Summary - This is Jody’s Fawn Notes | Study English Class 8 - Class 8

Class 8: Summary - This is Jody’s Fawn Notes | Study English Class 8 - Class 8

The document Summary - This is Jody’s Fawn Notes | Study English Class 8 - Class 8 is a part of the Class 8 Course English Class 8.
All you need of Class 8 at this link: Class 8

In this story, Jody’s father is bitten by a rattlesnake. He quickly kills a doe and uses its heart and liver to draw out the poison. Jody wonders what will happen to the little fawn left without its mother.

Jody could not forget the incident. He loved the little fawn. His father, Penny lay in bed. Jody enquired after his health. Penny said he had escaped death narrowly. He felt proud of his son for his help. He owed his life to the she-deer or the doe whom he had killed to press out the snake poison in his body.

Jody was worried about the little fawn. He wanted to find the fawn and bring it home. Penny allowed the boy to save the little animal. It would be ungrateful to leave the fawn to starve. Doc Wilson also supported Jody.

Jody decided to go to the forest with Mill-wheel in search of the fawn. He hoped to be back home for dinner. The two rode out. Jody had a vague idea of the place where his father had been bitten by the snake. The bushes there were thick. So he proposed to go on foot. The twigs under his feet creaked and broke the silence.

Suddenly he saw a large vulture like bird flying into the air. Soon he found that many birds were feeding on the dead body of the doe. He threw his stick at them to keep them away. The incident had occurred only 24 hours ago. He went round but did not find the fawn. Even the footprints on the grass had been washed away in the rain.

Just then he was startled to see the fawn lifting its face. It was shaking. Jody walked upto it and put his arms around its body. Its skin was soft and clean. It did not kick, nor bleat. He saved its face from the thorny plants. He picked it up and  walked as fast as he could until he came to the intersection with the road home.  When tired, he set it down and rested for a while. He again carried it on his arms to some distance.  Finally, he reached home and took the fawn into his father’s room. Penny was glad to see it. Jody gave it milk to drink. He dipped his fingers into the milk and let it suck. Then it drank off the last drop of milk. Jody was happy now.

Notes For the Teacher

  • A story about a child’s emotional preoccupation with the fawn whose mother had to be killed to save his father’s life. The story highlights values such as compassion and justice, care and concern for human and animal life.
  • Spend some time on a discussion about ‘home remedies’ for commonplace health problems/ailments. Should we see a doctor about every little thing, or should we talk to the grandmother first?
  • The growing concern about preservation of environment and protection of animal life has gone a long way in persuading schools to refrain from dissecting animals for experiment. Elicit children’s comments on the issue and on the law that punishes humans for hurting animals.
  • Activity 1 under working with language is about reporting questions – yes/no and wh-questions. The use of ‘if/whether’ in the case of yes/no type questions should be explicitly explained. Devise separate exercises for teaching the use of ‘if/whether’, the appropriate reporting verb, the changes in pronominals in the reported speech and the sequence of tenses.
    Here is a simple exercise to exemplify some of these points.
    Choose the correct word to complete statements in indirect speech given below. Write words in the blanks given.
    (a) “Where do you come from?” I ___________(said/asked) him where ______________ (he/ you) come from.
    (b) “What is your name?” He asked me what ____________ (my/his) name. (is/was)
    (c) “Are you happy?” I asked him ______________ (if/whether) he _____________ (is/was) happy.
    (d) “Do you live here?” He asked me ___________ (whether/if) I ____________ (live/ lived) ___________ (here/there).
    (e) “Why are you crying?” The teacher asked the child ______________ (if/why) she _____ (is/was/were) crying.
    Here is another exercise.
    Read the following dialogue between Jody and his father. Rewrite their conversation in indirect speech.
    Penny lay quiet, staring at the ceiling.
    “Boy, you’ve got me hemmed in.”
    “It won’t take much to raise the fawn.
    It will soon start eating leaves.”
    “You are smarter than boys of your age.”
    “We took its mother, and it wasn’t to blame.”
    “It seems ungrateful to leave it to starve.”
    Begin like this:
    Penny lay quiet staring at the ceiling. He said to Jody that ______________________________________________. Jody replied that it wouldn’t _________________________ 
  • Activity 2 under working with language deals with transitive and intransitive verbs.
    Ask children to underline the direct object in the following sentences.
    He brought me a colourful umbrella.
    I will write a letter to him.
    You should give yourself a chance.
  • Activity 3 under writing may be linked with the first task covering home remedies under ‘Before you read,’ It will be useful to take it up separately also.
The document Summary - This is Jody’s Fawn Notes | Study English Class 8 - Class 8 is a part of the Class 8 Course English Class 8.
All you need of Class 8 at this link: Class 8

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