English · Class 9

Active learning ideas

Author's Perspective in Travelogues

Active learning helps students grasp the subtle differences between facts and opinions in travelogues because they see firsthand how language choices shape meaning. When students analyse texts together, they internalise critical reading strategies that go beyond memorisation of definitions.

• CBSE Learning Outcomes
• CBSE: Kathmandu - Class 9

• 20–40 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 35 min · Small Groups

Inquiry Circle: The Fact-Opinion Sort

Give groups a set of 20 sentences from a travelogue. They must sort them into 'Provable Facts' and 'Author's Opinions'. For each opinion, they must identify the 'signal word' (e.g., 'beautiful', 'seemed', 'I felt') that gave it away.

Differentiate between objective reporting and subjective interpretation in the 'Kathmandu' text.

Facilitation Tip

During the Fact-Opinion Sort, ask students to circle every adjective or adverb as potential opinion markers before classifying the sentence.

What to look for

Pose this question to the class: 'The author states, 'Kathmandu is a city of contrasts.' What specific examples from the text support this as an objective observation, and where does the author's personal feeling or interpretation come through?' Encourage students to cite specific phrases.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Simulation Game
• 40 min · Pairs

Simulation Game: The Bias Detective

Students read two short accounts of the same event (e.g., a school sports day) written from two different perspectives. They must work in pairs to find 'opinion words' that show how each writer's bias changed the 'story' of the facts.

Assess how the author's background might influence their perspective on Nepalese culture.

Facilitation Tip

For the Bias Detective, provide a short video clip of a famous landmark so students practise spotting perspective without relying on prior knowledge.

What to look for

Provide students with two short, contrasting descriptions of a market scene in Kathmandu, one from 'Kathmandu' and a hypothetical one. Ask them to identify one sentence in each that reveals the author's perspective and explain how it differs.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 03

• Think-Pair-Share
• 20 min · Pairs

Think-Pair-Share: Reporting the Truth

Students take an opinion ('The movie was boring') and try to turn it into a reported fact ('Many students stated they found the movie slow'). They share with a partner how the change in 'reporting verbs' alters the objectivity of the statement.

Predict how a different author might describe Kathmandu based on a different cultural lens.

Facilitation Tip

In Reporting the Truth, assign roles like ‘fact-checker’ and ‘opinion tracker’ to ensure every pair contributes meaningfully to the discussion.

What to look for

Ask students to write down one aspect of Nepalese culture mentioned in 'Kathmandu' and then briefly explain how the author's background might have influenced their description of it. They should also suggest one alternative interpretation another author might have offered.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Experienced teachers approach this topic by shifting the focus from abstract definitions to concrete text analysis. They avoid spending too much time on theory and instead immerse students in authentic travelogue excerpts, modelling how to question the author’s intent. Research shows that guided practice in small groups builds confidence faster than worksheets or lectures alone.

By the end of these activities, students will confidently identify linguistic markers of opinion and distinguish them from factual statements. They will also articulate how an author’s background shapes their narrative, using clear evidence from the text.

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Watch Out for These Misconceptions

• During the Fact-Opinion Sort, watch for students who classify all descriptive language as opinions without considering whether it can be verified.

  Use the sorting cards to model how some adjectives, like ‘tallest tower in Kathmandu’, are facts while others, like ‘magically beautiful’, reveal personal feeling. Ask students to verify each claim against the text.

• During the Bias Detective, students may assume opinions are incorrect and discard them entirely.

  Have students list the opinions first, then discuss why they add value. For example, ‘The author’s excitement makes the scene vivid’ shows how informed opinions enrich travel writing.

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Methods used in this brief

• Inquiry Circle
• Simulation Game
• Think-Pair-Share