Unit

The Little Girl 3

Formative Assessment – The Little Girl

Pre-Reading : Task: 1
Skill Area: Thinking / Speaking
Time: Flexible

TIME AIM PROCEDURE

10 MIN- To enable the students to 1. Divide students into groups of 5-6.

thinking organise their thoughts 2. Ask them to think about relationships with
time after a group discussion. various family members.
3. The teacher may, if he/she deems fit,
25-30 give pointers like;
MIN-
speaking Relationship What you expect The manner in
time with from them which they actually
behave
Father
Mother
Grandmother/
Grandfather
Brother/ sister

4. Each group will choose any one relationship

and prepare notes.
5. The teacher will ask students to speak a few
sentences on the basis of the notes made.

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Unit

3 ASSESMENT

Content

Relevant to the
pointers given.
Fluency

The sentences are

constructed
Accuracy

Language is free
from errors.
Creativity

Interesting
incidents
Formative Assessment – The Little Girl

properly.

Key areas have been Appropriate linking Appropriate words/ Originality of ideas
understood. words are used. phrases are used.

Features like Correct intonation

(i) informal and pronunciation.
language
(ii) repetition, and
paraphrasing
mixture of
sentence types

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.

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 Unit
TASK 2

WHILE-READING:
SKILL AREA - WRITING/SPEAKING 3
The teacher may take up this task after making the students reread the story up to the 9th

Formative Assessment – The Little Girl

paragraph.

TIME AIM PROCEDURE

05MIN- To understand character 1. Divide the students into groups of 5-6.

discussi from the point of view of 2. Ask students to reread the story up to the
on and another character. 9th paragraph.
writing 3. Instruct students to write down as many
time words and phrases as they can to describe
To express opinions with
clarity. the father from Kezia's point of view.
15-20 Some examples are;
MIN- a. …figure to be feared and avoided.
speaking
b. …terrifying to the little girl.
time
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.

Assessment: 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
Criteria:
lRelevance 1
lCorrect interpretation of the characters of Kezia and father 2
lUse of details from the story appropriately 1
lEffectiveness of words/ phrases selected 1

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Unit

3 Follow up:
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 commented
upon.
Formative Assessment – The Little Girl

Task 3

SKILL AREA – READING / SPEAKING

POST-READING:
Material required: Worksheet

TIME AIM PROCEDURE

20MIN- To check whether the 1. The teacher has to make the worksheet
reading students are able to analyse clear to the students.
& their own personality and 2. Ask them to take it as a self-evaluation tool.
writing come up with a perception 3. Ask them to analyse their relationship with
time of their own self. their parents.
4. Tell them that they will have to speak on the
25-35 following lines:
MIN a) My relationship score
Speaking b) Why did I score this much?
time c) Conclusions I have reached.
5. Distribute the given worksheet.
6. Individual work

RELATIONSHIP SCORING CARD

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."
l___ I spend much time alone with my father/mother.
l___ I talk directly to my father/mother instead of going through other people.
l___ I go to my father/ mother for advice and for comfort about personal things.
l___ I share my secrets with my mother/ father.
l___ I make an effort to know the needs, the likes and the dislikes of my mother/
father.

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 Unit
l

l
___
___
___
___
___
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.
3
Total up your score. It will give your relationship index out of 30 points.

Formative Assessment – The Little Girl

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.

Follow up
lHelp students connect this activity with the lesson.
lYou may discuss the reasons some children face problems in their relationships.
lThis task need not be graded.

TASK 4

SKILL AREA -Listening Comprehension

POST-READING:
Material required (Optional): Drawing sheet, Colours, Old newspapers/magazines.

TIME AIM PROCEDURE

20-25 Listening Comprehension 1. Ask a student to read out the following

MIN - poem by Stefanie.
drawing Last Chance
© Stefanie
30-35 My heart aches, dad,
MIN - For the things you won't do
presenta My soul breaks, dad,
tion 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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Unit

3 TIME AIM PROCEDURE

You took away my hope, dad,

That I would ever be loved
And now I'm left to cope, dad,
As I watch you love your son
Formative Assessment – The Little Girl

I want to scream and yell, dad

But I fear my voice will crack
I want so much to tell you, dad,
That I can't always take you back

Please listen to my words, dad

For they are all that I can say
I want you to treat me like I'm yours, dad
And not just throw me away

Source: To Dad From A Daughter, Father Poems from Children

http://www.familyfriendpoems.com/family/poetry.asp?poem=21862#ixzz0gkEVx
TI3

2. Ask one student to read the poem slowly and clearly.

3. Do not explain. Allow them to discuss the poem.
4. Ask one more student to read the poem slowly and clearly.
5. Ask students to present a speech, poem or a drawing. Pointers
like this may be given:
a) Who is the poet?
b) Why is she sad?
c) Is her father right? Why/why not?
6. It can be
a) Individual work
b) Pair work

Assessment
This is a task involving creative thinking and expression. The speech/ poem/ drawing could be
assessed for 5 marks on the basis of the following criteria
lRichness of content 2 marks
lEffectiveness of presentation 2 marks
lOriginality 1 mark
Follow up
1. Some of the poems/ drawings could be displayed.
2. Students could be encouraged to comment on the speeches made by their peers.
3. Teacher could give feedback on the poems and speeches with comments on content and
language.
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 Unit

TASK 1
Rain on the Roof

SKILL AREA - SPEAKING

3

Formative Assessment – Rain on the Roof

PRE-READING;

TIME AIM PROCEDURE

10 MIN- To enable the learners to 1. Ask students to individually think of their

preperat think imaginatively and mothers.
ion time creatively.
2. Write and then speak one sentence each
on the following:
15-20 To develop the speaking a) One thing you admire the most about
MIN- skill of students. your mother.
speaking
b) One thing that your mother does,
time
which you admire.

ASSESSMENT

Content Fluency Accuracy Creativity

Relevant to the Free flow of Language is free Originality
pointers given. speech. from errors.

Key areas have been Appropriate linking Appropriate Details

understood. words are used. words/ phrases
are used.

Clarity Correct
intonation and
pronunciation.

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Unit

3 The five-point grading scale is given below

Most indicators
Many indicators
Some indicators
A few indicators
Very few indicators
(9-10)
(7-8)
(5-6)
(3-4)
(less than 3)
5
4
3
2
1
Formative Assessment – Rain on the Roof

After reading the poem the students will infer the meaning of unfamiliar words and
phrases.

SKILL AREA - WRITING

WHILE-READING: TASK

TIME AIM PROCEDURE

10MIN- To enable students to infer 1. Ask one of the students to read out the
discuss- the meanings of unfamiliar poem.
ion time words 2. Ask leading questions keeping in mind the
difficult words.
3. Re -read the poem.
10MIN- 4. Ask students to infer the meanings of the
finding following words/ phrases:
the a) Humid shadows.
word b) Hover
from the c) Starry spheres
diction- d) Melancholy.
ary e) Patter & tinkle
f) Fancies.
g) Echo.
20-25 h) Recollection.
MIN- i) Refrain
writing j) Shingles
time 5. 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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 Unit

1. Humid shadows.
2. Hover.
Table A
Worksheet

Table B

a. Repeated sound (here of rain).

b. Float over.
3

Formative Assessment – Rain on the Roof

3. Starry spheres c. Sad.
4. Melancholy d. Tile or slate on roof.
5. Patter and tinkle. e. Sound heard again (and again)
6. Echo. f. Sound made by water.
f. Fancies. g. Planets and stars.
g. Recollections. h. Memories.
h. Refrain. i. Wishes/ Thoughts
i. Shingles. j. Black clouds.

Expected Answers
Worksheet

Table A Table B

1. Humid shadows. j. Black clouds.

2. Hover. b. Float over.
3. Starry spheres g. Planets and stars.
4. Melancholy c. Sad.
5. Patter and tinkle. f. Sound made by water.
6. Echo. e. Sound heard again (and again).
7. Fancies. i. Wishes/ Thoughts.
8. Recollections. h. Memories.
9. Refrain. a. Repeated sound (here of rain).
10. Shingles. in a poem
d. Tiles on roof.

ASSESSMENT
Criteria for marking
I mark for each correct answer.

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Unit

3 TASK 3

POST-READING:
SKILL AREA - WRITING/SPEAKING
Formative Assessment – Rain on the Roof

TIME AIM PROCEDURE

05MIN- To identify whether students 1. Divide the students into groups as per their
writing have understood the key seating arrangement.
time areas of the lesson taught. 2. Allot one stanza to each group.
3. Ask the groups to discuss the stanza and
15-20 To enhance their skill in prepare notes for the following question:
MIN- speaking. If the poet were to 'speak' his thoughts in
speaking prose what would he say?
time 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.

ASSESSMENT - Group Assessment for 5 marks on the following criteria:

Criteria for marking

lInclusion of all the points in the stanza 2 marks
lUsing the images effectively 2 marks
lEffectiveness of language 1 mark

Follow up
lIf some of the images have not been clearly understood, the teacher could initiate a
discussion.
lStudents 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.

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 Unit
TASK 4

POST-READING:
SKILL AREA - READING / WRITING 3

Formative Assessment – Rain on the Roof

TIME AIM PROCEDURE

10MIN- To m a k e t h e s t u d e n t s 1. Ask a student to read out the following

reading personalize the experience poem.
time they have read about. Best Mom Award
20-25 http://www.poemsource.com/mother-
MIN. poems.html
Writing For 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

3 ASSESSMENT -

The paragraph could be assessed for 5 marks on the following criteria:

l

l
Content
Originality
relevant to the task
of ideas
2 marks
2 marks
lEffectiveness of language 1 mark
fooR eht no niaR – tnemssessA evitamroF

274