Formative Assesemnt Task-ENGLISH

FORMATIVE ASSESSMENT TASK English Communicative- Literature Reader CLASS IX Poetry - LORD ULLIN’S DAUGHTER TASK- I- Recitation Learning Outcomes: At the end of the tasks the learners will be able to 1. Listen and appreciate the poem. 2. Discuss its theme, tone, mood, style, literary devices and values in the poem. 3. Develop their listening and speaking skills by sharing their reactions in pairs and to the class. Teacher will play the tape recording of the poem or do model reading of the poem to the class and learners will listen. The students may be asked to read the poem aloud along with the tape and try to copy the rhythm of the taperecording. If tape is not available learners may do loud reading in pairs or silent reading individually. Post-listening: Teacher will ask learners about their reactions to the poem, its rhymes, rhythm, different scenes, imageries, characters, theme, style and poetic devices etc. Pair- work: Teacher will ask the learners to discuss their reactions and thought about poem in pairs and any association they could make to it. She will encourage the learners that there are no right and wrong answers- this is about responding to literature and to language. Also tell them to discuss values in the poem. She will invite pairs for presentations and summarize the same. Task-II: Composing/Changing genre At the end of the tasks the learners will be able to

1. Write a story creatively with the basic plot of the poem. 2. Write script/story board creatively for TV serial with the basic plot of the poem. 3. Compose a poem on the basic theme of the poem. 4. Collect critical appreciation of poet’s other works and compare it with his contemporary British poets. 5. Develop IT skills while collecting information on British poets from 1777-1844. Group work: Divide the class into four groups. Ask one group to write a story on basic plot of the poem and group two will script play for TV serial. Group three will compose a poem with the basic plot of poem and group four will collect information on critical appreciation of Thomas Campbell’s works and compare it with the works of his contemporary British poets. Poetry - LORD ULLIN’S DAUGHTER CLASS IX Poetry - LORD ULLIN’S DAUGHTER TASK-DRAMATISATION Learners will be first reciting the poem. Then they shall form groups so as to develop their own scenes and then write the dialogues. Then the scene will be enacted. READING SKILL (Reciting the Poem) Expected learning outcomes: The learners will be able to 1. Recite the poem with proper speed, expression and tone. 2. Recite the poem with correct pronunciation, rhythm and intonation. Criteria of assessment: The learners were able to 1. Recite the poem with proper intonation. 2. Pronounce new words correctly.

WRITING SKILLS (Dialogue writing) Expected learning outcomes: The learners will be able to 1. Comprehend the characters and write appropriate dialogues. 2. Write grammatically correct dialogues. Criteria of Assessment: The learners were able to 1. Write dialogues with accuracy and fluency. 2. Write the dialogues creatively. SPEAKING SKILLS (enacting the scene) Expected learning outcomes: The learners will be able to 1. Speak the dialogues with confidence and correct diction. 2. Speak the dialogues conveying the mood of the characters. Criteria of assessment: The learners were able to 1. Deliver the dialogues confidently. 2. Empathize with the character and delivered dialogues with feelings 3. Develop their emotional skills 4. Develop their thinking skills LISTENING SKILLS (while enacting the scene) Expected learning outcomes: The learners will be able to 1. Listen and understand the characters 2. Form opinions about the characters according to the situation presented. Criteria of assessment: The learners were able to 1. Critically analyze the character. 2. Understand the theme, tone and style of poem. 3. Appreciate the genre

FORMATIVE ASSESSMENT TASK English Communicative- MCB TASK: PROJECT- CHILDREN AND TV Activities: Survey & Debate Survey: Teacher will brainstorm the learners on kinds of questions they would like to ask the learners of class X and XII while conducting survey on TV viewing. Then she will form groups and ask children to create questionnaires. After conducting the survey learners will be asked to compile, interpret the data and share the findings with the class. Learning Outcomes: Survey At the end of the tasks the learners will be able to • Develop their speaking skills and vocabulary related to the topic of survey. • Develop their writing ability by developing a questionnaire for survey. • Develop their interpersonal skills by conducting the survey. • Collect, compile and interpret the data and share it with the class. Criteria of Assessment: Survey At the end of the task were the learners able to • Use vocabulary related to the topic of survey. • Develop questionnaire for the survey. • Conduct the survey confidently. • Compile, interpret the data and share it with the class.

Debate After the conduct of the survey teacher will ask the groups to write a debate on the motion ‘TV viewing is harmful for children’ on the basis of their findings. Learning Outcomes: Debate At the end of the task the learners will be able to • Compose a debate creatively. • Present their ideas confidently with complete understanding of the concept.

Criteria of Assessment Debate At the end of the task the learners were able to • Compose a debate with accuracy and fluency. • Express their ideas clearly. • Respond to the questions put up by the other groups. • Draw an appropriate conclusion from the topic

FORMATIVE ASSESSMENT TASK – ENGLISH SECTION - A A.

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C: Task: Group-discussion- This is a group task. Divide the class into four groups. Ask the groups to choose their leaders, select one of the topics given below and discuss it among the group members to present the ideas to the class. 1. T.V. viewing is harmful for children. 2. Home work should be abolished. 3. Junk food leads to poor health. 4. Gadgets have made us their slave. D. Expected Learning Outcomes/Assessment Expectation. The learners will be able to • Relate to the theme. • Organize their ideas and thoughts coherently. • Co-ordinate with each member of the team/group. • Put their points across lucidly. E.

F. 1. 2. 3. 4.

Skill Learnt and Assessed 1. Art of communication. 2. Clarity of speech. 3. Organization of thoughts and ideas. Criteria of Assessment Content Communication- Effectiveness Confidence Creativity

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Presentation SECTION – B G.

What does the overall evaluation reveal? 1. Feedback for Teachers. • The learners were able to grasp the content. • The tasks were suitable to learners’ linguistic range. • The learners added to their language ability. • The learners were able to understand the tasks successfully with the help of the cues given. • They found the tasks interesting 2.

Feedback for Students. Individual feedback would be given to the learners on the basis of their levels of attainments during the task.

H. Summary of Diagnosis Though reasons for low level achievements in a task will vary from learner to learner but some common identified gaps could be - limited vocabulary and unsatisfactory organizational skills wherein learners are usually unable to organize their thoughts and ideas. I. Suggestions for remedial work, if any. In above cases learners should be encouraged to learn five new words daily related textual material and current topics. Students should be asked to read an article from newspaper with proper pause and stress on weekly basis. J. Additional Assignments and Enrichment Material for Gifted Children. Collect newspaper clips, surf net and other resource should be found out and communicated to the learners. CLASS IX TOPIC- PENDULUM

TASK-GROUP DISCUSSION-GIVING A DIFFERENT END TO THE STORY After the story has been read out the learners will be asked to form groups of ten and then they will discuss and write down a different and creative end to the story. LISTENING SKILLS (During Group Discussion) Expected learning outcomes: The learners will be able to 1. Listen for specific information. 2. Distinguish main points from supporting details. 3. Criteria of assessment: The learners were able to 1. Listen and understand the main points. 2. Attentive during the group discussion. SPEAKING SKILL (During Group Discussion) Expected learning outcomes: The learners will be able to 1. Speak fluently with confidence. 2. Express and share the ideas within the group. Criteria of assessment: The learners were able to 1. Speak fluently with confidence. 2. Express the feelings of the characters. READING SKILL-(Silent Reading) Expected learning outcomes: The learners will be able to 1. Identify the basic plot of the story. 2. Think of giving a different and creative end to the story. Criteria of assessment: The learners were able to 1. Identify the basic plot of the story. 2. Think of giving a different and creative end to the story. WRITING SKILL (Writing a different end to the story Expected learning outcomes: The learners will be able to 1. Write creative end with grammatically correct English. 2. Write a different and creative end to the story. Criteria of assessment: The learners were able to 1. Write fluent and correct English. 2. Give an appropriate end to the story.

FORMATIVE ASSESSMENT TASK – ENGLISH a. READING b. WRITING c. SPEAKING d. LISTENING SECTION - A A.

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Task: READING (group activity)

- Literature

Read and compare the characters or situations in any one story written by any one of the following authors: a) Guy De Maupassant e.g.’ Mrs. Packletide’s Tiger b) O’Henry e.g. The Gift of The Magi c) Rabindra Nath Tagore e.g.Cabuliwallah OR Read an unseen passage, teacher provides an unfamiliar passage for reading on current issue) Choose passages from newspapers, magazines and the books other than the text book. The learners will be divided into groups of ten and each group will be given a choice to pick any one out of the three authors and read stories written by them. D

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Expected Learning Outcomes: The learners will be able to • enhance knowledge and understanding of the text • develop contextual vocabulary. • analyze the characters in the story • develop interest in reading SKILLS: • Reading skills • Vocabulary skills.

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• Presentation skills. CRITERIA OF ASSESSMENT: The learners were able to • Explain the text • Appreciate the ideas. • Make out the meanings of difficult words. • Analyze and express opinion about the characters of story.

Task- II A.

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Lesson: Sports and Games

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TASK: WRITING (Project work) Topic: SPORTS (group activity

(10 marks)

Teacher will brainstorm learners on kinds of questions they will ask learners’ of classes from VII to XI while conducting survey on their favourite sports. Then she will form groups to develop questionnaire and format a table to collect data. After conducting the survey learners will compile and interpret the data and share the findings with the class Learning Outcomes: At the end of the task the learners will be able to 1. Develop their speaking skills while interacting on the issues covered in a survey. 2. Develop their writing ability by preparing a questionnaire for survey and writing the report. 3. Develop their interpersonal skills by conducting the survey. 4. Collect, compile and interpret the data and share it with the class. Create a magazine (group activity) Teacher will brainstorm learners on the format and content of sports magazine and then form groups to discuss and divide the following tasks among the group members. • Appoint a magazine editor

• Select 5-6 items e.g. poem, story, article, cartoons, interviews etc. • Design cover page D Expected Learning Outcomes: At the end of this task the learners will be able to • Develop their creative writing skills. • enhance their expression • use their knowledge and understanding of sports • plan and organize the ideas coherently • surf net and develop IT skills. E

SKILLS: • writing skills • presentation skills • creative skills F Criteria of Assessment: At the end of this task the learners were able to • collect and present relevant content • explain the topic adequately • Communicate the ideas effectively and confidently. • Present the magazine creatively II) Assignment Informal letter writing: Write a letter to your cousin in U.S sharing your happiness that you will not be having board exams next year.(for developing writing skills) III A. B. C.

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Lesson: The Pendulum’ TASK SPEAKING I) Quiz with reference to ‘The Pendulum’ II) Conversation in group considering ‘Reported Speech’ III) An Open Class Discussion on any current issue such as Road Rage &Commonwealth Games etc. D Expected Learning Outcomes: At the end of these tasks the learners will be able to

• interact with each other and use the language. • Respond correctly • Converse in groups and share their findings to the class. • enhance their conversational skills • build their self-confidence. • express and exchange their views with others. E SKILLS: • conversational skills • speech F Criteria of Assessment: At the end of the tasks the learners were be able to • give correct responses. • express relevant ideas. • Enhance communication skills. • give chance others to speak. • Interact confidently. IV A. Class: IX B. Lesson: - Listening C. TASK- Dictation from an unfamiliar text according to the level of the learners. The learners will write the text dictated and then exchange with their peers for correction. (Content, spellings and punctuation will be assessed.) Expected Learning Outcomes: At the end of the task the learners will be able to • Listen carefully to take correct dictation. • Assess their peers work. • Increase their writing speed. SKILLS Learnt: • spelling skills • punctuation skills • peer assessment ability. Criteria of Assessment: At the end of the task the learners were able to • to punctuate the content correctly

• Assess their peers work. • increase their writing speed. Tasks: 1) Listening to a story or an article. 2) Listening to a radio talk in the class. This would be followed by oral comprehension identifying new words, structures and interpreting the ideas. D Expected Learning Outcomes: At the end of the tasks the learners will be able to • Understand and comprehend the content read out. • Pronounce the new words correctly. • Develop vocabulary E SKILLS: • Listening comprehension skills. F Criteria of Assessment: At the end of the task the learners were able to • Explain the main idea of story/ radio talk etc. • Pronounce the new words correctly. • Develop vocabulary

Designing Formative Assessment Tasks MCB- A- P. T. Usha – The Golden Girl The learners are asked to identify which of the listed sports they know. This is followed by a discussion in class to understand the extent of learners’ knowledge regarding the sports. (Skills covered Speaking) As a follow up to this, the learners can be divided into groups (row-wise, maybe) and each row can be assigned a set of games to create a collage on the class boards – winter sports, water sports, indoor sports. ( skills covered speaking, writing and presentation skills). Alternately, they could be asked to gather information regarding the popularity of games in countries and states and rules of games. They can create classroom displays with the information gathered. (skills covered, speaking, reading & writing).

After reading the profile of P. T. Usha, and attempting tasks on it, they could be made to listen to the profile of a contemporary sports person – Sania Mirza, Saina Nehrul or Dhoni and asked to arrive at an understanding of the features of profile – writing. Further, they can collect profiles/create profiles of their favorite sports persons; they could be made to write their own profiles too. (Skill covered : Listening, Reading & Writing Debate on: Women rarely excel in sports. Other related topics for debate could be: India can be a leading sports power of the world. India must bid for hosting Olympics. ( Speaking and Reading skills ). Learners could imagine they are interviewing a famous sports personality for their school magazine. They could list questions they would like to ask them? (Grammar/Writing) IDEA FOR PROJECTS • As a follow up, the learners could be asked to undertake a sports survey e.g. Why cricket is so popular in the country? in groups and make a presentation. • They could be asked to create display boards on unusual sports/Olympics/ commonwealth game. •

They could be asked to create a lay out for the sports section of a newspaper in groups.

FORMATIVE ASSESSMENT TASK – ENGLISH SECTION - A A.

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Task: Dramatization.

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- The Necklace – by Gay De Maupassant

Assign learners roles of different characters as per the scenes given below and ask them to write their own scripts/dialogues in consultation with their partners in the play. Various Scenes Scene -1: à Mr. and Mrs. Loisel à 2 Students Meeting at dinner – Invitation – Discussion – The party Dress – Jewellary Scene -2: à Mrs. Loisel and Mrs. Forestier – 2 Students Meeting – Selection of Jewellary Scene -3: à Party Scene – 6 Students Mrs. Loisel – Mr. & Mrs. Ministers-Guests. Introduction – Dance - Enjoyment. Scene -4: à Mr. & Mrs. Loisel – 2 Students After party – Loss of Necklace – Search Plan – Return of the Necklace. Scene -5: à After 10 years – 1 Student Madame Loisel – Soliloquy Compare – past & Present Scene -6: à Meeting Mrs. Forestier in Park – 2 Students. Revelation of the Truth & her Feelings. After the scripts are ready learners will be asked to enact the play with simple props in the class. D.

Expected Learning Outcomes: At the end of the task the learners will be able to: 1. Understand, interpret and evaluate the characters in a literary text. 2. Understand, interpret and evaluate the basic plot and theme in the text. 3. have group discussion and then class discussion after the enactment for better understanding

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Skills Learnt 1. Analytical skills 2. Writing ability 3. Communication Skill 4. Narration 5. Dialogue delivery 6. Presentation skills 7. Observational skills

Criteria of Assessment At the end of the task the learners were able to: • Play the assigned roles effectively. • Understand the basic plot/theme of the story. • Critically reflect on the enactment and developed critical appreciation of the literary piece.

FORMATIVE ASSESSMENT TASK CLASS - IX MCB Unit - Mystery

- ENGLISH

Speaking skills: – A discussion will be held in the class regarding the films based on extraterrestrial beings e.g. ET, Men in Black, I am legend, War of the Worlds etc. Interesting news items with an element of mystery will be collected and a news-reading activity will be organised in the class. Listening skills: A quiz will be prepared, based on the news activity already done in the class. A five- minute skit will be presented by groups of six students each, based on the news item selected for the news reading. Reading skills: The text in the unit, Mystery will be read by the students silently. The students will be divided into groups of six. Each group will frame about ten MCQs from the text allotted to them. These Qs will be answered by other groups and marks will be awarded by the peers for each correct answer.

Writing skills: Students will be asked to complete a story. The beginning of the story will be given by the teacher. It will be about an encounter with an alien or can have room for mystery. ProjectStudents will be asked to make a project based on the unsolved mysteries of the world. They will collect information and pictures on any of the following• Bermuda Triangle • Loch Ness Monster • Solomon Islands • Yeti • Inca Treasure • Pyramids of Egypt • Nazca Drawings

FORMATIVE ASSESSMENT TASK ENGLISH CLASS IX Poem- The Road not Taken by Robert Frost Reading skills: Learners will be asked to read the poem silently. MCQs will be framed and asked by the teacher in order to explain the mood, theme and poetic devices of the poem and the meaning of the difficult/new words and phrases.

Listening & Speaking Skills: Learners will divide themselves in groups of six. Each group will take interviews of any two persons regarding their choice of careers, reasons for choosing them, the circumstances and factors affecting their decisions, the level of contentment etc. Mock interviews will be done in the class by the groups. Learners will be asked to watch the film titled- ‘THE PURSUIT OF HAPPYNESS’. A panel discussion will be conducted regarding the attempts of the protagonist and his journey to his goal.

Writing skills: Learners will attempt different kinds of questions (mcq, short answerquestions, essay type etc) to evaluate their level of understanding. They will be asked to write an article on the need of positive support and understanding by the parents when a child reaches the critical stage of making the right choice for their careers. A letter to the editor expressing concern over the mushrooming of coaching institutes which not only misguide the young minds but also ruin their careers by tempting them to follow the rat-race.

PROJECT- Trace the life of any celebrity who has refused to travel the beaten path and found sufficient contentment and happiness in the choice made. Highlight the milestones in their journey towards the goal. Learners will select on their own or from the given personalities- Kiran Bedi, Robert Frost, Viswanathan Anand, Lila Seth.

Criteria of assessment for various Tasks SPEECH •Relevance of content. •Fluency •Originality •Expressions •Confidence

DEBATE •Content knowledge •Examples cited •Dictation •Body language •Confidence

STORY TELLING •Relevance of theme •Development of plot •Relevance of Appropriacy of the language used.

POETRY – RECITATION

•Pronunciation •Stress and intonation •Memory

QUIZ •Content knowledge •Prompters •Level of discipline displayed Confidence.

EXTEMPORE •Content knowledge •Example chosen •Appropriacy of mood •Confidence