted But So Then” is an excellent summarizing strategy for stories. Each word represents a key question related to the story's essential elements:

• Somebody : Who is the story about?
• Wanted : What does the main charter want?
• But : Identify a problem that the main character encountered.
• So : How does the main character solve the problem?
• Then : Tell how the story ends.

Here is an example of this strategy in action:

• Somebody : Little Red Riding Hood
• Wanted : She wanted to take cookies to her sick grandmother.
• But : She encountered a wolf pretending to be her grandmother.
• So : She ran away, crying for help.
• Then : A woodsman heard her and saved her from the wolf.

After answering the questions, combine the answers to form a summary:

Little Red Riding Hood wanted to take cookies to her sick grandmother, but she encountered a wolf. He got to her grandmother’s house first and pretended to be the old woman. He was going to eat Little Red Riding Hood, but she realized what he was doing and ran away, crying for help. A woodsman heard the girl’s cries and saved her from the wolf.

SAAC Method

The SAAC method is another useful technique for summarizing any kind of text (such as a story, an article, or a speech). SAAC is an acronym for "State, Assign, Action, Complete." Each word in the acronym refers to a specific element that should be included in the summary.

• State : the name of the article, book, or story
• Assign : the name of the author
• Action : what the author is doing (example: tells, explains)
• Complete : complete the sentence or summary with keywords and important details

This method is particularly helpful for students who are learning the format of a summary and need reminders to include the title and author's name. However, SAAC does not include clear guidance about what details to include, which some students might find tricky. If you use SAAC with your students, remind them of the types of details that belong in a summary before instructing them to work independently.

Here is an example of SAAC in action:

• State : "The Boy Who Cried Wolf"
• Assign : Aesop (a Greek storyteller)
• Action : tells
• Complete : what happens when a shepherd boy repeatedly lies to the villagers about seeing a wolf

Use the four SAAC cues to write out a summary of "The Boy Who Cried Wolf" in complete sentences:

"The Boy Who Cried Wolf," by Aesop (a Greek storyteller), tells what happens when a shepherd boy repeatedly lies to the villagers about seeing a wolf. After a while, they ignore his false cries. Then, when a wolf really does attack, they don’t come to help him.

5 W's, 1 H

The Five W's, One H strategy relies on six crucial questions: who, what, when, where, why, and how. These questions make it easy to identify the main character, important details, and main idea.

• Who is the story about?
• What did they do?
• When did the action take place?
• Where did the story happen?
• Why did the main character do what s/he did?
• How did the main character do what s/he did?

Try this technique with a familiar fable such as "The Tortoise and the Hare."

• Who ? The tortoise
• What ? He raced a quick, boastful hare and won.
• When ? When isn’t specified in this story, so it’s not important in this case.
• Where ? An old country road
• Why ? The tortoise was tired of hearing the hare boast about his speed.
• How ? The tortoise kept up his slow but steady pace.

Then, use the answers to the Five W's and One H to write a summary of in complete sentences.

Tortoise got tired of listening to Hare boast about how fast he was, so he challenged Hare to a race. Even though he was slower than Hare, Tortoise won by keeping up his slow and steady pace when Hare stopped to take a nap.

First Then Finally

The "First Then Finally" technique helps students summarize events in chronological order. The three words represent the beginning, main action, and conclusion of a story, respectively:

• First : What happened first? Include the main character and main event/action.
• Then : What key details took place during the event/action?
• Finally : What were the results of the event/action?

Here is an example using "Goldilocks and the Three Bears."

First , Goldilocks entered the bears' home while they were gone. Then , she ate their food, sat in their chairs, and slept in their beds. Finally , she woke up to find the bears watching her, so she jumped up and ran away.

Give Me the Gist

When someone asks for "the gist" of a story, they want to know what the story is about. In other words, they want a summary—not a retelling of every detail. To introduce the gist method, explain that summarizing is just like giving a friend the gist of a story, and have your students tell each other about their favorite books or movies in 15 seconds or less. You can use the gist method as a fun, quick way to practice summarizing on a regular basis.

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• Top 5 ACT Reading Strategies
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Curriculum  /  ELA  /  9th Grade

English Language Arts

9th Grade ELA Course Summary

In 9th Grade English Language Arts, students explore the theme of personal identity through diverse, rigorous, and relevant texts: Born a Crime , Of Mice and Men , The Central Park Five , In the Time of the Butterflies , The Taming of the Shrew , and thematically aligned texts: short stories, articles, poems, and digital media . Students will consider how factors like race and gender as well as the social and political context of characters’ lives impact who they are, how they experience the world, and how they use their voices to effect change for themselves and others. Across the 5 units, students deepen their paragraph writing skills through narrative, opinion, analytical, and informational writing tasks.

Building upon the knowledge and English Language Arts skills they’ve developed in previous years, students deeply engage with complex texts through both independent reading and guided Close Reading, prepare for and engage in longform whole class discussions including Socratic Seminars , and write multi-paragraph responses to Essential Questions by gathering evidence and effectively communicating their thoughts. 

Explore this curriculum

9th Grade Standards Map

Pacing Guide

9th Grade Book List

Me, Myself, and I: Examining Personal Identity in Short Texts

Students explore the factors that contribute to and impact one’s personal identity through their reading of short stories, poems, and nonfiction.

You Laugh But It’s True: Humor and Institutional Racism in Born a Crime

Students explore how Trevor Noah leverages elements of fiction such as characterization, figurative language, and tone to develop his complex argument about institutional racism and its impact on identity development.

Power, Justice, and Culpability: Of Mice and Men and The Central Park Five

In this unit, students read John Steinbeck's classic novella,  Of Mice and Men , and the 2011 nonfiction text,  The Central Park Five  by Sarah Burns. 

¡Viva Las Mariposas! Voice and Agency in In the Time of the Butterflies

Students will examine how Julia Alvarez structures her historical fiction novel and gives voice to the four Mirabal sisters as they come of age under Trujillo's dictatorship in the Dominican Republic. 

Gender and Power in The Taming of the Shrew

Through their reading of Shakespeare's play and supplemental texts, students examine the thematic ideas of gender and power, making connections between the play and contemporary societal messages. 

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• CBSE Notes For Class 9
• Class 9 English Notes and Summary
• Chapter 1 The Fun They Had

The Fun They Had Summary & Notes - CBSE Class 9 English Beehive

Summary of the fun they had.

Chapter 1 of the Class 9 English textbook ‘Beehive’ consists of a prose piece – The Fun They Had. It is a story about how computers will play a significant role in the future. Traditional schools would be replaced by virtual classrooms, and a mechanical teacher would teach a student instead of a human class teacher. Will the students in the future enjoy virtual classes? That is something to think about. Read the prose summary in CBSE English Notes Class 9 format to know more.

Students can also know how to write an effective essay during the exam by going through the Essay page at BYJU’S to increase marks in Class 9 English papers.

CBSE Class 9 English The Fun They Had Summary

The Fun They Had was written by Isaac Asimov. The story is set in the future when books and schools are conducted digitally through virtual classrooms. These classes are taken by a mechanical teacher (robot) instead of a human class teacher. The story starts with two children named Margie and Tommy. They live in a world where computers dominate each and every sphere of life, and children attend virtual classes. With the onset of virtual schools, the concept of books and classrooms has transformed considerably from the olden days.

On 17th May 2157, Margie wrote in her diary about how Tommy found a real book. It was an old book that consisted of stories. Margie’s grandfather once told her that his grandfather informed him that all the stories used to be printed on paper in those days. Both Margie and Tommy started turning the yellow and crumpled pages of the book to discover more about those days. They found it hilarious to read the book as the words stood fixed in one place instead of moving, contract to what they had seen on a computer screen. From this, it is clear that in the future, there will be telebooks only and that no hard copies of books will be available to read. Tommy exclaims that it is an utter waste to read a book and throw it away once completed. He feels that their television screen has a million books on it and could store plenty more without throwing it away.

Soon, they start reading about a school during ancient times when human beings were teachers. Although Margie hated the concept of schools, she was surprised to know actual people taught at school. This is because she has only seen robots teaching at her school. Moreover, she was not so fond of the school that was next to her bedroom as she did not have any classmates, and the mechanical teacher always gave her loads of homework to do.

Both Margie and Tommy study in a virtual classroom that includes electronic gadgets, robots, etc. Their daily lesson appears on a computer screen. It teaches them different subjects like maths, science, etc. Once, Margie’s mother called the County Inspector to fix the mechanical device on which Margie attends her virtual classes. He put the big black screen together again. However, the little girl was disappointed about the device getting fixed so soon. She knew she would again need to feed homework and test papers into it through a punch code.

Further, as both the children continue reading the book, Margie’s mother calls her to attend her classes. While Margie attends her school, the mechanical teacher teaches about fractions, but Margie’s mind starts wondering about the fun her grandparents would have had while visiting a school in the olden days. Those days, a school used to be a special building and all the kids of the same age studied together. She imagines how the kids from different areas in the neighbourhood would come together and attend school merrily. Margie gets fascinated by the fun the children had centuries ago when they went to a real school.

Conclusion of The Fun They Had

In the chapter, The Fun They Had, illustrates how emerging technology is slowly taking precedence over various things around us. In the near future, it wouldn’t be surprising to see if human teachers are replaced by mechanical devices or robots. Here’s a modest attempt from our end to help students understand the chapter from this CBSE Class 9 English Beehive Prose Summary of The Fun They Had . BYJU’S offers several other resources such as CBSE Notes and CBSE study material , and students can access several question papers and CBSE sample papers too. For more interactive content, they can also download BYJU’S: The Learning App.

Frequently Asked Questions on CBSE Class 9 English: The Fun They Had

What is a robot.

A robot is any automatically operated machine that replaces human effort. It may not resemble human beings in appearance or perform functions in a humanlike manner.

What are the disadvantages of emerging technology?

1. increased dependency on technology 2. Social Isolation 3. Job loss 4. Procrastination 5. Memory loss

What are mechanical devices?

A mechanical device has parts that move when it is working, often using power from an engine or from electricity.

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AP Board 9th Class English Solutions Chapter 3C Homework

AP State Syllabus  AP Board 9th Class English Textbook Solutions Chapter 3C Homework Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 3C Homework

9th class english chapter 3c homework textbook questions and answers.

Answer the following questions.

Question 1. What is the main purpose of giving homework to children? Answer: Strengthening the child’s learning is the main purpose of homework.

Question 2. How can excessive homework decrease students’ interest in studies? Answer: Excessive homework makes students dull in their studies. Heavy work makes them feel tired and bored. It decreases their interest in studies. Researches have proved this point beyond doubt.

Question 3. Why do many teachers defend large amounts of homework? Answer: Many teachers defend heavy homework. They say it is necessary in the highly competitive atmosphere of these days.

Question 5. How does homework take time away from important elements of daily life? Answer: Heavy homework takes the entire time of children. They don’t find time to play, exercise, develop social and family bonds, have fun and sleep for sufficient time.

Question 6. Is the writer in favour of or against homework? Justify your reasons. Answer: The writer is against the heavy homework. He welcomes limited, interesting, enjoyable and productive homework. He lists the harmful effects of excessive homework.

Project Work

Conduct a survey to find out the kind of reading material the children like to be included in the textbook which makes them more interesting.

Ask them which of the following they enjoy most and complete the table :

Homework Summary in English

The essay is an excellent analysis of the advantages and the otherwise of’homework.’ It uses a number of examples, statistics, arguments and critical surveys. Both the sides of the coin are presented in a balanced way. Homework is mainly to strengthen the pupil’s learning. It should by rule be limited, interesting, enjoyable, purposeful and productive. In recent times, homework has, on the other hand, become heavy, boring and counter productive. Competition and baseless thinking on the part of some teachers and parents have added to the burden of homework. Excessive homework is very harmful in more than one way. It eats into the child’s free time. Children miss their social life. Family relations do not develop in the desired manner. Children don’t find time to play and exercise. Even academically also, they become dull. Thus, burdensome homework injures children physically, mentally, emotionally, socially and morally. Hence ‘less is more’ should be the rule. Interesting, enjoyable homework in a limited quantity is advisable and welcome.

Homework Glossary

reinforce (v) : strengthen

counter-productive (adj) : harmful; producing negative results

curriculum (n) : syllabus

obesity (n) : over weight; a condition in which a person’s body is heavier than what is desirable, healthy

low self-esteem (n) : lower confidence levels

depression (n) : a state of total hopelessness

precious (adj) : very valuable

resort to (v) : adopt; follow

assignments (n-plural) : tasks to be completed; homework

The Fun They Had Summary Class 9th

This lesson The Fun They Had Summary is all set in the future and makes you laugh and love your school and teachers. This story is regarding school and how those children go to school, study, miss school days and your teachers.  The setting is done when in future there will be no school buildings and no books.

These children miss those things which were done by their ancestors, they missed the fun they had while going to school, meeting, sharing lunch, and playing and helping each other. At the end of the story, we will be fortunate enough to have teachers and school and the fun we enjoyed being students and going to school.

About The Author: The Fun They Had

The story has been written by an American writer and professor at Boston University. He was known for his works related to science fiction and was a prolific writer. The fun they had is written and set in the future and first, it appeared in the children’s newspaper in 1951 where the future children Margie and Tommy felt that their ancestors were very fortunate to have physical teachers and how much they have enjoyed while going to schools and reading and learning from books. 

Central Theme: Summary Of The Fun They Had

The story is all set in the future where the Protagonist Margie and Tommy live in the year 2157, where children get an education through computers and robotic teachers at their home. One day they came to know about and saw some books and learn that there were school buildings that existed hundreds of years ago and children go to that building to learn and study from physical teachers. 

Characters Sketches: The Fun They Had Class 9th

She was 11 years old and was taught by a mechanical teacher in her home itself in a separate room. She used to pen down her feelings about the schooling system she is facing and not able to enjoy her learning. She also wrote when she learned about a real book. She collected all the information about those schools and children from Tommy and his Grandfather. 

Tommy was a smart lad and friend of Margie. He is older than Margie and was 13 yrs old. He has seen many tale books and has more knowledge than her. He also told her about those schools that existed many centuries ago and tries to extinguish the curiosity of Margie. 

Let’s dive into the detailed analysis of the lesson set shortly and see what fun the posterity was lacking even after being scientifically advanced. 

Summary of The Fun They Had

The story is set in the year 2157 and Margie pen downs her diary which reveals that Tommy, her best friend, had found a ‘real book’ of whose pages had turned yellow with wrinkled pages. The book belongs to many centuries ago and the words written on the book were not moving like that of their telebook or computer screen. 

Tommy calls it a waste because only it can be used only once and after that one had to throw it away. Though Margie feels the same, she is still curious to know more about it. Tommy tells her about the schools. Margie made some faces as she used to hate schools and her mechanical teacher, who continuously gives her tests in geography even when she is doing worse and worse. 

Her mother sent her mechanical teacher for the county inspector who looks like a very small and round man.  He takes that teacher apart and tells her mother that the fault was not with Margie but the geography sector of the robot was set too high that an 11-year-old was unable to cope with. 

He assures her that further there would be no such problem. Margie shows curiosity about knowing the schools of that time. The students had physical teachers who taught them, made them understand, and gave them homework too. Margie in a very argued position states that the man is not smarter than a robot. 

Tommy tells her that the teachers didn’t live in their house, rather all students had to go to a particular building, and teachers used to teach them. The kids of the same age learn together. Now it is Margie’s school time. She did not go to any special place, rather her schoolroom was next to her bedroom and the mechanical teacher was waiting for her so that she put her homework in the slot.

She is still thinking about those schools centuries ago when their grandfather’s great grandfather was a little boy and used to go to the same type of schools. All kids came from the neighborhood and used to have fun while going. They all were together and came back laughing and shouting from the school. Those schools were far better than the schools today because they offered great fun and learning together to the kids.

NCERT Solutions For Class 9th The fun they had

Read the passage given below and answer the questions that follow:

 Today Tommy found a real book!  It was a very old book. Margie’s grandfather once said that when he was a little boy his grandfather told him that there was a time when all stories were printed on paper.

• The old book was found by_______
•  Margie was surprised to see the book because______
• Pick out a word from the following which means ‘small’

a) old  b) once c) little  d) very

Answers- 1. Tommy 2. all the stories were printed on paper 3. little

Q2. It was a very old book. Margie’s grandfather once said that when he was a little boy his grandfather told him that there was a time when all stories were printed on paper. They turned the pages, whcuih were yellow and crinkly, and it was awful to read words that stood still instead of moving the way that were supposed to on a screen.

• Why the pages of the book were yellow?
• Did Margie see the book for the first?
• trace a word from the passage that means’ with many folds or lines.

Answers- 1. the pages of the book were yellow because the book was quite old. 2. yes, Margie saw the book for the first time. 3. Crinkly.

Margie went into the schoolroom. It was right next to her bedroom and the mechanical teacher was on and waiting for her. It was always on at the same time every day except for Saturday and Sunday because her mother said little girls learned better if they learned at irregular hours.

• Where was Margie’s schoolroom?
• Explain mechanical teacher was on?
• Write the opposite of regular 

Answers- 1. Margie’s schoolroom was next to her bedroom  2. computer was on  3. irregular.

Short Answer Type Questions

Q1. How was the book that Tommy found different from his own books?

The book that Tommy found was an old, real book that belonged to his grandfather’s grandfather. it had crinkly, yellow pages whereas, Tommy’s Books were telebooks by mechanical teachers, computers.

Q2. What kind of book did Tommy show to Margie?

the book that Tommy showed to her was an old real book that belonged to his great grandfather’s time. it had crinkled yellow pages and at that time stories were printed on the paper not like the telebooks that they were using now.

Q3. Why did Margie hope that the County Inspector would take away her mechanical teacher?

Margie hoped that the county inspector would take away her mechanical teacher because she had performed poorly in all the geography tests and had developed a strong disliking for the school.

Q4. Tommy thought the old books were funny and a big waste. why?

Tommy thought that the old books were a waste because the words stood still and did not run. he also thought that they were a big waste because they could not be reused like the screen of their mechanical teacher.

Q5. What kind of teachers did Margie and Tommy have?

Margie and Tommy had mechanical teachers, computers, and telebooks. their school had no special building. they gad robotic teachers showing lessons and testing papers. their teachers were always on and kept waiting for them.

Q6. Why did Margie find the book strange?

The book had yellow and crinkly pages and the words standing still unlike moving on a screen. when they turned back to the pages read before, there were the same words on it when they read it for the first time. all these things were strange for Margie.

Long Answer Type Questions

Q1. In spite of all comforts and luxuries in today’s world, our grandparents still cherish their own time when life was quite tough. Give your own views regarding this in 80-100 words. 

Our grandparents lived during the year 1950- the 1970s and at that time life was very simple yet tough. they had time to explore the surroundings and the world. they had parks to play with less pollution around them. Mechanical gadgets were there but were used only for necessary activities. there were rivers where they could go for picnics and treks. the school was more of a fun place where they all met their friends. They studied but without the fear of competition. in today’s world, we are competing against our friends. we have all the facilities of life but we do not have time for our family and friends. we like to play but on computers and play station rather than with our siblings and friends.

Q2. How was Margie’s school different from the schools that existed hundreds of years ago?

Margie’s school was at home. she had a mechanical teacher, telebooks, no other students were there in the class, and work was fed in by the mechanical teacher by pinch codes. whereas, the old schools had proper buildings, many students, human teachers who gave homework and asked questions. everyone learned the same things and books were on paper. so, it is clearly visible that Margie’s school was totally different from the schools that existed hundreds of years ago.

Value-Based Question

Q1. ‘Machines can’t replace human beings. Explain this in 80-100 words with reference to the lesson ‘ThE FUN THEY HAD.

                                                                         OR 

In the context of the lesson’s fun, they had’ do you think mechanical teachers or computers instructors cannot replace humans as teachers.

A teacher not only has to teach and explain things but also has to understand the mindset of the students and their cognitive level. A  computer instructor will only be able to deliver the lesson not be able to understand the problems of the students. a teacher emotionally connects to the students to make the child comfortable this is not only will they be able to pass on the correct values and lessons to the students.

Multiple Choice Questions The Fun They Had

1. Margie’s grandfather once told her that there was a time when all stories were?

• Printed on plastic
• printed on paper
• not printed

Ans- printed on paper

2. What did Margie do with a sigh?

• entered her school room
• began to read the text flashing on the screen
• thought about the old kind of schools
• entered the previous day’s homework in the proper slot.

Ans- entered the previous day’s homework in the proper slot.

3. Where did Tommy find the book?

• in his grandfather’s wardrobe
• in Margie’s room
• under his pillow
• in the attic

Ans-  in the attic

4. Why was Margie excited to find a real book?

• because she had never seen a real book
• because she did not know how to read
• because she thought reading books would be a good pastime
• because Tommy had found it

Ans- because she had never seen a real book

5. what was the book about?

• grandfather’s childhood
• printing press

Ans- school

6. Why hadn’t Margie seen as many telebooks as Tommy?

• since she did not know about them
• since her parents were partial to Tommy
• since she was younger than Tommy
• since she was not interested in reading

Ans- since she was younger than Tommy

7. why was Margie thinking about it during her lesson?

• the lively schools during the time of her grandfather’s grandfather
• the punch code required to write her homework
• her brother Tommy
• the duration of the arithmetic lesson

Ans- the lively schools during the time of her grandfather’s grandfather

8. Why did the mother say the teacher has to be adjusted?

• because the teacher was not teaching well
• the kids were complaining about the teacher
• the teacher was large, black, and looked ugly
• the teacher had to be adjusted to fit the mind of each kid.

Ans- the teacher had to be adjusted to fit the mind of each kid

9. How old were Margie and Tommy?

• 11 and 13 years old
• 13 and 11 years old
• 10 and 13 years old
• 13 and 10 years old

Ans- 11 nad 13 years old

10. Which subjects were taught by the mechanical teacher?

• science, history, geography
• history, geography, and arithmetic.
• science, English, and arithmetic
• Hindi, English, and arithmetic

Ans- history, geography, and arithmetic

The Fun They Had: Additional Question Answer

Q1. what do you think a tele book is.

A telebook is a virtual book that can be read on a screen. Millions of books can be installed, and none needs to be thrown away. The words on the screen keep moving the way they were supposed to.

Q2. What subjects did Margie and Tommy learn?

Margie, Tommy, and all the children learned History, Geography, and Maths as their subjects.

Q3. What things about the book did she find strange?

She noticed the pages of the book were yellow and crinkly. The words were stationery, and the pages could be turned physically. Also, when one read it the second time, everything was the same as earlier. The book, once read, could be thrown away.

Q4. What kind of teachers did Margie and Tommy have?

Margie and Tommy were taught by a mechanical teacher on the computer screen. All the lessons were flashed on the screen, and they had to answer the questions that were asked. A slot was provided in the machine to insert all their homework and test papers.

Q5. Why was Margie doing badly in geography? What did the County Inspector do to help her?

Margie was doing badly in geography because the subject was set at a higher level by the mechanical teacher. He told her mother that she was not to be blamed for the drop in performance. He slowed down the level to suit Margie’s age and assured her mother that she was progressing satisfactorily.

Q6. Did Margie have regular days and hours for school? If so, why?

Yes, Margie had regular days and hours for school. Margie had to attend her school at the same time every day except on Saturday and Sunday. Her mother insisted that little girls learned better if they learned at regular hours.

Q7. How does he describe the old kind of teachers?

Tommy described the old kind of teachers to be people who did not live in a house but in a special building. The students would go to this building to learn, where they were taught, according to their respective ages. The teacher gave them homework and asked them questions. A teacher taught many children at the same time.

Q8. What are the main features of the mechanical teachers and the school rooms that Margie and Tommy have in the story?

Margie and Tommy had mechanical teachers to teach them. The teacher was a computer screen on which lessons were flashed/shown, explained, and then questions were asked. Thereafter, tests were given. All work had to be submitted in punch code, which was learned at the age of six by all. The completed work had to be inserted in a slot that was provided on the machine. The assessment was done immediately. Every mechanical teacher was adjusted according to the age level of the child. The mechanical teacher lived in the house of the student. It was programmed to flash on the screen at a certain time each day except on Saturday and Sunday. It never fell ill, would assign homework regularly, and questioned and tested without being prompted to do so. In case, there was any mechanical fault, a County Inspector was sent, to rectify the error.

Q9. Do you agree with Margie that schools today are more fun than the school in the story? Give reasons for your answer.

I would agree with Margie that schools today are more interesting and full of fun as compared to the mechanical schools. In Margie’s days, schools constituted a computer screen placed in a room in the house. There was no interaction with other children as everyone studied in their own homes. All work was done in punch code and submitted in a slot in the computer screen. One can imagine how boring the school life must have been. Whenever we think of a school, we think of it as a building where students of the same age study together and are taught simultaneously by the same teacher/s. Students interact and also help one another with their studies. They also laugh and play.

Margie in her school could do none of these. There is no interaction between student and teacher which creates a problem in rectification after assessment. This is why, Margie’s problem with geography could not be addressed. It required a human being in the form of the County Inspector to identify the problem and correct it.

Q10. Why did Margie hate school? Why did she think the old kind of school must have been fun?

Margie’s school was a computer screen in a room next to her bedroom. She had no classmates and learned from a mechanical teacher. Of late, Margie had started to hate school more than ever as her performance in the geography test was worsening, and she hoped that the County Inspector wouldn’t be able to put her teacher back together,

and she’d be off with the subject for a while. She hated the homework and the tests that she had to complete and submit systematically into the slot. She thought the old schools must have been fun. She liked the thought that all the kids from the neighborhood would be laughing and shouting in the schoolyard, sitting together in the schoolroom. They learned the same thing, so they could help one another with the homework and talk about it. Moreover, the teachers were humans.

The Fun They Had : Extract Based Questions

Read the following extracts carefully and answer the questions the follow: 1. Margie even wrote about it that night in her diary. On the page headed 17 May 2157, she wrote, “Today Tommy found a real book!” It was a very old book. Margie’s grandfather once said that when he was a little boy, his grandfather told him that there was a time when all stories were printed on paper. They turned the pages, which were yellow and crinkly, and it was awfully funny to read words that stood still instead of moving the way they were supposed to — on a screen, you know. And then when they turned back to the page before, it had the same words on it that it had when they read it the first time. (a) When did Margie write her diary? (b) What was peculiar about the book Tommy had found? (c) Who revealed the information of printed story books? (d) What was awfully funny about the printed books?

Ans: (a) Margie wrote her diary on the night of 17 May 2157. (b) The book Tommy had found, had crinkly yellow pages. The words were printed on the pages and did not move. (c) Margie’s grandfather had been told about this by his grandfather when he was a little boy. (d) It was awfully funny to read words that stood still instead of moving the way they were supposed to as they did on a screen.

2. Margie was scornful. “School? What’s there to write about school? I hate school.” Margie always hated school, but now she hated it more than ever. The mechanical teacher had been giving her test after test in geography and she had been doing worse and worse until her mother had shaken her head sorrowfully and sent for the County Inspector. (a) Why was Margie scornful? (b) Why did Margie hate her school ‘more then ever’? (c) Which word in the passage means the same as ‘dejection’? (d) Why was the County Inspector sent for? Ans: (a) Margie was scornful because she could not understand why anyone would write about school. She hated school and the book was about school. (b) She hated it ‘more than ever’ because her teacher was giving her test after test in geography and her performance was not good. (c) Sorrowfully. (d) The County Inspector was sent for because Margie’s mother was very disappointed with her failure to perform well in geography.

3. “A man isn’t smart enough.” “Sure he is. My father knows as much as my teacher.” “He knows almost as much, I betcha.” Margie wasn’t prepared to dispute that. She said, “I wouldn’t want a strange man in my house to teach me.” Tommy screamed with laughter. “You don’t know much, Margie. The teachers didn’t live in the house. They had a special building and all the kids went there.” “And all the kids learned the same thing?” “Sure, if they were the same age.” (a) ‘You don’t know much’. Who said these words and what is ‘much’ referred to? (b) Where did the teachers in the old school teach? (c) Which word in the passage means the same as ‘argument’? (d) How could students learn the same things?

Ans: (a) Tommy said these words and ‘much’ refers to Margie not having enough knowledge about how teachers taught in the old school. (b) The teachers taught in a special building and all the kids went there. (c) The synonym of argument is dispute. (d) Children could learn the same things if they were of the same age group.

Through this lesson, writer Isaac Asimov tries to explain that even after so much development and the advent of technology in every field, some changes are not easily accepted. The same thing happened with Margie as soon as she got to know about the schools of their ancestors she unusually developed so much interest in knowing about those kids and the way they learn and had fun.

Hi, I am Kavisha Bagga, a teacher by profession and a part-time blogger. I love sharing knowledge, which is why I have started this blog.

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Who Did Patrick’s Homework Class 6 English Summary, Lesson Plan

Who Did Patrick’s Homework Class 6 English Story Summary, Lesson plan and PDF notes is given below. By reading through the detailed summary, CBSE Class 6 students will be able to understand the lesson easily. Once the students finished reading the summary in english and hindi they can easily answer any questions related to the chapter. Students can also refer to CBSE Class 6 English summary notes – for their revision during the exam.

CBSE Class 6 English Who Did Patrick’s Homework Summary

Who Did Patrick’s Homework summary in both english and hindi is available here. This article starts with a discussion about the author and then explains the chapter in short and detailed fashion. Ultimately, the article ends with some difficult words and their meanings.

Short Summary

The story is of a boy who was not willing to do his homework. In return to the favors he had done for saving an elf life, he assigned all his homework to it. As elf wasn’t familiar with the subjects, he took the help of Patrick. Now Patrick was doing hard work in assisting the elf. At the end, he became independent and happy.

Summary in English

Patrick found the homework very boring. He preferred to play hockey and basketball. He was advised by the teacher to do his homework to learn better. He often realised that he hadn’t learned many things still did not change his attitude.

One day, he saw that his cat was playing with an elf. It was a tiny man, wearing a little wool shirt and short trousers. He shouted to be saved from the cat. It promised to grant Patrick a wish if he saves its life Patrick found someone to do his homework.

He felt lucky. He asked for his help till the end of the semester. Although the elf felt disgusted by the demand initially, yet it decided to help Patrick in his homework.

As elf didn’t know all the subjects he asked for help. Patrick had to read words with meanings for elf. In solving the problem of mathematics, it took help of Patrick himself. History was troublesome for elf.

Thus it involved Patrick all the time while doing his homework. Patrick was reading day and night unknowingly and in helping elf. He actually learned lots of things.

On last day of the school, the elf left secretly through the back door. It did not want to stay longer as the work was tiresome for it.

At the end of the semester, Patrick surprised everyone by scoring A grade. Actually it was achieved only through his own hard work. His teachers, parents, and friends wondered for the positive changes in his personality.

He became the inspiration for others. He did all his chores by himself. He was liked and appreciated by everyone. While helping the elf Patrick had learned to work hard and finally, the success was his not that of the elf.

Summary in Hindi

पैट्रिक ने अपना होमवर्क कभी नहीं किया क्योंकि उसे उबाऊ लगता था। इसके बजाय, उन्होंने हॉकी और बास्केटबॉल जैसे आउटडोर खेल खेले। उन्हें निन्टेंडो जैसे वीडियो गेम खेलना भी पसंद था। उनके शिक्षक ने उन्हें अपना होमवर्क पूरा करने के लिए चेतावनी दी अन्यथा वे कुछ भी नहीं सीख पाए। यह एक तथ्य था क्योंकि कई बार, वह एक अज्ञानी व्यक्ति की तरह महसूस करता था जो इस संबंध में पूरी तरह से असहाय था। पढ़ाई और होमवर्क में उनकी कोई रुचि नहीं थी।

एक दिन उसने अपनी बिल्ली को एक गुड़िया के साथ खेलते हुए देखा और यह जानकर आश्चर्यचकित रह गया कि यह एक गुड़िया नहीं थी, बल्कि यह सबसे छोटे आकार का व्यक्ति था। इसने पुराने जमाने के ट्राउजर के साथ ऊनी शर्ट पहन रखी थी और एक लंबी टोपी थी, जिससे वह चुड़ैल जैसी दिखती थी। गुड़िया ने रोते हुए पैट्रिक से उसे बचाने और बिल्ली को वापस नहीं भेजने का अनुरोध किया। बदले में, गुड़िया ने पैट्रिक को अपनी इच्छा पूरी करने का वादा किया।

पैट्रिक के लिए यह स्वीकार करना मुश्किल था कि वह इस छोटे आदमी के माध्यम से अपनी सभी कठिनाइयों का जवाब या समाधान पाने के लिए कितना भाग्यशाली था। इसलिए उन्होंने उससे पूछा कि क्या वह सेमेस्टर के अंत तक अपना होमवर्क कर सकता है, तो उसे स्कोर करने में मदद करने के लिए 35 दिनों की अवधि है। A ‘ग्रेड। पैट्रिक सोच रहा था कि योगिनी की मदद से वह अपने ग्रेड में सुधार कर सकता है।

यह सुनने के बाद, छोटे आदमी के चेहरे ने कपड़े धोने के लिए इस्तेमाल की जाने वाली टोकरी में कपड़े का एक टुकड़ा दिया। उसने पैरों को लात मारकर, अपनी मुट्ठी को दोगुना करने और दुखी चेहरे बनाकर काम के लिए अपनी अस्वीकृति दिखाई। उन्होंने पूछा कि क्या वह उस कार्य को करने के लिए दुर्भाग्यशाली थे। लेकिन उन्होंने काम करने का वादा किया।

और अपनी बात रखते हुए, योगिनी (सुपर-नेचुरल जीव) ने अपना घर-काम करना शुरू कर दिया। लेकिन कभी-कभी, उसे मदद की ज़रूरत होती है क्योंकि वह सभी चीजों को नहीं जानता है। तब पैट्रिक को उसकी मदद करनी थी। कभी-कभी पैट्रिक के घर को पढ़ने के दौरान- योगिनी रोते हुए कहती है कि वह उस शब्द का अर्थ नहीं जानती है, इसलिए उसे एक शब्दकोष या कुछ ऐसा दें जो उसे प्रत्येक अक्षर की ध्वनि के साथ-साथ शब्द की पहचान करने में मदद कर सके।

योगिनी को गणित का कुछ भी पता नहीं था। गणित की सभी अवधारणाएँ उसके लिए पूरी तरह से अजीब या विचित्र थीं। पैट्रिक इस मामले में दुर्भाग्यशाली था। योगिनी ने बताया कि कल्पित बौने को जोड़, घटाव, विभाजन और अंश जैसी गणितीय अवधारणाओं की कभी आवश्यकता नहीं होती है। इसलिए पैट्रिक को गाइड करने के लिए उनके बगल में बैठना पड़ा। यहां तक ​​कि उन्हें मानव इतिहास का कुछ भी पता नहीं था, यह उनके लिए पूरी तरह से अजीब था। इस प्रकार, वह उस पर चिल्लाया कि वह पुस्तकालय का दौरा करे, उसे और किताबें दिलवाए और साथ ही उसे पढ़ने में मदद करे।

दरअसल, वह छोटा जीव या तो परेशान था, शिकायत कर रहा था या पैट्रिक से हर समय कुछ न कुछ करने को कह रहा था। पैट्रिक सो नहीं पा रहा था और एक साथ रातों के लिए जाग रहा था। वह पहले कभी इतना थका हुआ नहीं लगा था और अपनी सुस्त आँखों से स्कूल जा रहा था।

अंत में, यह स्कूल का आखिरी दिन था और योगिनी को जाने की पूरी आजादी थी क्योंकि ऐसा करने के लिए और कोई होमवर्क नहीं था। इसलिए, बिना कुछ बोले, गुपचुप तरीके से वह पिछले दरवाजे से बाहर चला गया।

पैट्रिक ने ‘A” ग्रेड स्कोर किया। उनके सहपाठी आश्चर्यचकित थे, शिक्षक प्रशंसा से भरे हुए थे और माता-पिता यह जानने की कोशिश कर रहे थे कि उन्हें क्या सही लगा, उनके साथ क्या हुआ था? वह एक अनुकरणीय बच्चा बन गया, जिसने अपने कमरे को खुद साफ किया, अपना सारा काम किया, एक खुशहाल बच्चा बना जो कभी अशिष्ट नहीं था और एक नया आत्म और रूप विकसित किया।

यह कहते हुए, मैं यह कहना चाहूंगा कि यह योगिनी नहीं थी, बल्कि पैट्रिक ने खुद ही अपना काम किया था। योगिनी ने उसे सब कुछ करने के लिए प्रेरित किया।

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The Ham Radio Lesson Summary Notes and Explanation in English Class 9th

Back to: Andhra Pradesh Board Class 9th English Guide and Notes

Table of Contents

Introduction:

‘The Ham Radio’ is a short prose piece. As the title suggests, it details on what a ham radio is and how crucial it is during natural calamities. 

About the Author:

The author of this text is unknown.

The theme of this text is disaster management. It details on how invaluable ham radios are in efficient communication and help in saving thousands of lives. The text even encourages people to take up a job as an amateur radio operator in order to improve disaster management.

Communication and Natural Disasters:

Effective communication is crucial during times of calamities for they are the key to efficient disaster management. Disaster management crews must thus be adequately equipped for at turbulent times such as earthquakes and volcanoes, normal modes of communication would be useless, even underground ones as signal would get disrupted. A ham radio comes into rescue at dire situations such as these. 

Amateur Radio:

Ham radios, or amateur radios as they are otherwise called, prove to be beyond valuable during calamities as the high frequency (HQ) they possess allows for messages to be conveyed over long distances. This allows for crucial information to be passed along as well to help people attain safety. 

This is handled by amateur radio operators who are well acquainted with its usage. Practically impossible to fail, these ham radios can be equipped with automobile batteries. Amateur radio operators thus improvise and make use of multitudes of frequencies to can quickly establish networks for communication. The text goes on to give various success stories of amateur radios including 2001 Gujarat earthquake, 2003 North America Blackout, and 2004 Tsunami in the Indian Ocean. 

Conclusion:

The text concludes by detailing on how one can become an amateur radio operator, how they ought to qualify in an examination conducted by Ministry of Communications, Government of India and obtain license for operating/possessing a Radio Station. It details further on this and provides sources for the same, thus stressing on the need for effective communication for good disaster management.