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LANGUAGE

&
LITERATURE
Suggested Annual Planner
Beehive Moments
Prose Poetry
FA 1 April-May 1. The Fun They 1. The Road 1. The Lost Child
Weightage 10% Had Not Taken 2. The Adventure
2. The Sound of 2. Wind of Toto
Music 3. Rain on the 3. Ishwaran the
Roof Story Teller.
FA 2 July-August 3. The Little Girl 4. The Lake 4. In the
Weightage 10% 4. A Truly Isle of Kingdom of
Beautiful Mind Innisfree Fools
5. The Snake and 5. A Legend 5. The Happy
the Mirror of the Prince.
Norhtland
September SA 1 WILL COVER ALL THE UNITS INCLUDED FOR FA 1
Weightage: 20% AND FA 2
FA 3 October – 6. My Childhood 6. No Men are 6. Weathering the
December 7. Packing Foreign Storm in
Weightage 10% 8. Reach for the 7. The Duck Ersama
Top and the 7. The Last Leaf
Kangaroo 8. A House is
8. On Killing Not a Home.
a Tree.
FA 4 January – 9. The Bond of 9. The Snake 9. The Accidental
February Love Trying Tourist
Weightage 10% 10. Kathmandu 10. A Slumber 10. The Beggar
11. If I were You did my
Spirit Seal
SA 2 (March) SA 2 WILL COVER ALL THE UNITS INCLUDED FOR FA 3
Weightage 40% AND FA 4
Important note
• It is recommended that teachers choose the formative tasks and number of tasks per unit or chapter
judiciously so as to cover a variety of skills and learning objectives.
• It is not necessary that all the tasks suggested for each chapter/unit be conducted in class and nor is
it necessary for all tasks/activities to be assessed or marked. However, students should be aware of
the activities/tasks which will be considered for assessment.
• Activities should be built into the teaching-learning process and be a seamless part of the classroom
process.
• The Formative Assessments should be based on both the books
• The Formative tasks should take into account the four skills-Listening, Speaking, Reading and
Writing.
• The marks for each task may be decided by the teachers, however, the weightage for each
Formative Assessment should be calculated for 10%.
• The Summative 1 will cover all the Units taught in the First Term and the Summative 2 will cover all
the Units taught in the Second Term.
• The skills listening, speaking, reading and writing and activities on grammar are common for both
Communicative and Language and Literature cources, hence have not been repeated.
beehive
FORMATIVE ASSESSMENT
Unit

The Fun They Had 1

Formative Assessment – The Fun They Had


Task: 1
Skill Area – Speaking, Pre Reading
Time – One Period

Objective: 1.To introduce the lesson and its main theme.


2. To enable the students to express their views in speaking.
3. To make the students reflect on their schools.

Task: Students will list the things which they like most and the things which they
would like to change in their school giving reasons and suggestions.

Procedure: lTeacher asks the students to discuss the task in pairs.


? lThen the students complete the following table:

Things I like most Why Things I would How


like to change

lUsing the notes they have prepared, the students will present their views to
the class very briefly. One student could speak on what he/ she likes best
and his/ her partner could speak on the changes suggested.
Criteria for Marking:

Content Fluency/ Accuracy Originality Creativity


Exhibits relevant Very fluent and Originality of Expresses views
and rich content effective ideas about the school
presentation with an open
mind
Ideas are Uses Justifies the Uses a rich
interlinked in an grammatically points vocabulary
effective manner correct language convincingly

235
Unit

1 Content
Content is
organized in an
appropriate
sequence
Fluency/ Accuracy
Ideas are
arranged logically
Originality Creativity

Doesn't rely on
guesses.
Formative Assessment – The Fun They Had

Five Point Grading Scale:


The Teacher will follow the five point grading scale, given as under:-

No. of Indicators Value Point

Most indicators (10-11) 5


Many indicators (7-9) 4
Some indictors (5-6) 3
A few indicators (3-4) 2
Very few indicators (less than three) 1

Feed back:
lThe teacher could ask the students to arrange the ideas in a logical sequence.
lThe teacher may guide students to present their views in an analytical manner.

Task: 2
Skill Area: Speaking, While Reading
Time: One Period

Objectives: lTo motivate learners to present their views and opinion.

lTo make learners exhibit leadership skills.


lTo assess their analytical skill and communication ability.

Task: Group Discussion on the Topic

Technology in Education can never substitute/replace the teacher.

Procedure: i. The teacher will define the topic by putting the following outline on the
blackboard.

236
Unit
a. Use of technology in education-
→ Uses of computer, OHP, LCD Projector and other mechanical devices for
learning .
→ Use VCDs and DVDs
→ Use of soft wares
→ Education through internet (On line Education)
1
b. Role of Teacher-

Formative Assessment – The Fun They Had


→ Teacher as a facilitator of learning.
→ Teacher may utilize the technology to make the learning process more
authentic and result oriented.
→ Teacher has a specific role in education system.

ii. The teacher will simply provide the general information. She/ He will not
try to impose his/ her own views or opinion on the students in any way.

iii. The class will be divided into groups of 5-10 students per group, subject to
the strength of the class and sitting capacity/arrangement of the
classroom.

iv. The students will be allowed to discuss the topic within their group for five
minutes. One leader from each group would come up with the group's ideas
in order to represent his/ her respective group in the main group discussion.

v. Either the teacher may shift the students to the hall with round table sitting
arrangement where all the participants can be accommodated facing one
another or a suitable seating arrangement can be made within the
classroom situation to create a conducive environment for sharing of ideas.

vi. Only the group leader will participate in the main group discussion.

vii.When the discussion is on the teacher will monitor and observe the
participating students' performance individually using the following
checklist:-

lDoes the student exhibit leadership quality? Yes/ No


lDoes the student exhibit communication ability? Yes/ No
lDoes the student have the knowledge of content? Yes /No
lDoes the student put forth views in an organized manner? Yes/ No
lDoes the student show respect to the peer group? Yes/ No
lDoes the student exhibit appropriate body language,
gestures adequately while interacting? Yes/ No
lDoes the student raise relevant points? Yes/ No

237
Unit

1 (viii)

l
The teacher may introduce the following phrases which are useful to
present the argument in the group discussion –
Friends, May I please have your attention for a few seconds _________ I
agree with __________________________________________________
In my opinion ________________________________________________
I fail to understand why _______________________________________
Formative Assessment – The Fun They Had

lI whole heartedly support/oppose the view that _________________


lMy worthy friend has submitted that ___________________________
lOn the contrary _____________________________________________
lI firmly reject ______________________________________________
lI have a doubt ______________________________________________
lFriends, I agree with the views expressed by _____________________

Criteria for Making

Content Fluency/ Accuracy Originality Creativity

Exhibits highly Very fluent Originality of Uses idiomatic


relevant and Presentation ideas language
rich content

Ideas are Participates in Uses pauses Uses rich


interlinked in an the discussion stress and vocabulary
effective manner with ease intonation to
make
presentation
effective

Describes how Responds to Innovative Uses wit and


technology can situation Presentation humor in a
better be utilized appropriately creative manner.
in education and accurately

238
Unit
Five Point Grading Scale:

The teacher will follow the five point grading scale given as under:-

No. of Indicators Value Point


1
Most indicators (10-12) 5

Formative Assessment – The Fun They Had


Many indicators (7-9) 4
Some indicators (5-6) 3
A few indicators (3-4) 2
Very few indicators (less than three) 1

Feed Back:
lThe teacher may guide students to put their views in an analytical manner and show their
ability to motivate and influence others.
lThe teacher may point out that group discussion is a type of formal argument on a
particular topic. The participants should argue in a friendly manner without losing temper,
shouting, condemning or using trite remarks.

Task: 3

Skill Area: Reading, While Reading Task

Time: 25 minutes

Objective: lTo make the learners comprehend the unit

lTo help the learners in self assessment on the basis of reading and
comprehending the unit.

Task: lMCQ's

Procedure: lThe class will be divided into groups. Each group will comprise maximum
5 students.

lEach group will be assigned one extract from the book for intensive reading
within the span of 5-7 minutes.

lEach student will read silently the assigned extract from the book
individually.

239
Unit

1 l

l
The teacher will allocate each group a set of MCQs based on the assigned
extract.

Each group will be given three minutes to discuss the possible answers.

Each member of the group would attempt the questions individually on the
provided answer sheet.
Formative Assessment – The Fun They Had

lWhile the process is on, the teacher will monitor and observe.

lThe teacher will check whether all the individuals have answered all the
MCQs.

lAll the groups will be given the list of correct answers in order to self
evaluate individually by the group members.

lThe leaders of the group will collect the self evaluated answer sheets from
their group members and hand them over to the teacher.

lAfter the groups have completed the worksheet, the teacher may ask the
students to do all the worksheets on their own to ensure that the entire
lesson is covered by every student.

GROUP – 1 and 4
Reference to the context-
Margie even wrote………..”School”. (Page No. 5 & 6)

Q- 1. Margie's grandfather once said when he was a little boy, his grandfather had told
him there was a time –
(a) when all stories were printed on paper.
(b) when all stories were printed on plastic.
(c) when all stories would flash on computer screen.
(d) when there was no pen and paper.

Q- 2. It was awfully funny –


(a) to read words printed in a book.
(b) to read words on a screen.
(c) to study.
(d) to jump and play in the evening.

240
Unit
Q- 3. About his television screen Tommy said that
(a) there were more than a million movies to watch on it
(b) there were more than a million books on it.
(c) it was too huge to manage.
(d) it was full of knowledge.
1
Q- 4. The book was about-

Formative Assessment – The Fun They Had


a) Television set.
b) Attic.
c) Printing press.
d) School.

Q-5. Tommy said “What a waste.” He meant-


a) Printing a book was a costly affair as it contained many pages.
b) Once we are through with a book, we throw it away.
c) A book does not include many stories or subjects.
d) A book cannot be reused.

Q. 6. What was the age of Tommy and Margie-


(a) 19 and 16 years respectively.
(b) 14 and 12 years respectively.
(c) 13 and 11 years respectively.
(d) 16 and 12 years respectively.

Q. 7. Margie wrote in her diary that-


(a) Digital book is a real book.
(b) Tommy found his computer.
(c) Tommy found a real book.
(d) Tommy found a story on the computer screen.

Q. 8. 'Real book' stands for-


(a) The computer
(b) Printed book
(c) Digital diary
(d) Television screen.

Answers: 1-a 2-a 3-b 4-d 5-b 6-c 7-c 8-b

241
Unit

1 GROUP 2 and 5

Reference to the context


Margie was-------- they had a teacher (page no. 6&7).

Q. 1. The county Inspector was-


Formative Assessment – The Fun They Had

(a) A robot
(b) A round little man with a red face.
(c) A teacher
(d) A computer

Q. 2. The country inspector had with him-


(a) Test papers
(b) A whole box of tools with dials and wires
(c) A computer with a big screen
(d) Nothing

Q. 3. What did the inspector do after he had finished his work?


(a) The inspector took the teacher with him.
(b) The inspector was scornful and left the teacher as it was.
(c) He smiled and patted Margie's head.
(d) He took the money and went away.

Q. 4. What did he say to Mrs. Jones?


(a) That he could not repair the teacher.
(b) It was Margie's fault.
(c) That it was not the little girl's fault.
(d) That he would have to take the teacher with him.

Q. 5. How was Margie's progress?


(a) Very Bad (b) Very slow
(c) Quite satisfactory (d) Extremely good

Q. 6. Margie was disappointed because-


(a) She had been hoping that the inspector would take the teacher away altogether.
(b) She had been hoping that the inspector would not be able to put it together.
(c) She had been hoping that the inspector would damage the teacher.
(d) She had been hoping that she would have a new teacher.

242
Unit
Q. 7. What part of the mechanical teacher did Margie hate most?
(a) Its big screen
(b) The questions that it asked.
(c) The slot where she had to put home work and test papers
(d) Nothing
1
Q. 8. He smiled at Margie and gave her an apple. It means that

Formative Assessment – The Fun They Had


(a) The county inspector appreciated Margie.
(b) He had an apple orchard.
(c) He liked apples very much.
(d) He saw that Margie was hungry.

Answers: 1-b 2-b 3-c 4-c 5-c 6-a 7-c 8-a

GROUP No. 3 and 6

Reference to the Context-


But My Mother……….. The Fun they had. (Page No. 8 and 9).

Q. 1. “A teacher has to be adjusted to fit the mind of each boy and girl he
teaches….”. This means that-
(a) Every individual has his own abilities and qualities.
(b) Each boy and girl should be taught separately.
(c) A teacher should teach according to the ability of the child.
(d) A teacher should fit into the mind of the learner.

Q. 2. When Margie was reminded of her school by her mother, why did she say, 'Not yet,
Mamma?
(a) She wanted to read the book some more.
(b) She wanted to complete her home work.
(c) She wanted to rest.
(d) She wanted to go out with Tommy.

Q. 3. 'Margie! School'. Margie's mother reminded Margie that


(a) the school bus had arrived
(b) it was time for Margie to start her lessons.
(c) the mechanical teacher was waiting for Margie.
(d) the school was calling Margie.

243
Unit

1 Q. 4. 'Can I read the book some more with you after school?' It shows that-
(a) Margie wanted to show the book to her friends.
(b) Margie was eager to know more about the schools in the olden time.
(c) Reading a printed book was fun
(d) Margie wanted to use the book to complete her homework.
Formative Assessment – The Fun They Had

Q. 5. Where was Margie's school room?


(a) Near her house
(b) In her house, right next to her bedroom
(c) In the school building
(d) Right Next to the kitchen.

Q. 6. Did Margie have classmates?


(a) Yes. But very few.
(b) Yes. Only two.
(c) No, not at all.
(d) Yes. A lot.

Q. 7. 'She was thinking about the old schools they had when her grandfather's grandfather
was a little boy. All the kids from the whole neighborhood came, laughing and shouting,
in the schoolyard……………'.
This shows that-
(a) Margie was happy not to have such a kind of school.
(b) She was missing the fun in the company of classmates.
(c) She did not like to laugh and shout while in school.
(d) She thought that her grandfather's grandfather was unfortunate to study in such
a school.

Q. 8. Who was waiting for Margie in her schoolroom-?


(a) Her mother
(b) Her mechanical teacher
(c) Her classmates
(d)Tommy

Answer: 1-c 2-a 3-b 4-b 5-b 6-c 7-b 8-b

244
Unit
Criteria for Marking-

?
?
?
One mark for each correct answer.
Peer assessment
Total: 8 marks.
1

Formative Assessment – The Fun They Had


Feedback-
? The teacher may guide students to underline the main points while reading.
? Wherever students have difficulty in comprehension, the teacher could revisit those
portions of the lesson and have a brief discussion.

Task: 4
Skill Area: Speaking; Post Reading
Time: One period.

Objective : lTo give students oral practice using interrogatives.


lTo assess students on the basis of their speaking ability.

Task : lTo write the dialogues given in speech bubbles in informal language and
present them in pairs, in front of the class.

Procedure : lThe teacher will write the following dialogues, (picked from the text) on
the blackboard in speech bubbles-

How could a man


be a teacher?
Who found this
real book? What kind of
school they had all
that ago? time

Where did you find it?

Why would anyone


write about school?

What's it about?
What’s there
to write?

245
Unit

1 Because it’s not


our kind of
school.
Formative Assessment – The Fun They Had

Well, he just told the


boys and girls certain I found it.
things and gave
them homework and
asked them questions.

nothing!

In my house. About school.

They had a human


teacher.

lStudents, in pairs will discuss the dialogues and shuffle them in a proper and meaningful
sequence. Then they will rewrite it in informal language in 5-8 minutes. They may take
help from the text.
lEach pair will present the conversation in front of the class in an organised manner.
Presentation time will be one minute for each pair.
lOne participant will be Margie and the other Tommy. They would begin by greeting the
class:

Hello friends, I am Margie…………


Hello friends, I am Tommy………...

246
Unit
lThe




teacher will monitor and observe the participating students on the basis of the
following checklist-
Does the student live up to the role assigned to her/him?
Does the student have communication ability?
Does the student use proper body language while interacting?
Yes/ No
Yes/ No
Yes/ No
1

Formative Assessment – The Fun They Had


→ Is the student fluent and spontaneous? Yes/ No.

Criteria for Marking-


lRelevant content 2 marks
lGrammatically accurate 1 mark
lFluent and effective 1 mark
lAppropriate body language, intonation and use of pauses. 1 mark

Feedback-
lThe teacher may guide students to speak with proper pauses, stress and intonation.

247
Unit

1 The Road Not Taken


TASK 1
SKILL AREA -THINKING / SPEAKING
Formative Assessment – The Road Not Taken

PRE-READING;
Material required: CHALK, BLACKBOARD

TIME AIM PROCEDURE

10MIN- To enable students to 1. Make the following chart on the blackboard.


discussi share their thoughts in a To eat an apple To eat an Orange
on time group and express them in
speech. To cheat in the exam. Not to cheat in the exam.

15-20
To take Science stream To take Commerce or Arts
MIN- Encourage students to stream
speaking speak without any written
To travel by bus To travel by Metro
time text in hand.
To follow the advice of To follow the advice of
friends parents and teachers
To acquaint the students
with the word 'Choices'
2. Ask students if the above are some of the
choices that they make. Are they easy or
difficult choices?

3. The teacher should direct the discussion.


Other choices can be taken up.
4. Divide students into pairs. Tell them to
present
4.1 A choice they had to make
4.2 The decision they had taken.
4.3 It can be in a few sentences. Both
are expected to speak.

248
Unit
ASSESSMENT

Content Fluency

Relevant to the topic Free flow


Accuracy

Language is free
Creativity

Originality.
1

Formative Assessment – The Road Not Taken


of 'Choices'. from errors.

Key areas have been Appropriate linking Appropriate words/ Striking examples.
understood. words are used. phrases are used.

Clarity Correct intonation


and pronunciation.

The five-point grading scale is given below


Most indicators (9-10) 5
Many indicators (7-8) 4
Some indicators (5-6) 3
A few indicators (3-4) 2
Very few indicators (less than 3) 1

Feedback
lLink the task with the poem

249
Unit

1 PRE-READING;
TASK 2
SKILL AREA -CREATIVE TASK
Formative Assessment – The Road Not Taken

Material required: Dictionary - tell students to get their own in advance

TIME AIM PROCEDURE

10MIN- To understand the meaning 1. The following lines from the poem will be
finding of difficult words and put up on the blackboard. Important words
the phrases used in the poem. to which students should give meaning are
word to be underlined.
from the
lTwo roads diverging
dictio-
nary lYellow wood

lOne road grassy


05MIN-
discussi lOne road bending in the undergrowth
on time lOne traveller looking at both roads

30-35
MIN- 2. Students will be asked to explain the
writing underlined words/ phrases with the help
speaking of diagrams/ pictures.
time

ASSESMENT
This task needn't be graded.

250
Unit
TASK 3
SKILL AREA -POST READING

Material required: Text of Quiz


2 students conduct the quiz while the teacher monitors/observes the class from the back
1

Formative Assessment – The Road Not Taken


TIME AIM PROCEDURE

15MIN- To check whether the 1. Divide the class into groups.


Quiz students have grasped the
2. Teacher may allow books to remain open if
time key words as well as the
she/ he thinks that quiz is difficult.
underlying meaning.
3. Extra questions may be framed by the
teacher
a) One word for diverged is_____
b) Why is the wood called yellow?
c) How many roads did the traveller see?
d) Find a word closest in meaning to 'good'
in stanza 2.
e) Which road did the traveller travel on -
the one, which bent into undergrowth,
or the one, which was grassy and
wanted wear?
f) When will the poet tell the story of the
roads?
g) Why is the poet sorry?
h) Find a phrase closest in meaning to
'used' in stanza 2.
i) What did he keep for another day?
j) Which line tells us that travelling on the
road has changed the poet's life?
4. Expected answers are:
a) Separated/ branched
b) It is Autumn season
c) Two roads
d) Fair
e) The one that was grassy and wanted
wear.

251
Unit

1 TIME AIM PROCEDURE

f) Many years later (ages and ages hence)

g) He could not travel on both the roads.


h) Passing there.
i) The first road.
j) That has made all the difference.

ASSESSMENT
l The task is for 5 marks
l Award ½ mark for each correct answer

Follow up
Based on the answers of students the teacher could revisit the poem to provide greater clarity.

252

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