BOOK UNIT 1 - hindisahityasimanchal.files.wordpress.com fileThe Snake Trying 10. A Slumber did my...
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Transcript of BOOK UNIT 1 - hindisahityasimanchal.files.wordpress.com fileThe Snake Trying 10. A Slumber did my...
LANGUAGE &
LITERATURE
Suggested Annual Planner Beehive Moments
Prose Poetry
FA 1 April-May Weightage 10%
1. The Fun They Had
2. The Sound of Music
1. The Road Not Taken
2. Wind3. Rain on the
Roof
1. The Lost Child2. The Adventure
of Toto3. Ishwaran the
Story Teller.
FA 2 July-August
Weightage 10%
3. The Little Girl4. A Truly
Beautiful Mind5. The Snake and
the Mirror
4. The Lake Isle of Innisfree
5. A Legend of the Norhtland
4. In theKingdom of Fools
5. The Happy Prince.
September Weightage: 20%
SA 1 WILL COVER ALL THE UNITS INCLUDED FOR FA 1 AND FA 2
FA 3 October – December Weightage 10%
6. My Childhood7. Packing8. Reach for the
Top
6. No Men are Foreign
7. The Duck and the Kangaroo
8. On Killing a Tree.
6. Weathering the Storm in Ersama
7. The Last Leaf 8. A House is
Not a Home.
FA 4 January – February
Weightage 10%
9. The Bond of Love
10. Kathmandu11. If I were You
9. The Snake Trying
10. A Slumber did my Spirit Seal
9. The Accidental Tourist
10. The Beggar
SA 2 (March) Weightage 40%
SA 2 WILL COVER ALL THE UNITS INCLUDED FOR FA 3 AND FA 4
Important note
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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.
beehiveFORMATIVE ASSESSMENT
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Task: 1
Objective:
Task:
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Criteria for Marking:
Skill Area – Speaking, Pre Reading
Time – One Period
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.
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.
Teacher asks the students to discuss the task in pairs.
? Then the students complete the following table:
Using 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.
Content Fluency/ Accuracy Originality Creativity
The Fun They Had
Things I like most Why Things I would like to change
How
Exhibits relevant and rich content
Very fluent and effective presentation
Originality of ideas
Expresses views about the school with an open mind
Ideas are interlinked in an effective manner
Uses grammatically correct language
Justifies the points convincingly
Uses a rich vocabulary
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Five Point Grading Scale:
Feed back:
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Objectives: l
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Task:
Technology in Education can never substitute/replace the teacher.
Procedure:
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
The teacher could ask the students to arrange the ideas in a logical sequence.
The teacher may guide students to present their views in an analytical manner.
To motivate learners to present their views and opinion.
To make learners exhibit leadership skills.
To assess their analytical skill and communication ability.
Group Discussion on the Topic
i. The teacher will define the topic by putting the following outline on the
blackboard.
Skill Area: Speaking, While Reading
Time: One Period
Content is organized in an appropriate sequence
Ideas are arranged logically
Doesn't rely on guesses.
Content Fluency/ Accuracy Originality Creativity
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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)
b. Role of Teacher-
→ 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:-
Does the student exhibit leadership quality? Yes/ No
Does the student exhibit communication ability? Yes/ No
Does the student have the knowledge of content? Yes /No
Does the student put forth views in an organized manner? Yes/ No
Does the student show respect to the peer group? Yes/ No
Does the student exhibit appropriate body language,
gestures adequately while interacting? Yes/ No
Does the student raise relevant points? Yes/ No
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(viii) 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 _______________________________________
I whole heartedly support/oppose the view that _________________
My worthy friend has submitted that ___________________________
On the contrary _____________________________________________
I firmly reject ______________________________________________
I have a doubt ______________________________________________
Friends, I agree with the views expressed by _____________________
Content Fluency/ Accuracy Originality Creativity
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Criteria for Making
Exhibits highly relevant and rich content
Ideas are interlinked in an effective manner
Describes how technology can better be utilized in education
Very fluent Presentation
Participates in the discussion with ease
Responds to situation appropriately and accurately
Originality of ideas
Uses pauses stress and intonation to make presentation effective
Innovative Presentation
Uses idiomatic language
Uses rich vocabulary
Uses wit and humor in a creative manner.
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Five Point Grading Scale:
Feed Back:
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Objective: l
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Task: l
Procedure: l
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The teacher will follow the five point grading scale given as under:-
No. of Indicators Value Point
Most indicators (10-12) 5
Many indicators (7-9) 4
Some indicators (5-6) 3
A few indicators (3-4) 2
Very few indicators (less than three) 1
The teacher may guide students to put their views in an analytical manner and show their
ability to motivate and influence others.
The 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.
To make the learners comprehend the unit
To help the learners in self assessment on the basis of reading and
comprehending the unit.
MCQ's
The class will be divided into groups. Each group will comprise maximum
5 students.
Each group will be assigned one extract from the book for intensive reading
within the span of 5-7 minutes.
Each student will read silently the assigned extract from the book
individually.
Skill Area: Reading, While Reading Task
Time: 25 minutes
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GROUP – 1 and 4
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.
While the process is on, the teacher will monitor and observe.
The teacher will check whether all the individuals have answered all the
MCQs.
All the groups will be given the list of correct answers in order to self
evaluate individually by the group members.
The leaders of the group will collect the self evaluated answer sheets from
their group members and hand them over to the teacher.
After 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.
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.
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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.
Q- 4. The book was about-
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
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GROUP 2 and 5
Reference to the context
Margie was-------- they had a teacher (page no. 6&7).
Q. 1. The county Inspector was-
(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.
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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
Q. 8. He smiled at Margie and gave her an apple. It means that
(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
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.
GROUP No. 3 and 6
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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.
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
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Criteria for Marking-
Feedback-
Task: 4
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Procedure : l
? One mark for each correct answer.
? Peer assessment
? Total: 8 marks.
? 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.
To give students oral practice using interrogatives.
To assess students on the basis of their speaking ability.
To write the dialogues given in speech bubbles in informal language and
present them in pairs, in front of the class.
The teacher will write the following dialogues, (picked from the text) on
the blackboard in speech bubbles-
Skill Area: Speaking; Post Reading
Time: One period.
How could a man be a teacher?
Why would anyone write about school?
What’s there to write?
Who found this real book?
Where did you find it?
What's it about?
What kind of school they had all that ago? time
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Students, 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.
Each pair will present the conversation in front of the class in an organised manner.
Presentation time will be one minute for each pair.
One 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………...
Because it’s not our kind of school.
Well, he just told the boys and girls certain things and gave them homework and asked them questions.
They had a human teacher.
I found it.
In my house. About school.
nothing!
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Criteria for Marking-
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Feedback-
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The 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? Yes/ No
→ Does the student have communication ability? Yes/ No
→ Does the student use proper body language while interacting? Yes/ No
→ Is the student fluent and spontaneous? Yes/ No.
Relevant content 2 marks
Grammatically accurate 1 mark
Fluent and effective 1 mark
Appropriate body language, intonation and use of pauses. 1 mark
The teacher may guide students to speak with proper pauses, stress and intonation.
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The Road Not Taken
PRE-READING;
TASK 1
SKILL AREA -THINKING / SPEAKING
Material required: CHALK, BLACKBOARD
TIME
10MIN-
discussi
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15-20
MIN-
speaking
time
AIM
To enable students to
share their thoughts in a
group and express them in
speech.
Encourage students to
speak without any written
text in hand.
To acquaint the students
with the word 'Choices'
PROCEDURE
1. Make the following chart on the blackboard.
To eat an apple To eat an Orange
To cheat in the exam. Not to cheat in the exam.
To take Science stream To take Commerce or Arts
stream
To travel by bus To travel by Metro
To follow the advice of To follow the advice of
friends parents and teachers
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.
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The five-point grading scale is given below
Feedback
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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
Link the task with the poem
ASSESSMENT
Content Fluency Accuracy Creativity
Relevant to the topic Free flow Language is free Originality.
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.
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TASK 2
SKILL AREA -CREATIVE TASK
PRE-READING;
ASSESMENT
Material required: Dictionary - tell students to get their own in advance
This task needn't be graded.
TIME
10MIN-
finding
the
word
from the
dictio-
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05MIN-
discussi
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30-35
MIN-
writing
speaking
time
AIM
To understand the meaning
of difficult words and
phrases used in the poem.
PROCEDURE
1. The following lines from the poem will be
put up on the blackboard. Important words
to which students should give meaning are
to be underlined.
Two roads diverging
Yellow wood
One road grassy
One road bending in the undergrowth
One traveller looking at both roads
2. Students will be asked to explain the
underlined words/ phrases with the help
of diagrams/ pictures.
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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
TIME
15MIN-
Quiz
time
AIM
To check whether the
students have grasped the
key words as well as the
underlying meaning.
PROCEDURE
1. Divide the class into groups.
2. Teacher may allow books to remain open if
she/ he thinks that quiz is difficult.
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.
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ASSESSMENT
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Follow up
The task is for 5 marksAward ½ mark for each correct answer
Based on the answers of students the teacher could revisit the poem to provide greater clarity.
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.
