PÀ£ÁðlPÀ ¸ÀPÁðgÀ
¥ÀzÀ« ¥ÀǪÀð ²PÀët E¯ÁSÉ
G¥ÀWÀlPÀUÀ¼À
PÀæªÀÄ WÀlPÀ/ CzsÁåAiÀÄzÀ ºÉ¸ÀgÀÄ
¸ÀASÉå Name of the Unit /
No.of Sub-
Sl.No Chapter
1 2
DZÁAiÀÄðvÀæAiÀÄgÀ ±ÉÆèÃPÀUÀ¼ÀÄ
¸ÀĪÀiÁgÀÄ 10 ¸Á®ÄUÀ¼ÀÄ
Three verses from three
Acharyas 10 lines
qÉ…¡ûsÉqÉç
ªÀÄAUÀ®ªÀiï
¥ÀÅgÁt ¸Á»vÀå ¥ÀjZÀAiÀÄ
1 ¸ÀĪÀiÁgÀÄ 30-40 ¸Á®ÄUÀ¼ÀÄ
Introducing puranic
literature 30-40 lines
pÉÉUiÉuÉhÉïlÉqÉç
¨sÁgÀvÀªÀtð£ÀA
18£ÉAiÀÄ CqÀØgÀ¸ÉÛ, ªÀįÉèñÀégÀA, ¨ÉAUÀ¼ÀÆgÀÄ-560012
vÀgÀUÀw : II PUC 2013-14 «µÀAiÀÄ : ¸ÀA¸ÀÌöÈvÀ (09)
¨ÉÆÃzsÀ£Á
CªÀ¢üUÀ¼À
PÀ°PÉAiÀÄ ¥ÀjuÁªÀÄUÀ¼ÀÄ/ ¨ÉÆÃzsÀ£ÉAiÀÄ ªÀÄvÀÄÛ
¸ÀASÉå ¸ÀASÉå ¨ÉÆÃzsÀ£ÉÆÃzÉÝñÀUÀ¼ÀÄ ZÀlĪÀnPÉUÀ¼ÀÄ
¥sÀ°vÁA±ÀUÀ¼ÀÄ ªÀiË®åªÀiÁ¥À£ÀzÀ «zsÀUÀ¼ÀÄ
No. of Objectives Activities
Learning outcome Method and Evaluation
Units teaching
hours
3 4 5 6 7 8
KPÁUÀævɬÄAzÀ ±ÉÆèÃPÀªÀ£ÀÄß PÉýzÀÄzÀ£ÀÄß ¥Àp¸ÀĪÀÅzÀÄ, PÉüÀĪÀ PÀæªÀÄ, ¥ÀoÀt ªÀÄvÀÄÛ GZÁÑgÀuÉ MnÖUÉ ±ÉÆèÃPÀUÀ¼À£ÀÄß
---- 2 ¥Àp¸ÀĪÀÅzÀÄ ªÀÄvÀÄÛ KPÁUÀævÉAiÀÄ£ÀÄß ¸Á¢ü¸ÀĪÀÅzÀÄ ¸ÀjAiÀiÁVzÉAiÉÄà JA§ÄzÀ£ÀÄß ¥Àp¸ÀĪÀÅzÀÄ
Chanting the Shloka To repeat the listened words, UÀªÀĤ¸ÀĪÀÅzÀÄ To chant in
with concentration way of listening, to To concentrate on chorus
concentrate the mind reading and
pronunciation
¥ÀÅgÁt¸Á»vÀåzÀ ¥ÀjZÀAiÀÄ ±ÉÆèÃPÀUÀ¼À ±ÀæªÀt ªÀÄvÀÄÛ ¥ÀoÀt gÁµÀçÖ ¨sÀQÛAiÀÄ£ÀÄß ¥ÉæÃgÉæ¸ÀĪÀ EvÀgÀ ¥ÀÅgÁtUÀ¼À°ègÀĪÀ
zÉñÀ¥ÉæêÀĪÀ£ÀÄß ¥ÀÅgÁtzÀ Listening and reading EvÀgÀ PÀxÉUÀ¼À£ÀÄß NzÀ®Ä EAvÀºÀÄzÉà PÀxÉUÀ¼À
6 8 ªÀÄÆ®PÀ GzÉÆââü¸ÀĪÀÅzÀÄ «zÁåyðUÀ¼À£ÀÄß ¥ÀoÀt ªÀÄvÀÄÛ ¤gÀÆ¥ÀuÉ
motivating patriotic ¥ÉæÃgÉæ¸ÀĪÀÅzÀÄ Narration of
feeling through Motivate the students to similar stories
Puranic literature read other Patrotic stories from other
puranas
1
 ªÀÄzsÀåPÁ°Ã£À PÀxÉAiÀÄ ¥ÀjZÀAiÀÄ
¸ÀĪÀiÁgÀÄ 80-100 ¸Á®ÄUÀ¼ÀÄ
2 Introducing a story of
medieval period 80-100 6 4
lines

ÍxÉÇWûÉxÉlɲȨ́ÉÍzÉMüÉ
¹AºÁ¸À£À zÁéwæA²PÁzÀ MAzÀÄ
PÀxÉ

3 ¥ÁæaãÀ PÀxÁ¥ÀæPÁgÀ - RAqÀPÁªÀåzÀ ¥ÀjZÀAiÀÄ RAqÀPÁªÀåzÀ ªÁåSÉå, ¸ÀA¸ÀÌöÈvÀ ¥ÀzÀåªÁZÀ£À ¨sÁªÀ¥ÀÇtðªÁV

¥ÀzÀågÀÆ¥ÀzÀ°è 40-50 Introducing ancient ¸Á»vÀåzÀ°ègÀĪÀ RAqÀPÁªÀåUÀ¼ÀÄ Reading the poem ºÁqÀĪÀÅzÀÄ ªÀÄvÀÄÛ EvÀgÀ
¸Á®ÄUÀ¼ÀÄ 6 8 Katha literature in potic Definition of a lyrical poem and ¥Àæ¹zÀÞªÁzÀ RAqÀ
Introduction to form introduction to different Khanda PÁªÀåUÀ¼À£ÀÄß NzÀĪÀÅzÀÄ
ancient katha Kavyas in Sanskrit literature Singing with
literature in the form emotions depicted
of poetry 40-50 lines in the poem.
ZÉhQûMüÉurÉqÉç To read different
RAqÀPÁªÀå famous Khanda
Kavyas
±Á¹ÛçÃAiÀÄ £ÁlPÀzÀ ¥ÀjZÀAiÀÄ ¸ÀA¸ÀÌöÈwAiÀÄ°è ¸ÀªÀĪÀAiÀĸÀÌgÀ £ÀqÀĪÀt ¤dªÁzÀ ¸ÉßúÀ, £ÁlPÀªÀ£ÀÄß NzÀĪÀÅzÀÄ ªÀÄvÀÄÛ £ÁlPÀªÀ£ÀÄß
MAzÀÄ CAPÀ ¨sÁgÀwÃAiÀÄvÉAiÀÄ ¥ÀjZÀAiÀÄ ºÉtÄÚªÀÄPÀ̼À ªÉÄÃ¯É vÀAzÉVgÀĪÀ ªÁvÀì®å, C©ü£À¬Ä¸ÀĪÀÅzÀÄ C©ü£À¬Ä¸ÀĪÀÅzÀÄ
(¸ÀAUÀ滸À®àlÄÖzÀÄ) Introducing CªÀ¼À CUÀ°PÉAiÀÄ«gÀºÀ, fêÀ£ÀzÀ°è
4 Introducing a `Indianness’ in culture £É¯É¤®ÄèwÛgÀĪÀ¼ÉA§ ¸ÀªÀiÁzsÁ£À/ gÁd£À Play reading and Enacting the play
classical drama 1 Act 8 10 DqÀ½vÀzÀ ªÉÊRj, ¸ÀA¨sÁµÀuÉAiÀÄjÃw enacting
(Edited) ¤ÃwUÀ¼ÀÄ,
The qualities of a good
AÍpÉ¥ÉÉlÉzÉÉMÑüliÉsÉqÉç administrator, the way of
addressing different people,
V Act
taking the advise of the purohit,
C©üeÁÕ£À±ÁPÀÄAvÀ®ªÀiï etc.
gÁd£ÀªÀÄÆzÀ°PÉ, ±ÀPÀÄAvÀ¯É¬ÄAzÀ
CAPÀ V gÁd¤AzÉ, ±ÁYÎðgÀªÀ±ÁgÀzÀévÀgÀÄ
D±ÀæªÀÄPÉÌ ªÀÄgÀ¼ÀĪÀÅzÀÄ, ¥ÀÅgÉÆûvÀgÀ
¸À®ºÉ, ªÉÄãÀPÉAiÀÄÄ vÀ£Àß ªÀÄUÀ¼À£ÀÄß
MAiÀÄÄåªÀÅzÀÄ
2
5 cÉÉËU̧ÉMüüMüjÉÉ
ZÀjvÉæUÉ ¸ÀA§A¢ü¹zÀ PÀxÉ
¸ÀĪÀiÁgÀÄ 80-100 ¸Á®ÄUÀ¼ÀÄ
Introducing a story /
Personality depicting
patriotism 80-100
lines
¥ÁæaãÀ UÀzÀåPÁªÀåzÀ ¥ÀjZÀAiÀÄ
6 ¸ÀĪÀiÁgÀÄ 80-100 ¸Á®ÄUÀ¼ÀÄ
Introduction to
ancient prose
literature 80-100 lines
MüÉSqoÉUÏ
PázÀA§Jã
7 ¸ÁªÀiÁfPÀ PÀxÉAiÀÄ ¥ÀjZÀAiÀÄ
¸ÀĪÀiÁgÀÄ 80-100 ¸Á®ÄUÀ¼ÀÄ
Introducing a Social
story 80-100 lines
zÉÑMüMüjÉÉ
±ÀÄPÀPÀxÁ
zÉñÀ¥ÉæëÄUÀ¼À, DvÀävÁåVUÀ¼À
6 6 ¥ÁvÀæavÀæt
The stories of patriotic
personalities who
sacrificed everything
for the cause of the
nation
¥ÁæaãÀ ¸ÀA¸ÀÌöÈvÀ UàzÀåzÀ
6 10 ¥ÀjZÀAiÀÄ
Introducing the ancient
prose literature,
introducing samasas
PÀxÁ¸Á»vÀåzÀ ¥ÀjZÀAiÀÄ
Introducing to Katha
Literature
6 5
3
zÉñÀ¨sÀQÛ, vÁåUÀ, ªÀÄÄAvÁzÀ ªÀiË®åUÀ¼À fêÀ£À ZÀjvÉæAiÀÄ ¤gÀÆ¥ÀuÉ zÉñÀ¨sÀPÀÛgÀ fêÀ£À
¥ÀjZÀAiÀÄ Narrating the biography ZÀjvÉæAiÀÄ ¸ÀAUÀæºÀ ªÀÄvÀÄÛ
role models in adopting the of Patriotic personalities ¤gÀÆ¥ÀuÉ
values like patriotism, sacrifice, Collection and
etc. in their life narration of
biographies of
biography of
Patriotic
personalities
¸ÀªÀiÁ¸ÀUÀ¼À ¥ÀjZÀAiÀÄ, ¨Át¨sÀlÖ£À NzÀĪÀÅzÀÄ ¨Át¨sÀlÖ£À ±ÉÊ°AiÀÄ£ÀÄß
UàzÀå±ÉÊ°AiÀÄ ¥ÀjZÀAiÀÄ N¢ D£ÀA¢¸ÀĪÀÅzÀÄ
Introduction to Banabhatta’s To read Bana’s prose Appriciation of his
style with compounded words descriptions
M§â ¸ÀÄAzÀgÀ ºÉtÄÚ ªÀÄUÀ¼À£ÀÄß
£ÉÆÃrzÁUÀ CªÀ½AzÀ DPÀ¶ðvÀ£ÁzÀ ºÉƸÀ PÀxÉUÀ¼À£ÀÄß gÀa¹ EAvÀºÀ PÀxÉUÀ¼À
AiÀÄĪÀPÀ£À ªÀÄ£À vÀ®èt¸ÀĪÀ §UÉ, ¤gÀƦ¸À®Ä ¥ÉæÃgÀuÉ ¸ÀAUÀæºÀ ªÀÄvÀÄÛ ¤gÀÆ¥ÀuÉ
AiÀÄĪÀwAiÀÄ GvÀÛªÀÄ £ÀqÀªÀ½PÉ, To motivate in Collection of such
¨sÁgÀwÃAiÀÄ ¸ÀA¸ÀÌøwAiÀÄ ¥ÀæwÃPÀvÉ, composition and stories and their
AiÀÄĪÀPÀ£À ªÀÄ£ÀzÀ zÀĨsÁðªÀ£ÉUÀ¼À£ÀÄß narration of new stories narration
¥ÀjªÀwð¹zÀ §UÉ
The thoughts of a young mind
when he sees a beautiful girl of
marriageable age, lady
representing Indian culture by
imbibing in her, how best is the
good conduct which can change
the evil thoughts can be
understood through this modern
story
 AÉkÉÑÌlÉMülÉÉOûMüqÉç DzsÀĤPÀ £ÁlPÀzÀ ¥ÀjZÀAiÀÄ
8 DzsÀĤPÀ£ÁlPÀ 8 10 Introducing a Modern Play reading ¥ÁæaãÀ ºÁUÀÆ DzsÀĤPÀ
¸ÀªÀÄPÁ°Ã£À PÀ«UÀ½AzÀ play £ÁlPÀUÀ¼À vÀÄ®£É
gÀavÀªÁzÀ £ÁlPÀ MAzÀÄ CAPÀ Comparing the
(¸ÀAUÀ滸À®àlÄÖzÀÄ) classical and
Introduction to a play modern plays
compsed by a
contemporary poet 1
Act (Edited)
¥ÁæaãÀ DyðPÀ/ ¸ÁªÀiÁfPÀ ¥ÁæaãÀ ¨sÁgÀvÀzÀ £ÉÊwPÀvÉ, ¸ÁªÀiÁfPÀ/ DyðPÀ ¥ÀzÀåªÁZÀ£À
ªÀåªÀ¸ÉÜAiÀÄ ¥ÀjZÀAiÀÄ ¸ÀĪÀiÁgÀÄ gÁd¤ÃwAiÀÄ ¥ÀjZÀAiÀÄ jÃw¤ÃwUÀ¼ÀÄ, To read the poem DzsÀĤPÀ
20-25 ¸Á®ÄUÀ¼ÀÄ 6 5 Introduction to ancient Morality,the social / economic gÁd¤ÃwAiÉÆqÀ£É
9 Introduction to Indian polity system in amcient India vÀÄ®£É
ancient economic/ Comparison with
social system the modern polity
20-25 lines
MüÉqÉlSMlÉÏÌiÉÈ /
PÁªÀÄAzÀPÀ¤Ãw /
cÉÉhÉYrÉlÉÏÌiÉÈ ZÁtPÀå¤Ãw

Mü³ÉQûMüÌuÉmÉËUcÉrÉÈ PÀ£ÀßqÀ£ÁqÀÄ, £ÀÄr, CªÀgÀ fêÀ£À¢AzÀ £ÁªÀÅ £ÀªÀÄä fêÀ£À ZÀjvÉæAiÀÄ ¤gÀÆ¥ÀuÉ PÀ£ÀßqÀzÀ £ÁqÀÄ £ÀÄrUÁV
10 PÀ£ÀßqÀ PÀ«¥ÀjZÀAiÀÄ 6 5 ¸ÀA¸ÀÌöÈwAiÀÄ K½UÉUÁV zÀÄrzÀ fêÀ£ÀzÀ°è C¼ÀªÀr¹PÉƼÀÀÄzÁzÀÀ narrating biography of vÀªÀÄä fêÀ£ÀªÀ£ÉßÃ
¸ÀĪÀiÁgÀÄ 60-80 ¸Á®ÄUÀ¼ÀÄ »jAiÀÄ ZÉÃvÀ£ÀzÀ ¥ÀjZÀAiÀÄ ªÀiË®åUÀ¼ÀÄ such personalities ªÀÄÄqÀÄ¥ÁVj¹zÀ
Introducing a The values that we can adopt in EvÀgÀ «zÁéA¸ÀgÀ §UÉÎ
Introducing a
personality who our life by the study of their life w½zÀÄPÉƼÀÄîªÀÅzÀÄ
Personality who
dedicated the life for dedicated the life for history To know about
the cause and the the cause of Kannada other personalities
language and regional and scholars who
protection of
culture dedicated their life
Kannada language,
for the cause and
the regional culture,
improvement of
etc.
Kannada language
and regional culture

4

11 urÉÉMüUhÉÉÌSÌuÉpÉÉaÉÈ 12
ªÁåPÀgÀt«¨sÁUÀB
Grammar- Revision of
I PU Grammar
declensions, sandhi,
Lakaras, samasa,
Kridanta, Taddhita,
Active Voice, Passive
Voice and Impersonal
Voice, letter writing,
composing a story
with the given
hint,Comprehension
12 AprÉÉxÉmÉÑxiÉMüqÉç 12
C¨sÁå¸À¥ÀŸÀÛPÀA
Work Book
ªÁåPÀgÀtzÀ ««zsÀ
CA±ÀUÀ¼ÁzÀ ¸ÀA¢ü, ¸ÀªÀiÁ¸À,
±À§ÝUÀ¼ÀÄ,®PÁgÀ, ¥ÀæAiÉÆÃUÀ,
25 C®APÁgÀ, bÀAzÀ¸ÀÄìUÀ¼À §¼ÀPÉ
ºÉÃUÉA§ÄzÀ£ÀÄß
GzÁºÀgÀuÉUÀ¼À ªÀÄÆ®PÀ
vÉÆÃj¸ÀĪÀÅzÀÄ
The usage of
grammatical aspects
such as Sandhi,
Samasa, declensions,
lakaras, figures of
speech, active voice,
passive voice and
impersonal voices,
different metres in
chandas through
suitable examples
D£Àé¬ÄPÀ ªÁåPÀgÀuÁA±ÀUÀ¼À
¥ÀjZÀAiÀÄ
Introducing the aspects
15 of functional grammar
°AUÀ «¨sÀQÛ ªÀZÀ£ÀUÀ¼ÀÄ, ¸ÀA¸ÀÌöÈvÀ ªÁPÀågÀZÀ£É, °AUÀ F CA±ÀUÀ¼À£ÀÄß
®PÁgÀ¥ÀÅgÀĵÀªÀZÀ£ÀUÀ¼ÀÄ- ¸ÀA¢üUÀ¼À£ÀÄß «¨sÀQÛ ªÀZÀ£ÀUÀ¼ÀÄ, ¸ÀA¨sÁµÀuÉAiÀÄ°è,
©r¸ÀĪÀÅzÀÄ- ¸ÉÃj¸ÀĪÀÅzÀÄ,«UÀæºÀªÁPÀå- ®PÁgÀ¥ÀÅgÀĵÀªÀZÀ£ÀUÀ¼À£ÀÄß ¨sÁµÁAvÀgÀzÀ°è,
¸ÀªÀĸÀÛ¥ÀzÀUÀ¼À£ÀÄß ªÀiÁqÀĪÀÅzÀÄ, ¥ÀæAiÉÆÃUÀ UÀÄgÀÄw¸ÀĪÀÅzÀÄ, CxÀðUÀæºÀtzÀ°è
§zÀ¯ÁªÀuÉ, CxÀðUÀæºÀt, ¨sÁµÁAvÀgÀ, ¸ÀA¢ü¸ÀªÀiÁ¸ÀUÀ¼À ¥ÀæAiÉÆÃUÀ, C¼ÀªÀr¸ÀĪÀ ¥ÀæAiÀÄvÀß
ªÀÄÄAvÁzÀªÀÅUÀ¼À ¸ÀjAiÀiÁzÀ PÀ°PÉ ¥ÀæAiÉÆÃUÀ §zÀ¯ÁªÀuÉ Method of adopting
Proper lerning of changing the ªÀÄÄAvÁzÀªÀÅ these aspects in
voice, comprehension, letter Framing sentences in conversation,
writing, translation of passages Sanskrit, rcognising the translation,
from kannada / English to words grammatically, comprehension, etc.
Sanskrit etc. usage of sandhis and
samasas, changing the
voice etc.
C¨sÁå¸À¥ÀŸÀÛPÀzÀ°ègÀĪÀ C¨sÁå¸ÀUÀ¼À C¨sÁå¸À¥ÀŸÀÛPÀzÀ°ègÀĪÀ ¸ÀgÀ¼À ¸ÀA¸ÀÌöÈvÀzÀ°è
ªÁåPÀgÀuÁA±ÀUÀ¼À PÀ°PÉ C¨sÁå¸ÀUÀ¼À ¥Àæ±ÉßUÀ¼À£ÀÄß zÉÆõÀgÀ»vÀªÁzÀ
To learn the grammatical aspects GvÀÛj¸ÀĪÀÅzÀÄ ¸ÀA¨sÁµÀuÉ
given in the work book To exercise the work To converse in
book simple Sanskrit
language without
mistakes