Reach for the Top TASK 1 PRE-READING TIME 05MINthinking 15-20 MINspeaking AIM To enable the students to discuss their ideas in groups a n d e x p r e s s t h e m individually. To encourage students to speak without a written text in hand. To enable the students to understand the word idol, the importance of hard work and sacrifices required to become famous or the best in a field. SKILL AREA -THINKING / SPEAKING PROCEDURE 1. Divide students into groups of 5-6. 2. Tell them to think of one sporting idol. Tell them to think of one sacrifice they may have made to reach the top. 3. The teacher may, if he/she deems fit, give pointers like; (these may be pure guesswork by students) a) Time spent with the family. b) Diet c) Entertainment. 4. Ask students individually to speak a sentence each. ASSESSMENT Content Fluency Accuracy Creativity Relevant to the pointer given. The sentence is constructed properly. Language is free from errors. Originality Appropriate linking/ words are used. Appropriate words/ phrases are used. Correct intonation and pronunciation. 323
The five-point grading scale is given below Most indicators (7) 5 Many indicators (6) 4 Some indicators (5) 3 A few indicators (4) 2 Very few indicators (less than 4) 1 Follow up 1. Collect some material on sporting icons (Sachin Tendulkar, P.T. Usha, Roger Federer, Vishwanathan Anand, Sania Mirza, Saina Nehwal) 2. Distribute them among groups of students. 3. Have a class discussion on sacrifices made and challenges faced by them. TASK 2 POST-READING: TIME 15-20MINwriting 20-25 MINspeakin g AIM To identify whether students have understood the key areas of the lesson taught. To enhance their skill at identifying appropriate words/phrases. SKILL AREA - WRITING/SPEAKING PROCEDURE 1. Divide the students into teams as per their seating arrangement. 2. The teacher should divide the board into the following columns: SANTOSH YADAV Her Family Her Her Her Her background rebellion education mountaineering achievements skills and awards 3. Ask students to mark in their books or note down as many points as possible based on the above pointers. 324
TIME AIM PROCEDURE 4. Some Expected Answers: Her Family Her Her Her Her background rebellion education mountaineering achievements skills and awards Born in Joniyaw as,rewari, Haryana. Parents were rich landown ers. Followe d village custom. Sent her to village school. Wanted her to marry at 16. Wore shorts, not Indian dresses. Quietly fought the system. Threate ned parents. No educatio n, no marriage. Left home. Enrolled in a Delhi school. When parents refused money, she decided to work part. Enrolled in a Delhi school. Wishing always to study a bit more. Joined Maharani college, Jaipur. stayed in Kasturba hostel Saved money and enrolled in a course at Uttarkas hi Nehru institute of mountaine-ering Remarkable resistance to cold & altitude. Iron will, physical toughness, an amazing mental toughness. Climbing skill, concern for others. Desire to work with others 1992 Everest mission, saved Mohan Singh by sharing oxygen. Youngest woman to climb the Everest 1993 Indo- Nepalese Women's Expedition. Only woman in the world to have climbed Everest twice. Awarded the Padmashree. 5. Once the points are written on the blackboard the students may be asked questions based on the above like a) Why was Santosh called a rebel? b) How do you know Santosh had conservative parents? 6. Scoreboard may be maintained to encourage interest. 325
ASSESMENT Content Relevant to the lesson. Language Word/phrase identified correctly Group work Helpful with peer group. Key areas have been understood. The five-point grading scale is given below Most indicators (7) 5 Many indicators (6) 4 Some indicators (5) 3 A few indicators (4) 2 Very few indicators (less than 4) 1 TASK 3 POST-READING: Clearly expressed SKILL AREA - READING / SPEAKING Material required: Poster showing pollution of Everest. Shares ideas. Pro-active. TIME AIM PROCEDURE 20MINreading & writing 25-35MIN Speaking To check whether the students are able to analyse posters and come up with a perception of their own. 1. The teacher has to provide the poster given below to the students. One may be given to each pair or group. 2. Ask them to discuss the given poster in pairs / groups. 3. Ask them to make a presentation about (Take help from your science teacher/ internet/books) a) Garbage on the mountain is an environmental disaster. b) Why I think Santosh is a fervent Environmentalist c) Conclusions I have reached and possible solutions. 326
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TASK 1 PRE-READING; SKILL AREA -THINKING / SPEAKING TIME 15MINthinking 20-25 MINspeaking ASSESSMENT The task may be assessed for three marks-one for each of the following AIM To ensure that students use the skill of prediction. To encourage students to speak without any written text in hand. Relevance of ideas Linking of ideas Clarity of expression 1 mark 1 mark 1 mark PROCEDURE 1. Write down the following on the board. Siberian born girl Started tennis lessons at the age of nine in USA Separated from family Hard work Took just four years to become world number one. 2. Ask students to speak 1-2 sentences using the above words. Follow up 1. Discuss and review the answers given by the students on the basis of relevance and accuracy. 2. Ask a few students to give their answers again. 32
TASK 2 SKILL AREA -LISTENING/SPEAKING PRE-READING; TIME 15MIN- Discussion 20-25 MINspeaking AIM To ensure that students use the skill of listening for framing proper arguments to support their point of view. To encourage students to speak without any written text in hand. PROCEDURE 1. Put up the following topic on the blackboard. When children are encouraged to excel in sports and games, they lose their childhood. 2. Divide the class into six groups. Three groups will speak for the proposition and three against. 3. Ask students to discuss the proposition in their respective groups and make notes. 4. Ask two students from each group to present their arguments in 3 minutes each. 5. Alternate the speakers: one for and the next against the proposition and so on. 6. If you feel that the students need help, some pointers may be given FOR Parental pressure No to spend with friends Strict discipline in regard to diet, practice etc Little for entertainment Physical and emotional fatigue Studies are affected AGAINST Only those with interest and ability enter sports and games They enjoy training and practice Big rewards Can still find for friends and entertainment Sports and games foster discipline needed for success in life Ph y s i c a l w e l l - b e i n g enhances performance at school 329
ASSESSMENT Content Relevant to the task given. Appropriate arguments to support the motion. Fluency Sentences are constructed properly. Appropriate words/ phrases are used. The five-point grading scale is given below Most indicators (-9) 5 Many indicators (6-7) 4 Some indicators (4-5) 3 A few indicators (3) 2 Very few indicators (less than 3) 1 Follow up Accuracy Language is free from errors. Appropriate linking words are used. Correct intonation and pronunciation. After the presentation ask the class to give their comments Creativity Originality Good examples Give your observations on the ideas presented, language and body language. Though only two students from each group will present the views of their group, marks may be awarded for the entire group because all the students have been involved in the activity. Care may be taken to provide opportunities for other students to make presentations in subsequent tasks. 330
TASK 3 POST-READING; SKILL AREA -SPEAKING (visual) TIME 15MINthinking 20-25 MINspeaking AIM To encourage students to speak fluently. PROCEDURE 1. Ask students to look at the pictures. (The teacher may collect pictures of different sports and games and use them for this activity.) Task: Keeping in mind the lessons you have read answer the following questions a) Which sport would you like to take up? b) Why do you prefer that sport? c) What equipment and facilities would you need? 2. The teacher may have an open house. ASSESMENT Content Fluency Accuracy Creativity Relevant to the questions asked. There is a smooth flow of ideas Language is free from errors. Convincing reasons. Appropriate linking words are used. Appropriate words/ phrases are used. Correct intonation and pronunciation. 331
The five-point grading scale is given below Most indicators (7) 5 Many indicators (6) 4 Some indicators (5) 3 A few indicators (4) 2 Very few indicators (less than 3) 1 Follow up Have a class discussion on the sports and games facilities available to the students. Have a brief discussion on other areas that are open for children to excel in today's world. List some of the errors made by the students on the blackboard and guide the class to correct them. Skill Area: Reading Post Reading: Task - 4. Time - 10 minutes Aim - Global and Local Comprehension Procedure 1. Ask the students to read the lesson again silently 2. Read out the MCQ's (or distribute the worksheet) and ask the students to note down their option for each question. 3. Peer correction (Read out the correct answer and ask the students to mark the answers of their peers) Choose the option that you consider correct for each of the following: 1. Maria Sharapova learnt 'that tennis excellence would only come at a price' when a. she was denied her tenth birthday celebration. b. her father had to leave for work to keep her tennis-training going. c. she was separated from her mother. d. she was forced to tidy up her room and clean it. 2. 'When you come from nothing and you have nothing, then it makes you very hungry and determined'. What this sentence means is that a. only poor people can excel in sports and games b. often difficult circumstances act as a motivation to excel in sports and games. c. to succeed in sports and games one should go on a strict diet. d. even if we are hungry, we should not lose our determination to excel. 332
3. Maria Sharapova did not mind tidying up the room and cleaning it because a. she was very particular about cleanliness b. she used the experience to become tougher mentaly c. she wanted to maintain good relations with her room mates. d. she was used to humiliation and insults. 4. 'Maria Sharapova cannot be pigeon - holed or categorized' - this sentence implies that a. she is fond of pigeons and other birds. b. She is like a bird, wishing to fly to new heights. c. She is very strong willed and motivated and has a distinct personality. d. she has different and often contrasting aspects to her personality. Assessment: One mark for each correct answer. Teacher could read out the correct answers and ask the students to mark the answers of their peers. Answers: (1) c (2) b (3) b (4) d. Follow up: Discuss the answers and clear doubts of students. Where necessary, encourage students to revisit the lesson for a better understanding of the lesson. Task: 1 The Snake Trying Skill Area: Speaking; Pre Reading Time: One period. Task: The teacher will ask the students to discuss the following topic in groups and make a brief presentation. Snakes - Facts and Myths. Procedure: The students will be divided into groups. They will discuss the topic and make notes. One representative from each group will make a presentation. If the teacher feels that the class may need some help, the following points may be given: 333
Formative Assessment The Snake Trying Facts All snake are not poisonous Snakes are shy creatures and avoid humans Snakes bite a human only when they are disturbed. Myths Snakes are evil and they take revenge. Snakes have supernatural powers. Snakes carry precious stones in their heads Snakes take different forms. Snakes can chase humans to kill Criteria for Assessment: The task could be assessed for 5 marks on the basis of the following criteria: Content Language Presentation Relevant, rich Accurate, cohesive Effective with proper 2 marks 2 marks 1 mark intonation Feedback: The theme of the poem could be linked to the presentations. Task: 2 Skill Area: Reading and Appreciation; While Reading Time: One period. Task: Read the poem Green Snake and answer the following MCQ's: 1. The narrator does not want to kill the snake because a. it is a baby snake b. it is a green snake c. it is not poisonous d. it is only two hands long. 2. Mother wants the snake killed because a. the snake will harm people who walk by b. she does not want to be blamed c. she knows that it is poisonous d. she dislikes snakes 334 3. The snake must have been resting because a. it is lying under a slab quietly b. it has recently fed on a frog
c. it is too young and small to move d. it has been hurt by a stone 4. Father kills the snake because a. mother wants the snake killed b. the snake can bite and kill humans c. he holds traditional ideas about the snake d. he can easily chase and flatten it. Assessment : One mark for each correct answer Answers : 1 - C, 2 - b, 3 - b, 4 - C Task: 3 Skill Area: Reading and Appreciation; While/ Post Reading Time: One period Task: Read the poem 'The Snake Trying' and answer the questions given below: 1. 'Sudden curvings of thin long body' - this expression suggests the snake's a. ability to bend its body in many places b. fast slithering movement c. capacity for coiling into a ball d. desire to escape 2.There is only one snake but the poem talks of many 'shapes'. This shows that a. a snake can assume different shapes b. while in movement, a snake appears to be taking many beautiful shapes. c. a snake has magical powers and can change its form at will. d. the poet is imaginative and is able to appreciate the beauty of the snake. Formative Assessment The Snake Trying 3. The snake is harmless even to children because a. it is lying unobserved b. it is small and green c. it is non poisonous d. it is gliding through the water 4. The reeds resemble the snake in that both are a. thin and green b. supple and slim c. found in the water d. beautiful and graceful 335
5. The expression 'pursuing stick' suggests that a. a stick is following the snake b. a race is on between a stick and the snake c. someone is chasing the snake away d. children are playing with a stick on the shores of the rivers. Formative Assessment The Snake Trying Criteria for Assessment: One mark for each correct answer. (Answer :) 1-b; 2-b; 3-c; 4-a; 5-c Peer Correction Feedback: The teacher could ask the students to compare both the poems for the following: 1. Theme 2. Narrator's attitude 3. Use of language 4. Imagery 5. Ending Task: 4 Time: One period Task: Write a short poem on any one of the following: Crab, Scorpion, Spider, Bee Skill Area: Creative Writing; Post Reading Procedure: The class is divided into groups. Each group can select any one of the creatures and discuss the theme. They could also list out expressions to be used in the poem. After the discussion students will individually write a poem. Criteria for Assessment: The poem could be assessed for 5 marks on the following criteria: Relevance and richness of the content Imagery and poetic use of language Accuracy and coherence 2 marks 2 marks 1 mark 336 Feedback: Some of the poems could be read out and commented upon. Students may be encouraged to illustrate their poems. It can form a part of the portfolio.