Beehive Unit 2

8/9/2019 Beehive Unit 2

1/10


2/10

254

Unit

Forma

tiveAssessmentTheSoundofMusic

l

l

Criteria for Marking:

l

l

l

Feedback:

l

l

Task: 2

Objective:

Task:

MCQs

Each group will complete the above table with the gathered information.

On the basis of the notes made, each student will write a paragraph on one of the

persons listed in the table.

Word Limit: 150 words.

Content rich, relevant 2 marks

Language accurate, cohesive 2 mark

Presentation original, effective 1 mark

Some of the paragraphs could be read out and edited.

This task may form part of the portfolio.

To enable the students to comprehend the text.

MCQs

1. '. she felt the vibrations of the approaching train'. It means that

a. Evelyn was fond of listening to the sounds of trains.

b. Evelyn could only make out the arrival of the train through vibrations.

c. the train was making a lot of noise as it approached the platform.d. Evelyn could not see the approaching train and so relied on the noise it was making

to know its arrival.

2. Evelyn concealed her growing deafness from friends and teachers because

a. she was afraid of getting punished.

b. she was too proud to reveal her handicap.

c. she did not want to be ridiculed.

d. she thought it was not a serious matter.

Skill Area: Reading; While Reading

Time: One Period


3/10

255

2UniUn

FormativeAssessmentThe

SoundofMusic

3. 'Everything suddenly looked black' when

a. a serious nerve damage was discovered.

b. Evelyn's parents took her to a specialist.c. Evelyn was fitted with hearing aids and sent to a school for the deaf.

d. Evelyn could not play the piano.

4. Evelyn took to percussion instruments because

a. she was very fond of 'rhythm'- based music.

b. she could feel the vibrations through different parts of her body.

c. she began her serious practice with a xylophone.

d. percussionist Ron Forbes spotted her potential.

5. 'My speech is clear because I could hear till I was eleven', says Evelyn. It suggests that

a. she learnt speaking after her eleventh year.

b. a person cannot learn speaking if born deaf.

c. her speech was not clear before she attained the age of eleven.

d. practice is necessary to achieve clarity in speech.

6. Evelyn removes her shoes while performing because:

a. that is the way she shows her respect to music

b. she feels uncomfortable in her shoes on a stage.

c. she cannot walk properly on a stage with her shoes on.

d. she has to feel the resonance of music flowing into her body.

7. Evelyn expresses music beautifully because:

a. she has mastered some thousand instruments.

b. she does not hear what she plays and hence is spontaneous.

c. she feels the music more deeply through her entire body than other musicians.

d. she gives regular concerts and so gets a lot of practice.

8. Evelyn also displays social commitment by:

a. giving free concerts in prisons and hospitals.

b. giving priority for young musicians.

c. being an example for deaf children.

d. giving enormous pleasure to millions of people.


4/10

256

Unit

FormativeAssessmentThe

SoundofMusic

Criteria for Assessment:-

l

l

Feedback

l

l

Task: 3

Task:

Procedure: l

l

l

l

l

l

l

l

l

Criteria for Marking:

l

l

l

Feedback:

l

l

mark for each correct answers.

Answer:

1-b 2-b 3-c 4-b 5-b 6-d 7-c 8-a.Peer Assessment.

On the basis of the answers the teacher could revise the lesson.

Where necessary, the students could be advised to revisit the lesson.

Students will collect information about their favourite singers and speak on

them for a minute each explaining why they like them.

Students will be divided into groups.

Each group will discuss among themselves who their favourite singers are.

They will collect information on the following:

Names of the singers.

Famous songs

Any details about the singers, like their childhood, teachers etc.

Achievements/ awards.

Why they like them

Each student will speak for a minute on her/ his favourite singer.

Content Relevant, rich 2 marks

Language Accurate, Cohesive 2 marksPresentation Effective intonation and body language 1 mark

Some of the errors made by the students could be put up on the blackboard and

discussed.

The teacher could encourage self assessment by a few students.

Skill Area: Speaking Post Reading

Time: 2 periods


5/10

257

2UniUn

FormativeAsse

ssmentWind

Wind

SKILL AREA -

WHILE -

ASSESMENT

l

l

l

THINKING / SPEAKING

READING; TASK 1

Symbol : A thing (could be an object, person, situation or action), which stands for something

else, more abstract: The teacher should not reveal this to students. To be revealed only after

the task is completed.

Relevance

Originality of interpretation

Effectiveness of expression.

The task may be assessed for three marks - one for each of the assessment criteria.

TIME

20MIN-

preperation time

15-20

MIN-

speaking

time

AIM

To explore symbolism by

comparisons.

To enable the learners to

think imaginatively and

creatively helping them to

search for symbolism.

To develop the speaking

skill of students through a

game.

PROCEDURE

1. Give students the following examples

1.1 Our flag is the symbol of our country.

1.2 A Lion is a symbol of leadership.

1.3 A Tree is a symbol of life,.

2. Ask students if they find such a symbol in

2.1 Road not taken

2.2 Wind

3. Expected answers would be

3.1 Roads - choices

3.2 Wind - difficulties

4. Students would then be given certainpointers. They have to draw and presenttheir own thoughts regarding the symbols.

Symbols What do they stand for?

Bleeding trees

Choking earth

A woman in chains

A skeleton smoking acigarette


6/10

258

Unit

FormativeAss

essmentWind

SKILL AREA -

WHILE-READING -

Material required -

LISTENING/ WRITING

TASK 2

Text of the poem

TIME

15MIN-

reading

time

10-15

MIN.

Question

time

AIM

To test the students'

listening & speaking skill.

PROCEDURE

1. Ask one student to read the poem aloud.

2. Teacher should check basic understanding

by asking simple questions.

3. Ask students if they have noticed that

certain words are repeated. Write them on

the blackboard.

a) Don'tb) You

c) Crumbling

d) Wind

e) Let's

4. Get one more student to read slowly. Divide

students into groups. Ask students to write

sentences beginning with the above words

to bring out the theme of the poem.

Expected answers are:

a) Don't break the shutters of the windows. Don'tscatter the papers. Don't throw down the books

on the shelf.

b) You threw them all down. You tore the pages of

the books .You brought rain again. You are very

clever at poking fun at weaklings.

c) Crumbling houses, crumbling doors, crumbling

rafters, crumbling wood, crumbling bodies,

crumbling lives, crumbling hearts.

d) Wind; come softly, the wind god winnows and

crushes them all, the wind blows out weak

fires.

e) Let's build strong homes, let's joint the doors

firmly.

5. Monitor students while they discuss and

write. Conduct a board rush. Giving teams

marks may make the process more

competitive.


7/10

259

2UniUn

FormativeAsse

ssmentWind

ASSESSMENT

Follow up:

l

l

l

SKILL AREA -

POST-READING -

This task may be assessed for 4 marks, one mark for each correct answer. Errors in

language may be overlooked. Teacher may put up the answers on the blackboard and resort

to peer correction. (The first part of this task need not be graded)

Ask some students to read out their answers.

Invite comments from others.

Summarise.

WRITING/SPEAKING

TASK 3

TIME AIM PROCEDURE

6. Write on the board 4 questions, which thestudents are expected to answer. Answersare to be made from points put up on theboard. Teacher is to help only if studentsfind it difficult to answer. Give all studentsa chance.

7. Questions are:

a) What does the poet request the wind to do?

b) What does the poet accuse the wind of doing?

c) What does the wind destroy?

d) What should we do to make the wind our friend?

TIME

05MIN-

writing

time

15-20

MIN-

speakin

g time

AIM

To ident i f y whether

students have understood

the key areas of the lessontaught.

To enhance their skill at

identifying appropriate

words/phrases.

PROCEDURE

1. Divide the students into teams as per theirseating arrangement.

2. Make slips of the following words.

Pleadings

Weaklings.

Firm body.

Frail houses.

Weak body.


8/10

260

Unit

FormativeAss

essmentWind

This task need not be assessed.

Ask a few students to explain the action of the wind on the basis of the activity conducted.

Draw the attention of the students to the shift in the way in which wind is addressed in the

poem.

Link it to the theme.

Follow up:

l

l

l

TIME AIM PROCEDURE

Strong Houses.

Weak fire.

Strong fires.

Firmly joined doors.

3. Number the slips according to team

numbers.

4. Conduct a board rush (divide the board into

two section: 'Wind is not friendly' and 'Wind

is friendly') and ask teams to stick slips onthe board. The team, which finishes first,

wins.

5. Once put on the board, the students should

speak out sentences.

6. Teachers should drive home the point that

words are key points.


9/10

261

2UniUn

FormativeAsse

ssmentWind

SKILL AREA -

POST-READING -

Material required -

Work sheet

READING / WRITING

TASK 4

Worksheet

'Wind' is a symbolic poem just like the poem 'The Road not Taken'. Poems can be read just for

the pleasure of their rhyme or for their literal meaning. However, poems can have a deeper

meaning than the obvious one it shows. Certain readers can also fall into a trap, if they go

hunting for meanings where there are none.

Sometimes under an able teacher a student finds more pleasure in tracking down symbols and

figurative meanings. It is like a treasure hunt. Poems develop an alter ego or twin. In simple

words, what appears to be a simple poem of travelling on a forest road develops into a poem

discussing the choices of life. Similarly, the wind can be compared to the difficulties we face in

life. Strong people face difficulties bravely while weak people are broken.

TIME

15MIN-

reading

time

10-15

MIN.

Questio

n time

AIM

To check whether the

students have

comprehended the poem.

PROCEDURE

1. Ask students to attempt the worksheetindividually.

1.Poetry should be read for_______

a) Pleasure only.

b) Understanding only.c) Pleasure and understanding, both.

d) Scoring good marks in examination.

2.Wind stands for____

a) Opportunities.

b) Difficulties.c) Mistakes.

d) Struggle.


10/10

262

Unit

FormativeAss

essmentWind

Assessment:

Follow UP:

l

l

May be marked out of 5 marks: One mark for each correct answer. Peer

correction could be followed:

Answers: Q 1) (C)

Q 2) (b)

Q 3) (c)

Q 4) (c)Q 5) (c)

Review the answers quickly and clear any doubts that students may have.

Encourage a few students to give reasons for the answers they have given.

3. He won't do what you tell him'-this

line suggests that

a) the wind is disobedient

b) we should not make requests to

any one.

c) difficulties and troubles do not

listen to pleadings.

d) the wind has a will of its own.

4. we can infer from the poem that we

grow stronger

a) when we exercise and develop a

strong body.

b) when we build strong homes.

c) when we face challenges in life

with courage and confidence.

d) when we make the wind our

friend.

5. This poem is included in your bookbecause-

a) it is simple and easy to

understand.

b) it is translated from Tamil

language.

c) it deals with an important truth

about life.

d) it is about one of the five

elements of nature.

Date post:	29-May-2018
Category:	Documents
Upload:	virensandhu
View:	243 times
Download:	1 times

Beehive Unit 2

Documents