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8/9/2019 Beehive Unit 3
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Unit
FormativeAssessmen
tTheLittleGirl
ASSESMENT
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
Follow up
1. Link the ideas expressed with the theme of the story
2. Discuss some of the errors made by students and help them correct the errors.
Content
Relevant to the
pointers given.
Key areas have been
understood.
Fluency
The sentences are
constructed
properly.
Appropriate linking
words are used.
Features like
(i) informal
language(ii) repetition, and
paraphrasing
mixture of
sentence types
Accuracy
Language is free
from errors.
Appropriate words/
phrases are used.
Correct intonation
and pronunciation.
Creativity
Interesting
incidents
Originality of ideas
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FormativeAssessmentTheLittleGirl
TASK 2
WHILE-READING:
Assessment:
Criteria:
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SKILL AREA - WRITING/SPEAKING
The teacher may take up this task after making the students reread the story up to the 9th
paragraph.
The group work and description could be assessed together and marks given to
each group on the basis of the following criteria:
Total Marks: 5
Relevance 1
Correct interpretation of the characters of Kezia and father 2
Use of details from the story appropriately 1
Effectiveness of words/ phrases selected 1
TIME
05MIN-
discussi
on and
writing
time
15-20
MIN-
speaking
time
AIM
To understand character
from the point of view of
another character.
To express opinions with
clarity.
PROCEDURE
1. Divide the students into groups of 5-6.
2. Ask students to reread the story up to the
9th paragraph.
3. Instruct students to write down as many
words and phrases as they can to describe
the father from Kezia's point of view.
Some examples are;
a. figure to be feared and avoided.
b. terrifying to the little girl.
c. big like a giant.
d. difficult to talk to
e. strict/ cruel
4. Ask a representative from each group to
assume the role of Kezia and describe her
father.
5. Each description could be commented upon
by other groups.
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Unit
F
ormativeAssessment
TheLittleGirl
Follow up:
Task 3
POST-READING:
Material required:
RELATIONSHIP SCORING CARD
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1. A brief class discussion could be held after each group has presented its description.
2. The teacher could summarise the character sketches with the help of the class.
3. Some of the inappropriate words and phrases used to describe father could be commentedupon.
Worksheet
Here are ten statements about relationship between children and their parents. Rate them
on a scale of 0-3.Use 0 for "never," 1 for "rarely," 2 for "usually" and 3 for "almost always."
___ I spend much time alone with my father/mother.
___ I talk directly to my father/mother instead of going through other people.
___ I go to my father/ mother for advice and for comfort about personal things.
___ I share my secrets with my mother/ father.
___ I make an effort to know the needs, the likes and the dislikes of my mother/
father.
SKILL AREA READING / SPEAKING
TIME
20MIN-
reading
&
writing
time
25-35
MIN
Speaking
time
AIM
To check whether the
students are able to analyse
their own personality and
come up with a perception
of their own self.
PROCEDURE
1. The teacher has to make the worksheetclear to the students.
2. Ask them to take it as a self-evaluation tool.
3. Ask them to analyse their relationship with
their parents.
4. Tell them that they will have to speak on the
following lines:a) My relationship score
b) Why did I score this much?
c) Conclusions I have reached.
5. Distribute the given worksheet.
6. Individual work
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FormativeAssessmentTheLittleGirl
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Follow up
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TASK 4
POST-READING:
Material required (Optional):
___ I enjoy spending time with my father/ mother.
___ I like doing things with my father/mother.
___ I like to introduce my friends to my father/mother.
___ I am open and honest with my father/mother.___ I show my appreciation, love and respect for my father/mother openly.
Total up your score. It will give your relationship index out of 30 points.
21-30-you have developed a meaningful, loving, comfortable and fulfilling relationship with
your father/mother.
11-20 -you seem to be making an effort to come close to your father/mother. Try to
improve your communication with your father/mother.
1-10 -You must start doing the things listed in the quiz.
Help students connect this activity with the lesson.
You may discuss the reasons some children face problems in their relationships.
This task need not be graded.
Drawing sheet, Colours, Old newspapers/magazines.
SKILL AREA -Listening Comprehension
TIME
20-25
MIN -
drawing
30-35
MIN -
presenta
tion
AIM
Listening Comprehension
PROCEDURE
1. Ask a student to read out the followingpoem by Stefanie.
Last Chance
Stefanie
My heart aches, dad,
For the things you won't do
My soul breaks, dad,
For all that we've been through
I fear it's too late, dad,
To mend my broken heart
I'm so full of hate, dad,
I don't know where to start
8/9/2019 Beehive Unit 3
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3UniUn
Form
ativeAssessmentRainontheRoof
Rain on the Roof
TASK 1
ASSESSMENT
SKILL AREA - SPEAKING
PRE-READING;
TIME
10 MIN-
preperat
ion time
15-20
MIN-
speaking
time
AIM
To enable the learners to
think imaginatively and
creatively.
To develop the speaking
skill of students.
PROCEDURE
1. Ask students to individually think of their
mothers.
2. Write and then speak one sentence each
on the following:a) One thing you admire the most about
your mother.
b) One thing that your mother does,
which you admire.
Content
Relevant to the
pointers given.
Key areas have been
understood.
Fluency
Free flow of
speech.
Appropriate linking
words are used.
Clarity
Accuracy
Language is free
from errors.
Appropriate
words/ phrases
are used.
Correctintonation and
pronunciation.
Creativity
Originality
Details
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Unit
Form
ativeAssessmentR
ainontheRoof
The five-point grading scale is given below
Most indicators (9-10) 5
Many indicators (7-8) 4
Some indicators (5-6) 3A few indicators (3-4) 2
Very few indicators (less than 3) 1
After reading the poem the students will infer the meaning of unfamiliar words and
phrases.
TASK
SKILL AREA - WRITING
WHILE-READING:
TIME
10MIN-
discuss-
ion time
10MIN-
finding
the
word
from the
diction-
ary
20-25
MIN-
writing
time
AIM
To enable students to infer
the meanings of unfamiliar
words
PROCEDURE
1. Ask one of the students to read out thepoem.
2. Ask leading questions keeping in mind the
difficult words.
3. Re -read the poem.
4. Ask students to infer the meanings of the
following words/ phrases:
a) Humid shadows.
b) Hover
c) Starry spheres
d) Melancholy.
e) Patter & tinkle
f) Fancies.
g) Echo.
h) Recollection.
i) Refrain
j) Shingles5. Discuss the same in the class. Read the
poem once again.
6. Students will be given a worksheet to
match the words and their meanings as
they appear in the poem.
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Form
ativeAssessmentR
ainontheRoof
Worksheet
Table A
1. Humid shadows.
2. Hover.
3. Starry spheres
4. Melancholy
5. Patter and tinkle.
6. Echo.
f. Fancies.
g. Recollections.
h. Refrain.
i. Shingles.
Table B
a. Repeated sound (here of rain).
b. Float over.
c. Sad.
d. Tile or slate on roof.
e. Sound heard again (and again)
f. Sound made by water.
g. Planets and stars.
h. Memories.
i. Wishes/ Thoughts
j. Black clouds.
Expected Answers
Worksheet
Table A
1. Humid shadows.
2. Hover.
3. Starry spheres4. Melancholy
5. Patter and tinkle.
6. Echo.
7. Fancies.
8. Recollections.
9. Refrain.
10. Shingles.
Table B
j. Black clouds.
b. Float over.
g. Planets and stars.c. Sad.
f. Sound made by water.
e. Sound heard again (and again).
i. Wishes/ Thoughts.
h. Memories.
a. Repeated sound (here of rain).
in a poem
d. Tiles on roof.
ASSESSMENT
Criteria for marking
I mark for each correct answer.
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Unit
Form
ativeAssessmentRainontheRoof
TASK 3
POST-READING:
ASSESSMENT -
Criteria for marking
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Follow up
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SKILL AREA - WRITING/SPEAKING
Group Assessment for 5 marks on the following criteria:
Inclusion of all the points in the stanza 2 marks
Using the images effectively 2 marks
Effectiveness of language 1 mark
If some of the images have not been clearly understood, the teacher could initiate a
discussion.
Students could be asked to identify the lines they like most and read them out. They
could also be asked to tell why they like these lines.
TIME
05MIN-
writing
time
15-20MIN-
speaking
time
AIM
To identify whether students
have understood the key
areas of the lesson taught.
To enhance their skill inspeaking.
PROCEDURE
1. Divide the students into groups as per theirseating arrangement.
2. Allot one stanza to each group.
3. Ask the groups to discuss the stanza and
prepare notes for the following question:If the poet were to 'speak' his thoughts in
prose what would he say?
4. Ask one representative from each group to
speak the poet's thoughts, using first person
narration.
5. Other groups could give their comments
and suggestions.
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3UniUni
Form
ativeAssessmentR
ainontheRoof
TASK 4
POST-READING:
SKILL AREA - READING / WRITING
TIME
10MIN-
reading
time
20-25
MIN.Writing
AIM
To make the students
personalize the experience
they have read about.
PROCEDURE
1. Ask a student to read out the followingpoem.
Best Mom Award
http://www.poemsource.com/mother-
poems.htmlFor all the things I didn't say,
About how I felt along the way--
For the love you gave and the work you've done,
Here's appreciation from your admiring son.
You cared for me as a little tot,
When all I did was cry a lot,
And as I grew your work did too--
I ran and fell and got black and blue.
I grew some more and it didn't stop;
Now you had to become a cop,To worry about mistakes I'd make;
You kept me in line for my own sake.
I got older, and the story repeated;
You were always there whenever I needed.
You guided me and wished me the best,
I became wiser and knew I was blessed.
So, for all the times I didn't say,
The love I felt for you each day,
Mom, read this so you can always see
Just how much you mean to me.
Mom, Thanks for everything!
By Karl Fuchs
2. Ask the students to write a short letter to
their mothers expressing their love and
gratitude. The ideas contained in the poem
could be used in the letter along with their
own.
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Unit
Form
ativeAssessmentRainontheRoof
ASSESSMENT -
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The paragraph could be assessed for 5 marks on the following criteria:
Content relevant to the task 2 marks
Originality of ideas 2 marks
Effectiveness of language 1 mark