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Unit

2 l

l
Each
On the
group will complete the above table with the gathered information.
basis of the notes made, each student will write a paragraph on one of the
persons listed in the table.

Word Limit: 150 words.


Formative Assessment – The Sound of Music

Criteria for Marking:

lContent rich, relevant 2 marks


lLanguage accurate, cohesive 2 mark
lPresentation original, effective 1 mark

Feedback:

lSome of the paragraphs could be read out and edited.


lThis task may form part of the portfolio.

Task: 2
Skill Area: Reading; While Reading
Time: One Period

Objective: To enable the students to comprehend the text.

Task: MCQs

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.
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Unit

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.
2

Formative Assessment – The Sound of Music


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.

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Unit

2 Criteria for Assessment:-


½ mark for each correct answers.
l Answer:
1-b 2-b 3-c 4-b 5-b 6-d 7-c 8-a.
l Peer Assessment.
Formative Assessment – The Sound of Music

Feedback
lOn the basis of the answers the teacher could revise the lesson.
lWhere necessary, the students could be advised to revisit the lesson.

Task: 3
Skill Area: Speaking Post Reading
Time: 2 periods

Task: Students will collect information about their favourite singers and speak on
them for a minute each explaining why they like them.

Procedure: lStudents will be divided into groups.


lEach group will discuss among themselves who their favourite singers are.
lThey will collect information on the following:
lNames of the singers.
lFamous songs
lAny details about the singers, like their childhood, teachers etc.
lAchievements/ awards.
lWhy they like them
lEach student will speak for a minute on her/ his favourite singer.

Criteria for Marking:


lContent Relevant, rich 2 marks
lLanguage Accurate, Cohesive 2 marks
lPresentation Effective intonation and body language 1 mark

Feedback:
lSome of the errors made by the students could be put up on the blackboard and
discussed.
lThe teacher could encourage self assessment by a few students.

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Unit

SKILL AREA -
WHILE -
THINKING / SPEAKING
READING; TASK 1
Wind

2
Symbol : A thing (could be an object, person, situation or action), which stands for something

Formative Assessment – Wind


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

TIME AIM PROCEDURE

20MIN- To explore symbolism by 1. Give students the following examples


preperat comparisons. 1.1 Our flag is the symbol of our country.
ion time
1.2 A Lion is a symbol of leadership.
To enable the learners to
1.3 A Tree is a symbol of life,.
15-20 think imaginatively and
MIN- creatively helping them to 2. Ask students if they find such a symbol in
speaking search for symbolism. 2.1 Road not taken
time
2.2 Wind
To develop the speaking
skill of students through a 3. Expected answers would be
game. 3.1 Roads - choices
3.2 Wind - difficulties

4. Students would then be given certain


pointers. They have to draw and present
their own thoughts regarding the symbols.

Symbols What do they stand for?


Bleeding trees
Choking earth
A woman in chains
A skeleton smoking a
cigarette

ASSESMENT
lRelevance
lOriginality of interpretation
lEffectiveness of expression.
The task may be assessed for three marks - one for each of the assessment criteria.

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Unit

2 SKILL AREA
WHILE-READING
Material required

TIME AIM
-
-
-
LISTENING/ WRITING
TASK 2
Text of the poem

PROCEDURE
Formative Assessment – Wind

15MIN- To test the students' 1. Ask one student to read the poem aloud.
reading listening & speaking skill. 2. Teacher should check basic understanding
time by asking simple questions.
10-15 3. Ask students if they have noticed that
MIN. certain words are repeated. Write them on
Question the blackboard.
time a) Don't
b) 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't
scatter 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.

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Unit
TIME AIM PROCEDURE

6. Write on the board 4 questions, which the


students are expected to answer. Answers
are to be made from points put up on the
board. Teacher is to help only if students
2
find it difficult to answer. Give all students
a chance.

Formative Assessment – Wind


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?

ASSESSMENT
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)

Follow up:
lAsk some students to read out their answers.
lInvite comments from others.
lSummarise.

SKILL AREA - WRITING/SPEAKING


POST-READING - TASK 3

TIME AIM PROCEDURE

05MIN- To i d e n t i f y w h e t h e r 1. Divide the students into teams as per their


writing students have understood seating arrangement.
time the key areas of the lesson 2. Make slips of the following words.
taught.
Pleadings
15-20
MIN- To enhance their skill at Weaklings.
speakin identifying appropriate Firm body.
g time words/phrases.
Frail houses.
Weak body.

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Unit

2 TIME AIM PROCEDURE

Strong Houses.
Weak fire.
Strong fires.
Formative Assessment – Wind

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 on
the 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.

This task need not be assessed.

Follow up:
lAsk a few students to explain the action of the wind on the basis of the activity conducted.
lDraw the attention of the students to the shift in the way in which wind is addressed in the
poem.
lLink it to the theme.

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Unit
SKILL AREA
POST-READING
Material required

TIME AIM
-
-
-
READING / WRITING
TASK 4
Worksheet

PROCEDURE
2

Formative Assessment – Wind


15MIN- To check whether the 1. Ask students to attempt the worksheet
reading students have individually.
time comprehended the poem.
10-15
MIN.
Questio
n time

Work sheet

'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.

1.Poetry should be read for_______ 2.Wind stands for____


a) Pleasure only. a) Opportunities.
b) Understanding only. b) Difficulties.
c) Pleasure and understanding, both. c) Mistakes.
d) Scoring good marks in examination. d) Struggle.

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Unit

2 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.
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.
Formative Assessment – Wind

c) difficulties and troubles do not c) when we face challenges in life


listen to pleadings. with courage and confidence.
d) the wind has a will of its own. d) when we make the wind our
friend.

5. This poem is included in your book


because-
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.

Assessment: 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)

Follow UP:
lReview the answers quickly and clear any doubts that students may have.
lEncourage a few students to give reasons for the answers they have given.

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