323

888Unit Unit

Fo

rma

tive

Asse

ssm

en

t –

Re

ach

fo

r th

e T

op

TASK 1

PRE-READING

SKILL AREA -THINKING / SPEAKING

Reach for the Top

TIME

05MIN-

thinking

time

15-20

MIN-

speaking

time

AIM

To enable the students to

discuss their ideas in groups

a n d e x p r e s s t h e m

individually.

To encourage students to

speak without a written text

in hand.

To enable the students to

understand the word idol,

the importance of hard work

and sacrifices required to

become famous or the best in

a field.

PROCEDURE

1. Divide students into groups of 5-6.

2. Tell them to think of one sporting idol. Tell

them to think of one sacrifice they may

have made to reach the top.

3. The teacher may, if he/she deems fit, give

pointers like; (these may be pure guesswork

by students)

a) Time spent with the family.

b) Diet

c) Entertainment.

4. Ask students individually to speak a

sentence each.

ASSESSMENT

Content

Relevant to the

pointer given.

Fluency

The sentence is

constructed

properly.

Appropriate linking/

words are used.

Accuracy

Language is free

from errors.

Appropriate words/

phrases are used.

Correct intonation

and pronunciation.

Creativity

Originality

324

888Unit Unit

Fo

rma

tive

Asse

ssm

en

t –

Re

ach

fo

r th

e T

op

The five-point grading scale is given below

Most indicators (7) 5

Many indicators (6) 4

Some indicators (5) 3

A few indicators (4) 2

Very few indicators (less than 4) 1

1. Collect some material on sporting icons (Sachin Tendulkar, P.T. Usha, Roger Federer,

Vishwanathan Anand, Sania Mirza, Saina Nehwal)

2. Distribute them among groups of students.

3. Have a class discussion on sacrifices made and challenges faced by them.

Follow up

TASK 2

POST-READING:

SKILL AREA - WRITING/SPEAKING

TIME

15-

20MIN-

writing

time

20-25

MIN-

speakin

g time

AIM

To identify whether students

have understood the key

areas of the lesson taught.

To enhance their skill at

identifying appropriate

words/phrases.

PROCEDURE

1. Divide the students into teams as per their seating arrangement.

2. The teacher should divide the board into the

following columns:

SANTOSH YADAV

Her Family Her Her Her Her

background rebellion education mountaineering achievements

skills and awards

3. Ask students to mark in their books or note

down as many points as possible based on

the above pointers.

325

888Unit Unit

Fo

rma

tive

Asse

ssm

en

t –

Re

ach

fo

r th

e T

op

TIME AIM PROCEDURE

4. Some Expected Answers:Her Family Her Her Her Her

background rebellion education mountaineering achievements

skills and awards

Born in

Joniyaw

as

,Rewari,

Haryana

.

Parents

were

rich

landown

ers.

Followe

d village

custom.

Sent her

to

village

school.

Wanted

her to

marry at

16 .

Wore shorts, not Indian dresses.

Quietly fought the system.

Threatened parents. No education, no marriage.

Left home. Enrolled in a Delhi school.

When

parents

refused

money,

she

decided

to work

part

time.

Enrolled

in a

Delhi

school.

Wishing

always

to

study a

bit

more.

Joined

Maharani

college,

Jaipur.

stayed in

Kasturba

hostel

Saved

money

and

enrolled

in a

course

at

Uttarkas

hi Nehru

institute

of

mounta-

ine-ering

Remarkable

resistance to

cold &

altitude.

Iron will,

physical

toughness,

an amazing

mental

toughness.

Climbing

skill, concern

for others.

Desire to

work with

others

1992

Everest

mission,

saved

Mohan

Singh by

sharing

oxygen.

Youngest

woman to

climb the

Everest

1993 Indo-

Nepalese

Women's

Expedition.

Only

woman in

the world

to have

climbed

Everest

twice.

Awarded

the

Padmashree

.

5. Once the points are written on the

blackboard the students may be asked

questions based on the above like

a) Why was Santosh called a rebel?

b) How do you know Santosh had conservative

parents?

6. Scoreboard may be maintained to encourage

interest.

326

888Unit Unit

Fo

rma

tive

Asse

ssm

en

t –

Re

ach

fo

r th

e T

op

The five-point grading scale is given below

Most indicators (7) 5

Many indicators (6) 4

Some indicators (5) 3

A few indicators (4) 2

Very few indicators (less than 4) 1

Poster showing pollution of Everest.

ASSESMENT

TASK 3

POST-READING:

Material required:

SKILL AREA - READING / SPEAKING

Content

Relevant to the lesson.

Key areas have been

understood.

Language

Word/phrase identified

correctly

Clearly expressed

Group work

Helpful with peer group.

Shares ideas.

Pro-active.

TIME

20MIN-

reading

&

writing

time

25-35MIN

Speaking

time

AIM

To check whether the

students are able to analyse

posters and come up with a

perception of their own.

PROCEDURE

1. The teacher has to provide the poster given below to the students. One may be given to each pair or group.

2. Ask them to discuss the given poster in

pairs / groups.

3. Ask them to make a presentation about

(Take help from your science teacher/

internet/books)

a) Garbage on the mountain is an environmental

disaster.

b) Why I think Santosh is a fervent Environmentalist

c) Conclusions I have reached and possible

solutions.

327

888Unit Unit

Fo

rma

tive

Asse

ssm

en

t –

Re

ach

fo

r th

e T

op

328

888Unit Unit

Fo

rma

tive

Asse

ssm

en

t –

Re

ach

fo

r th

e T

op

TASK 1

PRE-READING;

ASSESSMENT

l

l

l

Follow up

SKILL AREA -THINKING / SPEAKING

The task may be assessed for three marks-one for each of the following

Relevance of ideas 1 mark

Linking of ideas 1 mark

Clarity of expression 1 mark

1. Discuss and review the answers given by the students on the basis of relevance and

accuracy.

2. Ask a few students to give their answers again.

TIME

15MIN-

thinking

time

20-25

MIN-

speaking

time

AIM

To ensure that students use

the skill of prediction.

To encourage students to

speak without any written

text in hand.

PROCEDURE

1. Write down the following on the board.

Siberian born girl

Started tennis lessons at the age of

nine in USA

Separated from family

Hard work

Took just four years to become world

number one.

2. Ask students to speak 1-2 sentences using

the above words.

l

l

l

l

l

329

888Unit Unit

Fo

rma

tive

Asse

ssm

en

t –

Re

ach

fo

r th

e T

op

TASK 2

PRE-READING;

SKILL AREA -LISTENING/SPEAKING

TIME

15MIN-

Discussion

20-25

MIN-

speaking

time

AIM

To ensure that students use

the skill of listening for

framing proper arguments

to support their point of

view.

To encourage students to

speak without any written

text in hand.

PROCEDURE

1. Put up the following topic on the blackboard.

When children are encouraged to excel in

sports and games, they lose their childhood.

2. Divide the class into six groups. Three groups

will speak for the proposition and three

against.

3. Ask students to discuss the proposition in

their respective groups and make notes.

4. Ask two students from each group to

present their arguments in 3 minutes each.

5. Alternate the speakers: one for and the next

against the proposition and so on.

6. If you feel that the students need help, some

pointers may be given

FOR

Parental pressure

No time to spend with

friends

Strict discipline in regard

to diet, practice etc

Little time for

entertainment

Physical and emotional

fatigue

Studies are affected

AGAINST

Only those with interest

and ability enter sports

and games

They enjoy training and

practice

Big rewards

Can still find time for

friends and

entertainment

Sports and games foster

discipline needed for

success in life

Ph y s i c a l w e l l - b e i n g

enhances performance at

school

330

888Unit Unit

Fo

rma

tive

Asse

ssm

en

t –

Re

ach

fo

r th

e T

op

ASSESSMENT

Fluency

Sentences are

constructed

properly.

Appropriate words/

phrases are used.

Accuracy

Language is free

from errors.

Appropriate linking

words are used.

Correct intonation

and pronunciation.

Creativity

Originality

Good examples

Content

Relevant to the

task given.

Appropriate

arguments to

support the

motion.

The five-point grading scale is given below

Most indicators (8-9) 5

Many indicators (6-7) 4

Some indicators (4-5) 3

A few indicators (3) 2

Very few indicators (less than 3) 1

After the presentation ask the class to give their comments

Give your observations on the ideas presented, language and body language.

Though only two students from each group will present the views of their group, marks may

be awarded for the entire group because all the students have been involved in the activity.

Care may be taken to provide opportunities for other students to make presentations in

subsequent tasks.

Follow up

l

l

l

331

888Unit Unit

Fo

rma

tive

Asse

ssm

en

t –

Re

ach

fo

r th

e T

op

TASK 3

POST-READING;

SKILL AREA -SPEAKING (visual)

TIME

15MIN-

thinking

time

20-25

MIN-

speaking

time

AIM

To encourage students to

speak fluently.

PROCEDURE

1. Ask students to look at the pictures.

(The teacher may collect pictures of different

sports and games and use them for this activity.)

Task:

Keeping in mind the lessons you have read

answer the following questions

a) Which sport would you like to take up?

b) Why do you prefer that sport?

c) What equipment and facilities would you need?

2. The teacher may have an open house.

ASSESMENT

Fluency

There is a smooth

flow of ideas

Appropriate linking

words are used.

Accuracy

Language is free

from errors.

Appropriate words/

phrases are used.

Correct intonation

and pronunciation.

Creativity

Convincing reasons.

Content

Relevant to the

questions asked.

332

888Unit Unit

Fo

rma

tive

Asse

ssm

en

t –

Re

ach

fo

r th

e T

op

The five-point grading scale is given below

Most indicators (7) 5

Many indicators (6) 4

Some indicators (5) 3

A few indicators (4) 2

Very few indicators (less than 3) 1

Have a class discussion on the sports and games facilities available to the students.

Have a brief discussion on other areas that are open for children to excel in today's world.

List some of the errors made by the students on the blackboard and guide the class to

correct them.

1. Ask the students to read the lesson again silently

2. Read out the MCQ's (or distribute the worksheet) and ask the students to note down their

option for each question.

3. Peer correction (Read out the correct answer and ask the students to mark the answers of

their peers)

Choose the option that you consider correct for each of the following:

1. Maria Sharapova learnt 'that tennis excellence would only come at a price' when

a. she was denied her tenth birthday celebration.

b. her father had to leave for work to keep her tennis-training going.

c. she was separated from her mother.

d. she was forced to tidy up her room and clean it.

2. 'When you come from nothing and you have nothing, then it makes you very hungry

and determined'. What this sentence means is that

a. only poor people can excel in sports and games

b. often difficult circumstances act as a motivation to excel in sports and games.

c. to succeed in sports and games one should go on a strict diet.

d. even if we are hungry, we should not lose our determination to excel.

Follow up

l

l

l

Skill Area: Reading

Post Reading: Task - 4.

Time - 10 minutes

Aim - Global and Local Comprehension

Procedure

l

333

888Unit Unit

Fo

rma

tive

Asse

ssm

en

t –

Re

ach

fo

r th

e T

op

3. Maria Sharapova did not mind tidying up the room and cleaning it because

a. she was very particular about cleanliness

b. she used the experience to become tougher mentaly

c. she wanted to maintain good relations with her room mates.

d. she was used to humiliation and insults.

4. 'Maria Sharapova cannot be pigeon - holed or categorized' - this sentence implies that

a. she is fond of pigeons and other birds.

b. She is like a bird, wishing to fly to new heights.

c. She is very strong willed and motivated and has a distinct personality.

d. she has different and often contrasting aspects to her personality.

One mark for each correct answer. Teacher could read out the correct answers and ask the

students to mark the answers of their peers.

Discuss the answers and clear doubts of students.

Where necessary, encourage students to revisit the lesson for a better understanding of

the lesson.

Assessment:

Answers: (1) c (2) b (3) b (4) d.

Follow up:

l

l

The Snake Trying

Task: 1

Time:

Task:

Procedure:

l

l

l

l

Skill Area: Speaking; Pre Reading

One period.

The teacher will ask the students to discuss the following topic in groups and make a

brief presentation.

Snakes - Facts and Myths.

The students will be divided into groups.

They will discuss the topic and make notes.

One representative from each group will make a presentation.

If the teacher feels that the class may need some help, the following points may be given:

334

888Unit Unit

Fo

rma

tive

Asse

ssm

en

t –

Th

e S

na

ke

Try

ing

Facts

All snake are not poisonous

Snakes are shy creatures and avoid

humans

Snakes bite a human only when they are

disturbed.

l

l

l

Myths

Snakes are evil and they take revenge.

Snakes have supernatural powers.

Snakes carry precious stones in their

heads

Snakes take different forms.

Snakes can chase humans to kill

l

l

l

l

l

Criteria for Assessment:

l

l

l

Feedback:

l

Task: 2

Time:

Task:

The task could be assessed for 5 marks on the basis of the following criteria:

Content Relevant, rich 2 marks

Language Accurate, cohesive 2 marks

Presentation Effective with proper 1 mark

intonation

The theme of the poem could be linked to the presentations.

One period.

Read the poem Green Snake and answer the following MCQ's:

1. The narrator does not want to kill the snake because

a. it is a baby snake

b. it is a green snake

c. it is not poisonous

d. it is only two hands long.

2. Mother wants the snake killed because

a. the snake will harm people who walk by

b. she does not want to be blamed

c. she knows that it is poisonous

d. she dislikes snakes

3. The snake must have been resting because

a. it is lying under a slab quietly

b. it has recently fed on a frog

Skill Area: Reading and Appreciation; While Reading

335

888Unit Unit

Fo

rma

tive

Asse

ssm

en

t –

Th

e S

na

ke

Try

ing

c. it is too young and small to move

d. it has been hurt by a stone

4. Father kills the snake because

a. mother wants the snake killed

b. the snake can bite and kill humans

c. he holds traditional ideas about the snake

d. he can easily chase and flatten it.

Assessment : One mark for each correct answer

Answers : 1 - C, 2 - b, 3 - b, 4 - C

One period

Read the poem 'The Snake Trying' and answer the questions given below:

1. 'Sudden curvings of thin long body' - this expression suggests the snake's

a. ability to bend its body in many places

b. fast slithering movement

c. capacity for coiling into a ball

d. desire to escape

2.There is only one snake but the poem talks of many 'shapes'. This shows that

a. a snake can assume different shapes

b. while in movement, a snake appears to be taking many beautiful shapes.

c. a snake has magical powers and can change its form at will.

d. the poet is imaginative and is able to appreciate the beauty of the snake.

3. The snake is harmless even to children because

a. it is lying unobserved

b. it is small and green

c. it is non poisonous

d. it is gliding through the water

4. The reeds resemble the snake in that both are

a. thin and green

b. supple and slim

c. found in the water

d. beautiful and graceful

Task: 3

Time:

Task:

Skill Area: Reading and Appreciation; While/ Post Reading

336

888Unit Unit

Fo

rma

tive

Asse

ssm

en

t –

Th

e S

na

ke

Try

ing

5. The expression 'pursuing stick' suggests that

a. a stick is following the snake

b. a race is on between a stick and the snake

c. someone is chasing the snake away

d. children are playing with a stick on the shores of the rivers.

One mark for each correct answer.

(Answer :)

1-b; 2-b; 3-c; 4-a; 5-c

Peer Correction

The teacher could ask the students to compare both the poems for the following:

1. Theme

2. Narrator's attitude

3. Use of language

4. Imagery

5. Ending

One period

Write a short poem on any one of the following:

Crab, Scorpion, Spider, Bee

The class is divided into groups. Each group can select any one of the creatures and

discuss the theme. They could also list out expressions to be used in the poem.

After the discussion students will individually write a poem.

The poem could be assessed for 5 marks on the following criteria:

Relevance and richness of the content 2 marks

Imagery and poetic use of language 2 marks

Accuracy and coherence 1 mark

Some of the poems could be read out and commented upon.

Students may be encouraged to illustrate their poems.

It can form a part of the portfolio.

Criteria for Assessment:

l

l

Feedback:

l

Task: 4

Time:

Task:

Procedure:

l

l

Criteria for Assessment:

l

l

l

Feedback:

l

l

l

Skill Area: Creative Writing; Post Reading