Beehive Unit 3

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


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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


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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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


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

Documents

Beehive Unit 3