for
CCE
A Handbook for Teachers
Main Coursebook and
Literature Reader 6
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Contents
Continuous and Comprehensive Evaluation
Main Coursebook
Unit 1—ADVENTURE
TASK 1
TASK 2
1
3
Unit 2—HISTORY
TASK 3
TASK 4
TASK 5
5
6
8
Unit 3—ANIMALS
TASK 6
TASK 7
TASK 8
10
11
13
Unit 4—THE ARTS
TASK 9
15
Poem—MY HEART LEAPS UP
TASK 10
16
Unit 7—NEWSPAPERS
TASK 11
18
Unit 8—WATER
TASK 12
20
Literature Reader
Unit 1—MY MIND WENT BLANK
TASK 1
22
Unit 2—FIRST DAY AT SCHOOL
TASK 2
23
Unit 3—KOKI PLAYS THE GAME
TASK 3
25
Unit 4—THE STORY OF A GREAT STORY
TASK 4
27
Unit 5—GOING FOR WATER
TASK 5
29
Unit 6—GHOSTS!
TASK 6
31
Unit 14—BLACKWOOD HOUSE
TASK 7
33
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CONTINUOUS AND COMPREHENSIVE EVALUATION
Continuous and Comprehensive Evaluation (CCE) refers to a system of
evaluation that covers all aspects of students’ development. It is a curricular
initiative, attempting to shift emphasis from testing to holistic learning.
The major focus of CCE is on the continuous growth of students ensuring their
intellectual, emotional, physical, cultural and social development and therefore
will not be merely limited to assessment of learner’s scholastic attainments. It
uses assessment as a means of motivating learners in further programmes to
provide information for arranging feedback and follow up work to improve
upon the learning in the classroom and to present a comprehensive picture of
a learner’s profile—including both the scholastic and non-scholastic areas of
personality development.
For the scholastic aspect, the NCERT proposes six assessments.
Formative assessment is a tool used by the teacher to continuously monitor
student progress in a supportive and non-threatening environment. The key
factors involved in formative assessment are—
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In order to fulfill the objectives of Formative Assessment (FA) and to enable
students to improve performance, teachers need to use a variety of assessment
tools during the course of their teaching. It is mandatory that teachers
use at least 3 to 4 different assessment tools during the term for Formative
Assessment. The list below will give some idea of the variety possible in the
English language classroom.
For more recommendations and information on formative assessment, please
visit the link http://www.cbse.nic.in/cce/cce-manual/chapter_3.pdf.
In CCE, development of co-scholastic aspects of the personality, such as Life
Skills, Attitudes and Values, participation and achievement in Co-Curricular
activities as well as Health and Physical Education, need to be considered
alongside the scholastic aspect. This is to ensure that the curriculum is truly
comprehensive.
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Life Skills are abilities that will help students to be successful in living a
productive life. Learning and practising Life Skills help students to improve
their personal and social qualities such as self esteem, compassion, respect,
confidence etc. The Life Skills may be segregated into three core groups as
shown here.
For more information on Life Skills and its methods of assessment, visit the
link http://www.cbse.nic.in/cce/cce-manual/chapter_4.pdf.
Buzzword for CCE is the support material to aid teachers with the CCE mode
of assessment. CCE compliant tasks have been chosen from the Buzzword
Main Coursebooks and Literature Readers for Classes 3 to 8.
Tasks have been chosen from different skill areas like, Communication,
Writing, Life Skills, Project, etc, and they include individual, pair and group
work. Assessment criteria have been identified for each task and method
of evaluation provided to help the teacher assess the performance of every
individual student.
Evaluation thus becomes an integral part built into the teaching-learning
process and it becomes continuous like both teaching and learning. Continuous
and Comprehensive Evaluation (CCE) will help lead to diagnosis, remediation
and enhancement of learning.
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10
8
Total 10
marks
Formative Assessment (FA) 2
10
6
10
8
10
7
50
35
Formative Assessment (FA) 3
10
6
7/10
(7%)
10
8
10
7
10
6
10
7
50
36
Formative Assessment (FA) 4
10
8
7.2/10
(7.2 %)
10
8
10
8
10
5
10
7
10
7
50
35
7/10
(7%)
10
8
10
7
10
6
10
6
10
6
50
33
6.6/10
(6.6 %)
7+6.6+30=43.6/60
Summative
Total
Assessment
10%+10%+40%
(SA) 2
7+7.2+15=29.2/40
Summative
Total
Assessment
10%+10%+20%
(SA) 1
Task Task Task Task Task Total 10% of Task Task Task Task Task Total 10% of 30/40
1
2
3
4
5
total
1
2
3
4
5
total
Semester 2
Total 10
marks
Formative Assessment (FA) 1
Task Task Task Task Task Total 10% of Task Task Task Task Task Total 10% of 15/20
1
2
3
4
5
total
1
2
3
4
5
total
Semester 1
Student Name: K Varun
Sample Assessment Record
72 %
Percentage
73 %
Percentage
Class: V
Unit 1—ADVENTURE
TASK 1
Page 3–4
Section Communication
Sub Section A.4
Task to Students
Helen Thayer is asked to appear on a talk-show on television. In
groups of four, work out the interviewer’s questions and Helen’s
answers.
Skills Assessed
➣ Research skills in finding out vital and interesting information
➣ Framing proper questions that will help the personality to speak
out
➣ Writing out detailed answers that convey the thoughts and views
of the personality
➣ Fluency and delivery of English language
➣ Working as a team
ASSESSMENT RUBRIC
Interview Questions and Answers
Rating
Explanation
5
The students have researched about Helen Thayer very well. The
questions listed are apt to understand her expedition. The questions
are phrased to elicit detailed answers. The answers throw light on her
adventure. The students have used all the cues given in the task and they
have also added their own to enliven the interview.
4
The students have researched about Helen Thayer very well. The questions
listed are apt to understand her expedition. The questions are phrased to elicit
detailed answers. The answers throw light on her adventure. Most of the
interview is based on the cues given in the task with very little of their own.
3
The students have researched about Helen Thayer fairly well. The
questions listed are mostly apt and are phrased well. The answers throw
light on her adventure. The group has used only the cues given in the task.
2
The students have researched about Helen Thayer. Some of the questions
are apt, but they could have been phrased better. The answers throw some
light on her adventure. The group has used only some of the cues given in
the task.
1
The students have spent only some time to know about Helen Thayer’s
adventure. Only some of the questions are phrased well. The answers
throw little light on her adventure. The group has used only some of the
cues given in the task.
Main Coursebook 6
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Team Work
Fluency
Diction and Expression
Rating
2
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Explanation
5
The pronunciation of all words is very good. The students showed very
good voice modulation. The body language is appropriate for the roles.
4
The pronunciation of almost all words is very good. The students showed
very good voice modulation. The body language is appropriate for the
roles.
3
The pronunciation of most words is very good. The students showed good
voice modulation for most part of the act. Body language is fine for the
roles.
2
The pronunciation of only some words is correct. The students showed
almost no voice modulation for most part of the act. There is little or no body
language.
1
The pronunciation of only some words is correct. The students displayed
no voice modulation for almost the entire act. There is little or no body
language.
5
Words and phrases spoken are very apt for the topic. A lot of new
words have been used which are not part of the text. All sentences are
grammatically correct.
4
Words and phrases spoken are very apt for the topic. The students have
used some new words which are not part of the text. All sentences are
grammatically correct.
3
Words and phrases spoken are mostly apt for the topic. The students have
used some new words which are not part of the text. Most sentences are
grammatically correct.
2
Words and phrases spoken are mostly apt for the topic. The students have
used only words from the text. No new words have been introduced. Most
sentences are grammatically correct.
1
Some words and phrases chosen are not apt for the topic. The students
have used only words from the text. No new words have been introduced.
Only some sentences are grammatically correct.
5
The students have played their roles very well. In the performance too,
there is an excellent interaction and there has been no need for cues and
signals to act out the roles. It is a very good presentation.
4
The students have played their roles well. In the performance too, there is
a smooth interaction and there has been no need for cues and signals to act
out the roles. It is a good presentation.
3
The students have played their roles fairly well. In the performance
though, there was an occasional need for prompts or cues for one role.
2
The students have played their roles, though they could have done better.
In the performance though, there was an occasional need for prompts or
cues for both in the team.
1
The students have played their roles, but there is great scope for
improvement. There are many occasions when both players needed cues
and signals to act out their roles.
Main Coursebook 6
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TASK 2
Page 15–16
Section Writing
Sub Section C.9
Task to Students
If Scott had gone on this journey of exploration in the twenty-first
century with its great advances in communication, the journey
might have had a happy ending. Work with a partner and compose
an email that he might have sent to his base camp or to the
government of New Zealand asking for urgent help—for his team
and for himself.
Skills Assessed
➣ Comprehension of the text
➣ Ability to understand an emergency situation
➣ Ability to use the email format to write a letter
➣ Use of right words and proper sentence structure
ASSESSMENT RUBRIC
Scope and Focus
Main Idea and Supporting Detail
Rating
Explanation
5
The student has written the email very well. It conveys desperation and
urgency. The student has picked up cues from the text and has also added
some more very creatively. The supporting details are extremely vivid.
The email is very convincing and brings alive the situation very well to the
reader.
4
The student has written the email well. It conveys desperation and
urgency. The student has picked up cues from the text and has also added
some more very creatively. The supporting details are good. The email is
very convincing and brings alive the situation well to the reader.
3
The student has written the email fairly well. The student has picked
up cues from the text and the supporting details are good. The email is
convincing and brings alive the situation well to the reader.
2
The student has written an email which could be improved. The student
has picked up cues from the text, but there are almost no supporting
details urging immediate action. Therefore, the email is more like a
straightforward request.
1
The student has written an email, which could be greatly improved. The
student has had trouble picking up cues from the text and there is little or no
supporting details urging immediate action. The email appears incomplete.
5
The email is very focused on seeking help. All details mentioned in the
mail are only about the situation on the ground and why they need help.
There are no digressions.
4
The email is very focused on seeking help. There are enough details
mentioned in the mail about the situation on the ground and why they need
help. However, there is also unnecessary information that could have been
avoided.
Main Coursebook 6
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Fluency and Conventions
Structure and Organisation
Scope and Focus
Rating
4
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Explanation
3
The email is focused on seeking help. There are details mentioned in
the mail about the situation on the ground and why they need help. The
urgency is not well conveyed. There is also unnecessary information that
could have been avoided.
2
The email is seeking help. There are details mentioned in the mail about
the situation on the ground and why they need help. The urgency is not
very well conveyed. There is also unnecessary information that could
have been avoided.
1
The email does not have a clear focus. The storyline of the text is also not
retained in the mail.
5
There is a very clear introduction to the mail with a clear statement of
purpose for writing it. The body of the email is developed well and the
ending is rounded. Transitions from one point to another are smooth.
4
There is an introduction to the mail and a clear statement of purpose for
writing it. The body of the email is developed well and the ending is
rounded. Transitions are smooth most of the times.
3
There is an introduction but it could have been more clear in stating the
purpose. The body of the email is developed, but the ending needs more
clarity or precision. Transitions could have been smoother.
2
There is almost no introduction. The body of the email does not
develop too well and there are gaps within it. Transitions are abrupt
and so is the ending.
1
There is almost no introduction. The body of the email does not develop
too well and there are several gaps within it. Transitions are absent and so
is the ending.
5
All sentences are grammatically correct. Varied punctuation is used
appropriately and there are no spelling errors. Articles are used
appropriately.
4
All sentences are grammatically correct. Varied punctuation is used
appropriately, but there are occasional spelling errors. The use of articles
is mostly correct.
3
Most sentences are grammatically correct. Limited punctuation is used
and there are occasional spelling errors. The use of articles is mostly
correct.
2
Most sentences are grammatically incorrect. Limited punctuation is used
and there are many spelling errors. Inappropriate articles are used in most
places.
1
Almost all sentences are grammatically incorrect. Limited punctuation is
used and almost all the major words have spelling errors. Inappropriate
articles are used in most places.
Main Coursebook 6
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Unit 2—HISTORY
TASK 3
Page 31
Section C
Sub Section C.1
Task to Students
Have a whole-class discussion on ‘Women in the armed forces—
the challenges’.
Skills Assessed
➣ An awareness of the rigours in the army
➣ An appreciation of a woman’s strengths and challenges
➣ Ability to put forth a view point clearly and in a focused manner
➣ Articulation with right words and proper sentence structure
ASSESSMENT RUBRIC
Words Used
Arguments and Points
Rating
Explanation
5
The student has presented his/her views very well. The introduction,
development of points and conclusion are well organised. The student has
come up with adequate points in arguing the case.
4
The student has presented his/her views very well. While the development
of points and conclusion are good, the introduction could have been better.
The student has come up with adequate points in arguing the case.
3
The student has presented his/her views well. While the development of
points and conclusion are good, the introduction could have been better. The
student has come up with reasonable number of points in arguing the case.
2
The student has a reasonable clarity in presenting his/her views. The
introduction, development of points and conclusion are fairly good. The
student has come up with reasonable number of points in arguing the case.
1
There is almost no clarity in presenting his/her views. The student has
come up with minimal number of points in arguing the case.
5
The student has used all the words given as hints. The student has come up
with many additional words to present and highlight the abilities of women
to work in the army. All words are appropriate.
4
The student has used all the words given as hints. The student has come up
with some additional words to present and highlight the abilities of women
to work in the army. Most of the new words used are appropriate.
3
The student has used only the words given as hints, but these are used
appropriately.
2
The student has used many of the words given as hints and most are used
appropriately.
1
The student has used only some of the words given as hints. Many words
are used appropriately.
Main Coursebook 6
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Fluency
Rating
Explanation
5
All sentences used are grammatically correct. The student has linked
the sentences very well. There is a smooth transition from one point to
another. The student has ended the narration very well.
4
All sentences used are grammatically correct. The student has linked the
sentences very well. The transition from one point to another is a little
abrupt. But, the student has ended the narration well.
3
Most sentences are grammatically correct. The student has linked the
sentences well. The transition from one point to another is abrupt.
However, the student has ended the narration very well.
2
The sentences stand independent of each other. There is almost no
transition from one point to another. However, there is an end to the
narration.
1
The sentences stand independent of each other. There is almost no
transition from one point to another. The student did not even end the
narration formally. It appeared incomplete.
TASK 4
Page 36
Section Writing
Sub Section C.5
Task to Students
Work in pairs. Make a poster for your school notice-board
celebrating 75 years of India’s freedom.
Skills Assessed
➣ An awareness of issues and developments in India
➣ Critical thinking and analytical capability
➣ Ability to form an opinion based on facts on hand
➣ Presentation of messages in a manner appropriate to the audience
ASSESSMENT RUBRIC
Messages on the Poster
Rating
6
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Explanation
5
The team has presented many messages. All of them are relevant to the
students in the school. There is a very clear thread running across all the
messages. The objective of the poster is articulated very well as a title.
4
The team has presented many messages. All of them are relevant to the
students in the school. There is a thread that can be inferred by reading all
the messages. The objective of the poster is articulated well as a title.
3
The team has presented many messages. All of them are relevant to the
students in the school. However, there is no clear pattern emerging out of
the messages. They are assorted.
2
The team has presented messages in the poster. Most of them are relevant
to the students in the school. However, there is no clear pattern emerging
out of the messages. They are assorted.
Main Coursebook 6
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Messages on
the Poster
1
The team has presented a few messages. Some of them are relevant to
the students in the school. But, there is no clear pattern emerging out of
the messages. They are assorted.
Word Choice and Communication
5
Words and phrases chosen are new and varied. They are powerful
and convey the message very well. The messages too are concise
and brief.
4
Some of the words and phrases chosen are repetitive. However, they
are powerful and convey the message very well. The messages too are
concise and brief.
3
Most of the messages have sentences with normal words. However, the
messages are clear and direct.
2
Some of the messages have long winding sentences. However, most
messages are clear even if they are not direct.
1
Almost all messages have long winding sentences. Many messages are
not clear and they require multiple readings to be understood.
5
Bright colours are used and they are also appropriate to the messages.
Pictures and images used are also very appropriate to the message. The
poster are appealing and attractive.
4
Bright colours are used and most of them are appropriate to the
messages. Most of the pictures and images used are very appropriate to
the message. The poster is attractive.
3
Most of the colours are bright and are appropriate to the messages.
Most of the pictures and images used are appropriate to the message.
The poster is good.
2
The poster has colours, but they are not bright. Consequently,
the poster is not colourful. Pictures and images used are not too
appropriate to the message.
1
The poster has no colours. Pictures and images used are not too
appropriate to the message.
5
Pictures and slogans are placed very well in the poster. They are very
appealing to the eye.
4
Pictures and slogans are placed very well in the poster. The poster is
attractive but there is at least one other poster that is more appealing to
the eye.
3
Pictures and slogans are placed very well in the poster. There could
have been better logical organisation and grouping though.
2
Pictures and slogans are placed haphazardly. Viewing is also strenuous.
1
Pictures and slogans are not placed well in the poster. There is a lot of
empty space making the poster look incomplete.
Presentation and Layout
Colours and Images
Rating
Explanation
Note: Encourage students to design and publish their posters on a website. Guide them to
go to http://www.students.websiteforever.com. This facility comes to you courtesy Orient
Blackswan and Akmin Technologies, and does not require any technical expertise.
Main Coursebook 6
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TASK 5
Page 37
Section Project
Sub Section -
Task to Students
Work in groups of four. You need to write an article for your
school magazine on the study habits of children of your age.
Conduct a survey by talking to eight of your classmates and gather
information for this article.
Based on your survey, write a summary of your findings in the
form of a paragraph and express your conclusions clearly.
Skills Assessed
➣ Ability to conduct a survey and assimilate points
➣ Ability to frame a structure using relevant points
➣ Ability to organise points in logical order
➣ Writing skills in presenting the points with clarity in the form of
a magazine article
➣ Use of right words and proper sentence structure
ASSESSMENT RUBRIC
Information Collected
Rating
8
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Explanation
5
The students have used all points given as cues for their questionnaire.
They have also added additional points that are not mentioned as cues.
The questionnaire and information collected are very relevant for
understanding the study habits of children.
4
The students have used all points given as cues for their questionnaire.
They have also added some additional points, some of which are not too
relevant. The information collected is very relevant for understanding the
study habits of children.
3
The students have used most points given as cues for their questionnaire.
However, they have not added any additional points. The questionnaire
and information collected are relevant for understanding the study habits
of children.
2
The students have used many points given as cues for their questionnaire.
But, they have not added any additional questions. The information
collected is mostly relevant for understanding the study habits of
children.
1
The students have used only some of the points given as cues for their
questionnaire. But, they have not added any additional questions. The
information collected is relevant to an extent for understanding the study
habits of children.
Main Coursebook 6
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Team Work
Fluency and Word Choice
Summary and Conclusion
Rating
Explanation
5
The summary covers all information collected. The summary is also anecdotal
making it convincing. The summary leads to an effective conclusion.
4
The summary covers most of the information collected. The summary is
anecdotal and therefore convincing. The summary leads to a good conclusion.
3
The summary covers most of the information collected. The summary
is not anecdotal though, making it less credible. However, some of the
information collected is absent in the summary. The summary leads to a
good conclusion.
2
The summary attempts to cover most of the information collected, but
some of it is still absent. It is not anecdotal and is not convincing. The
summary leads to a conclusion.
1
The summary covers very little of the information collected. The summary
is not anecdotal. A lot of the information collected is absent in the
summary. The conclusion is a formality.
5
All sentences are grammatically correct. Words chosen to describe are varied
and very apt and there are no spelling errors. Articles are used appropriately.
4
All sentences are grammatically correct. Words chosen to describe are
varied and very apt, but there are occasional spelling errors. The use of
articles is mostly correct.
3
Most sentences are grammatically correct. The writing displays limited
vocabulary and there are occasional spelling errors. The use of articles is
mostly correct.
2
Most sentences are grammatically incorrect. The writing displays limited
vocabulary and there are many spelling errors. Inappropriate articles are
used in most places.
1
Almost all sentences are grammatically incorrect. The writing displays
very limited vocabulary with words being repeated and almost all the major
words having spelling errors. Inappropriate articles are used in most places.
5
The team has worked together in all aspects of the project. It has been a
collective performance. Work load is equally shared and there is a spirit of
togetherness in the work.
4
The team has worked together in all aspects of the project. It has been a
collective performance. However, work load is unequally shared. Despite
this, there is a spirit of togetherness in the work.
3
The team has worked together in most aspects of the project. It has been
a collective performance. However, work load is unequally shared. The
team can be more cohesive.
2
The team has worked together in only some aspects of the project. It has
been a performance of only some students. Work load too is unequally
shared. The team can be more cohesive.
1
The team has worked together only in very few aspects of the project. The
project has been a performance of only some students. Work load too is
unequally shared. There is no sense of cohesiveness in the team.
Main Coursebook 6
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Unit 3—ANIMALS
Page 40
TASK 6
Sub Section -
Section Introduction
Task to Students
Work in small groups. Identify at least four more animals that are on the
endangered list and tell your class what the problem is in each instance.
Skills Assessed
➣ Research skills in finding out vital and interesting information
on endangered animals
➣ Logical thinking and ability to organise points in order
➣ Thinking and creative skills in presenting the problem to a class
➣ Use of right words and phrases
➣ Ability to work as a team
ASSESSMENT RUBRIC
Fluency
Content and Details
Rating
10
Class6_MCB.indd 10
Explanation
5
The students have presented four endangered animals. These are very
unique animals and face severe problems. The students have carried out
considerable research in coming up with the animals and their problems.
4
The students have presented four endangered animals. Most of the
animals are unique and face severe problems. The students have carried
out considerable research in coming up with the animals and their
problems.
3
The students have presented four endangered animals. Some of the
animals are unique. The students have listed their genuine problems.
They have carried out a fair amount of research in coming up with the
animals and their problems.
2
The students have presented four endangered animals. Some of the
animals are unique. The students have listed only regular or usual issues.
They have carried out only some study in coming up with the animals
and their problems.
1
The students have presented four endangered animals. None of the
animals are unique. The students have listed only the regular issues. It
appears that they have not carried out much study or research in coming
up with the animals and their problems.
5
All sentences used are grammatically correct. The student has linked
the sentences very well. There is a smooth transition from one point to
another. The student has ended the narration very well.
4
All sentences used are grammatically correct. The student has linked the
sentences very well. The transition from one point to another is a little
abrupt. But, the student has ended the narration well.
Main Coursebook 6
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Word Choice and
Communication
Fluency
Rating
Explanation
3
Most sentences are grammatically correct. The student has linked the
sentences well. The transition from one point to another is abrupt.
However, the student has ended the narration very well.
2
The sentences stand independent of each other. There is almost no
transition from one point to another. However, there is an end
to the narration.
1
The sentences stand independent of each other. There is almost no
transition from one point to another. The students did not even end the
narration formally. It appeared incomplete.
5
Words and phrases chosen are new and varied. They are powerful and
convey the points very well. The points too are concise and brief.
4
Some of the words and phrases chosen are repetitive. However, they are
powerful and convey the points well. The points are concise and brief.
3
Most of the points are sentences with normal words. However, the
messages are clear and direct.
2
Some of the points are long winding sentences. However, most are clear
even if they are not direct.
1
Almost all points are long winding sentences. Many of them are not
clear and need to be repeated to be understood.
TASK 7
Page 56
Section Writing
Sub Section C.6
Task to Students
Based on your reading of the Universal Declaration of Animal
Rights, write a speech for an animal activist. Include examples to
prove that people are sometimes cruel without meaning to be so.
Skills Assessed
➣ Developing points to highlight cruelty to animals
➣ Logically and convincingly justifying with appropriate examples
and evidence
➣ Articulation of message with right words and proper sentence
structure
Persuasion in
Speech
ASSESSMENT RUBRIC
Rating
5
Explanation
The student has presented many points to highlight cruelty to animals.
The student has used all the points given in the task. In addition, the
student has also referred to the Universal Declaration of Animal Rights.
The words chosen are very apt and they convey the message very well.
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Structure and Organisation
Examples and Evidence
Persuasion in Speech
Rating
Explanation
4
The student has presented many points to highlight cruelty to animals. The
student has used most points given in the task. In addition, the student has
also referred to the Universal Declaration of Animal Rights. The words
chosen are good and they convey the message well.
3
The student has presented many points to highlight cruelty to animals.
The student has used most points given in the task. It would have
been good if the student had referred to the Universal Declaration of
Animal Rights as well. The words chosen are good and they convey the
message well.
2
The student has presented points to highlight cruelty to animals. The student
has used some of the points given in the task. The words chosen are good
and they convey the message well.
1
The student has presented some points to highlight cruelty to animals. The
student has used only few of the points given in the task. The student has
made an attempt to convey the message of cruelty to animals, but there is
a lot of scope for improvement.
5
The student has provided every point an example and the examples
completely support the point.
4
The student has provided every point an example and most of the
examples completely support the point. However, some are not very
convincing.
3
The student has provided most points with appropriate examples.
However, some are not very convincing.
2
The student has provided only some points with examples. However,
some are not appropriate to the point.
1
The student has provided only some points with examples. Most of them
are inappropriate to the context and hence, do not support the point.
5
There is a very clear introduction to the speech with a clear statement
of purpose. It develops well and maintains a clear focus on the subject
and the ending is rounded. Transitions from one point to another are
smooth.
4
There is an introduction to the speech and a clear statement of purpose. It
develops well and the ending is rounded. Transitions are smooth most of
the times.
3
There is an introduction but it could have been more clear in stating the
purpose. The speech develops well, but the ending needs more clarity or
precision. Transitions could have been smoother.
2
There is almost no introduction. The speech does not develop too well and
there are gaps within it. Transitions are abrupt and so is the ending.
1
There is almost no introduction. The speech does not develop too well
and there are several gaps within it. Transitions are absent and so is the
ending.
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Fluency and Conventions
Rating
Explanation
5
All sentences are grammatically correct. Varied punctuation is used
appropriately and there are no spelling errors. Articles are used appropriately.
4
All sentences are grammatically correct. Varied punctuation is used
appropriately, but there are occasional spelling errors. The use of articles
is mostly correct.
3
Most sentences are grammatically correct. Limited punctuation is used and
there are occasional spelling errors. The use of articles is mostly correct.
2
Most sentences are grammatically incorrect. Limited punctuation is used and
there are many spelling errors. Inappropriate articles are used in most places.
1
Almost all sentences are grammatically incorrect. Limited punctuation is
used and almost all the major words have spelling errors. Inappropriate
articles are used in most places.
TASK 8
Page 57
Section Project
Sub Section -
Task to Students
Work in groups of four or five. Prepare a fact file for your class on
any one of these famous people who have worked tirelessly to protect
animal rights, to preserve their habitat or to save them from dying out.
Skills Assessed
➣ Research skills in understanding the activities of the person
➣ Evaluating the activities for the impact they have had
➣ Presentation using appropriate images and text in the fact file
ASSESSMENT RUBRIC
Content and Details
Rating
Explanation
5
The file is enlightening. It covers a number of accomplishments of the
person in the area of animal rights protection. The students have researched
very well. The file creates a deeply involved and vivid experience for
the reader with the help of detailed observations and descriptions. Each
paragraph of the report focuses on specific accomplishments, making it a
well organised report.
4
The fact file is very good. It covers the accomplishments of the person in
the area of animal rights protection. It is evident that students have spent
time in preparing the fact file. The report creates a good description of the
activities carried out by the person. Each paragraph of the report focuses
on specific accomplishments, making it a well organised report.
3
The file is good. It covers the accomplishments of the person in the area of
animal rights protection. Each paragraph of the report focuses on specific
accomplishments, making it a well organised report.
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Content and Details
Colours and Images
Word Choice and Communication
Fluency
Rating
Explanation
2
The file is good. It covers many accomplishments of the person in the
area of animal rights protection. The report can be organised better by
appropriately grouping the work done.
1
The file covers only some of the accomplishments of the person in
the area of animal rights protection. The file needs can be organised
better.
5
All sentences are grammatically correct. There is a good choice of
words for smooth transition from one sentence to another.
4
Most sentences are grammatically correct. There is a good choice of
words for smooth transition from one sentence to another.
3
Most sentences are grammatically correct. There is an abruptness in
moving from one sentence to another.
2
Most sentences are grammatically incorrect.
1
All sentences are grammatically incorrect.
5
Words and phrases chosen are new and varied. The sentences are
concise and brief.
4
Some of the words and phrases chosen are repetitive. However, the
sentences are concise and brief.
3
Most of the sentences have normal words. However, they are clear and
direct.
2
Some of the sentences are long winding. However, they are clear even
if they are not direct.
1
Almost all sentences are long winding. Many of them are not clear and
require multiple readings to be understood.
5
All colours, pictures and images used are very appropriate to the fact
file. The file it is very appealing and attractive.
4
Most colours, pictures and images used are very appropriate to the fact
file. The file is attractive.
3
The colours used could have been more appropriate. Most of the
pictures and images used are fine. The file is good.
2
The fact file has colours, but they are not bright. Consequently, it is not
colourful. Pictures and images used are not very appropriate.
1
The fact file has no colours. Pictures and images used are not very
appropriate.
Note: Encourage students to design and publish their projects on a website. Guide them to
go to http://www.students.websiteforever.com, the safest website builder for students. This
facility comes to you courtesy Orient Blackswan and Akmin Technologies, and does not
require any technical expertise.
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Unit 4—THE ARTS
TASK 9
Page 77
Section Life Skills
Sub Section -
Task to Students
Work in groups of four and decide how you can persuade your
friends and family not to watch/listen to pirated or illegal copies of
new films or music. Collect evidence from newspapers, television
or the Internet to discuss this issue.
Skills Assessed
➣ An understanding of piracy and its negative impact
➣ A general awareness of how piracy operates
➣ Research skills to find out evidence
➣ Thinking skills to convince others to help curb piracy
➣ Working together as a team
ASSESSMENT RUBRIC
Examples and
Evidence
Content and Details
Rating
Explanation
5
The students have presented many points to highlight piracy and its
negative impact. They have collected a lot of material from newspapers
and magazines to validate their argument. The words chosen are very
apt and they convey the message of the need to curb piracy very well.
4
The students have presented many points to highlight piracy. They have
documented the negative impact of piracy, but it could have been more
expansive. They have collected a lot of material from newspapers and
magazines to validate their argument. The words chosen are good and
they convey the message of the need to curb piracy well.
3
The students have presented points to highlight piracy and have only
listed some of its negative impact They have collected only some
material to validate their argument. The words chosen are fairly good
and they convey the message of the need to curb piracy.
2
The students have presented points to highlight piracy, but have not
mentioned much about its negative impact. The words chosen are fairly
good, but they do not convey the message of the need to curb piracy
very well.
1
The students have presented some points to highlight piracy. The points
do not convince the reader of the need to curb piracy.
5
The student has provided every point an example and the examples
completely support the point.
4
The student has provided every point an example and most of the examples
completely support the point. However, some are not very convincing.
3
The student has provided most points with appropriate examples.
However, some are not very convincing.
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Examples and
Evidence
Team Work
Fluency
Rating
Explanation
2
The student has provided only some points with examples. However,
some are not appropriate to the point.
1
The student has provided only some points with examples. Most of them
are inappropriate to the context and hence, do not support the point.
5
Words and phrases spoken are very apt. All sentences are grammatically
correct.
4
Words and phrases spoken are apt. Most sentences are grammatically
correct.
3
Words and phrases spoken are mostly apt. Most sentences are
grammatically correct.
2
Words and phrases used could have been more apt. Most sentences are
grammatically correct.
1
Many words and phrases spoken are not apt. Only some sentences are
grammatically correct.
5
The team has worked together in all aspects of the task. It has been a
collective performance. Work load is equally shared and there is a spirit
of togetherness in the work.
4
The team has worked together in all aspects of the task. It has been
a collective performance. However, work load is unequally shared.
Despite this, there is a spirit of togetherness in the work.
3
The team has worked together in most aspects of the task. It has been a
collective performance. However, work load is unequally shared. The
team can be more cohesive.
2
The team has worked together in only some aspects of the task. It has
been a performance of only some students. Work load too is unequally
shared. The team can be more cohesive.
1
The team has worked together only in very few aspects of the task.
It has been a performance of only some students. Work load too is
unequally shared. There is no sense of cohesiveness in the team.
Poem—MY HEART LEAPS UP
TASK 10
Section D
Page 113
Sub Section -
Task to Students
What are some of the things you would like to celebrate in Nature?
Skills Assessed
➣ Comprehension of the poem and theme
➣ An ability to apply the theme to the world around them
➣ Thinking skills to choose things in Nature
➣ Imagining skills to arrive at ways of celebrating Nature
➣ Ability to write on these fluently and clearly
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ASSESSMENT RUBRIC
List of Wonders
Content and Details
Rating
Explanation
5
The student has clearly understood the theme of the poem and has listed
many things that he/she would like to celebrate in Nature. The reasons for
the choice of things are also clearly stated. Both the list and the reasons
given are original and creative.
4
The student has clearly understood the theme of the poem and has listed
many things that he/she would like to celebrate in Nature. The reasons for
the choice of things are also clearly stated. Both the list and the reasons
given show original thinking.
3
The student has understood the theme of the poem and has listed some
things that he/she would like to celebrate in Nature. The reasons for the
choice of most of the things are also stated. Both the list and the reasons
given show original thinking.
2
The student has understood the theme of the poem and has listed a few
things that he/she would like to celebrate in Nature. The reasons for the
choice of things are also stated, but they could have been more clear.
However, both the list and the reasons are not very original.
1
The student has understood the theme of the poem, but has not been able
to list things that he/she would like to celebrate in Nature. The reasons for
the choice of things find little or no mention.
5
The student has come up with a big list of wonders in Nature that make
him/her wish to celebrate. The student has also come up with very good
explanation for every item in the list. The answer conveys the student’s
awe of Nature.
4
The student has come up with a big list of wonders in Nature that make
him/her wish to celebrate. The student has also come up with a good
explanation for every item in the list. The answer conveys the student’s
appreciation of Nature.
3
The student has come up with a list of wonders in Nature that make him/
her wish to celebrate. The student has also come up with an explanation
for most items in the list. The answer conveys the student’s appreciation
of Nature.
2
The student has come up with a list of wonders in Nature that make him/
her wish to celebrate. The student has also come up with an explanation
for some items in the list. However, they are not very convincing. The
answer conveys the student’s awareness of Nature.
1
The student has come up with a small list of wonders in Nature that make
him/her wish to celebrate. The student has little or no explanation for most
items in the list. The answer does not convey much about the student’s
awareness of Nature.
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Fluency and Word Choice
Rating
Explanation
5
All sentences are grammatically correct. Words chosen are varied
and very apt and there are no spelling errors. Articles are used
appropriately.
4
All sentences are grammatically correct. Words chosen are varied and very
apt, but there are occasional spelling errors. The use of articles is mostly
correct.
3
Most sentences are grammatically correct. The writing displays limited
vocabulary and there are occasional spelling errors. The use of articles is
mostly correct.
2
Most sentences are grammatically incorrect. The writing displays limited
vocabulary and there are many spelling errors. Inappropriate articles are
used in most places.
1
Almost all sentences are grammatically incorrect. The writing displays
very limited vocabulary with words being repeated and almost all the major
words having spelling errors. Inappropriate articles are used in most places.
Unit 7—NEWSPAPERS
Page 115–116
TASK 11
Section Communication
Sub Section A.2
Task to Students
Work in groups of four. Discuss the various functions of a newspaper
Skills Assessed
➣ Awareness of the various functions of a newspaper
➣ Ability to assess and appreciate the role of a newspaper in
everyday life
➣ Ability to state an opinion clearly and to provide reasons for it
➣ Language fluency
ASSESSMENT RUBRIC
Quality of Points
Rating
18
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Explanation
5
The students have provided more than six points, as needed in the
task. The points cover the key functions of a newspaper very well. The
students have expressed their opinions clearly and given explanations for
the same.
4
The students have provided six points, as needed in the task. The
points cover the key functions of a newspaper. The students have
expressed their opinions clearly and given explanations for most
of them.
Main Coursebook 6
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Fluency
Expressions Used
Quality of Points
Rating
Explanation
3
The students have provided six points, as needed in the task. The points
cover some of the key functions of a newspaper. The students have
expressed their opinions, but have explained only some of them.
2
The students have provided less than six points. The points cover
only some of the key functions of a newspaper. The students have
some difficulty in expressing their opinions and in explaining some
of them.
1
The students have provided less than six points. The points do not cover
many of the key functions of a newspaper. The students have difficulty
in expressing their opinions and in explaining them.
5
The students have used very apt expressions to describe the various
functions of a newspaper. A variety of expressions have also been used.
The students have used expressions from the cues given in the task as
well as from their personal knowledge too. The expressions have added
to the effectiveness of the discussion.
4
The students have used apt expressions to describe the various functions
of a newspaper. A variety of expressions have also been used. The
students have used expressions from the cues given in the task. The
expressions have been used in such a way that they make the discussion
interesting.
3
The students have used apt expressions to describe the various
functions of a newspaper. A small variety of expressions have been
used. The students have used expressions from the cues given
in the task.
2
The students have mostly used appropriate expressions to describe the
various functions of a newspaper. A small variety of expressions have
been used. The students have used expressions only from cues given
in the task.
1
The expressions used by the students to describe the various functions of
a newspaper are mostly inappropriate. Their awareness of the meanings
is weak and consequently only a small variety of expressions have been
used. The students have tried to use expressions only from cues given
in the task.
5
All sentences are grammatically correct. There is a good choice of words
for smooth transition from one sentence to another.
4
Most sentences are grammatically correct. The transition from one
sentence to another is good.
3
Most sentences are grammatically correct. There is an abruptness in
moving from one sentence to another.
2
Most sentences are grammatically incorrect.
1
All sentences are grammatically incorrect.
Main Coursebook 6
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Unit 8—WATER
TASK 12
Page 148
Section Project
Sub Section -
Task to Students
Work in groups of eight. Find out the causes of water pollution
and make three posters campaigning against those specific causes.
Suggest solutions in your posters.
Skills Assessed
➣ Ability to research and understand the causes of water pollution
➣ Ability to analyse the effects of water pollution on everyday life
➣ A general understanding of causes and solutions
➣ An ability to phrase words and messages
➣ Skill at presenting thoughts visually and appealingly
➣ Ability to work in a team
ASSESSMENT RUBRIC
Causes for water pollution
Rating
20
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Explanation
5
The students have listed causes for water pollution very clearly. They have
researched very well. The three posters campaign against the specific causes
very effectively and stress the need to prevent water pollution. Words chosen
are very apt and brief.
4
The students have listed causes for water pollution very clearly. They
have researched very well. The three posters campaign against the specific
causes quite effectively and explain the need to prevent water pollution.
Most words chosen are apt and brief.
3
The students have listed some causes for water pollution. They have
researched fairly well. The three posters campaign against the specific causes
fairly well and explain the need to prevent water pollution. Most words
chosen are apt and brief.
2
The students have listed a few causes for water pollution. There is scope
to improve research. The three posters campaign against the specific
causes. But, they could have stressed on the need to prevent water
pollution a little more. Some words chosen are inappropriate. Some
messages are long winding.
1
The students have listed a few causes for water pollution. More research
is required on the same. The three posters do not campaign against the
specific causes too clearly. There is little or no stress on the need to
prevent water pollution. Many words chosen are inappropriate. Messages
are also long winding.
Main Coursebook 6
10/8/2010 7:52:53 AM
Presentation and Layout
Pictures and Images
Solutions
Rating
Explanation
5
The students have listed appropriate solutions to address the problem of
water pollution very clearly. All the solutions mentioned are ones that can
be implemented by the students themselves.
4
The students have listed appropriate solutions to address the problem of
water pollution clearly. Most of the solutions mentioned are ones that can
be implemented by the students themselves.
3
The students have listed solutions clearly. They have researched well. The
solutions are not always relevant or applicable to students.
2
The students have listed some solutions to address the problem of water
pollution. Very few of the solutions are relevant to students. Some words
chosen are inappropriate. Some messages are long winding.
1
The students have listed some solutions. Most of them are irrelevant
and not applicable to students. Many words chosen are inappropriate.
Messages are also long winding.
5
Bright colours are used and are appropriate to the messages. Pictures
and images used are also very appropriate. The posters are appealing and
attractive.
4
Bright colours are used, most of which are appropriate to the messages.
Most of the pictures and images used are also appropriate. The posters are
attractive.
3
Most of the colours are bright and are appropriate to the messages. Most
of the pictures and images used are also appropriate. The posters are good.
2
The poster has colours, but they are not bright. Consequently, the posters
are not colourful. Pictures and images used are not very appropriate either.
1
The posters have no colours. Pictures and images used are not very
appropriate to the message.
5
Pictures and slogans are placed very well in the posters. They are very
appealing to the eye.
4
Pictures and slogans are placed well in the posters. The posters are
attractive but there is at least one team whose posters are more appealing
to the eye.
3
Pictures and slogans are placed well in the posters. There can be a better
logical organisation and grouping though.
2
Pictures and slogans are placed haphazardly. Viewing is also strenuous.
1
Pictures and slogans are not placed well in the posters. There is a lot of
empty space making the posters look incomplete.
Note: Encourage students to design and publish their posters on a website. Guide them to
go to http://www.students.websiteforever.com, the safest website builder for students. This
facility comes to you courtesy Orient Blackswan and Akmin Technologies, and does not
require any technical expertise.
Main Coursebook 6
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Unit 1—MY MIND WENT BLANK
Page 5
TASK 1
Type of Task
Communication
Section D
Task to Students
Talk to a partner about the ways in which a person can feel
‘different’ from the others in a group.
Skills Assessed
➣ Ability to introspect and reflect on the given scenario
➣ Ability to articulate emotions and thoughts in detail
➣ Use of right words and phrases to communicate effectively
ASSESSMENT RUBRIC
Describing the Feeling of Being ‘Different’
Rating
22
Class6_LR.indd 22
Explanation
5
The student has come up with many reasons for feeling ‘different’ in a
group. The student has articulated the various scenarios very clearly and
has also detailed the reasons for feeling so. All of them are applicable
and relevant to other students. It is very evident that the student has
understood the task and he/she has explained very well.
4
The student has come up with many reasons for feeling ‘different’ in a
group. The student has articulated the various scenarios clearly and has
also explained the reasons for feeling so. The reasons, however, could
be expanded for more clarity so that every student in the classroom can
understand. All of them are applicable to the student community. It is
evident that the student has understood the task.
3
The student has come up with adequate reasons for feeling ‘different’ in
a crowd. The student has articulated clearly the various scenarios and has
also mentioned the reasons for feeling so. The reasons, however, could be
explained so that every student in the classroom can understand. Most of
them are applicable to the student community. It is evident that the student
has understood the task.
2
The student has come up with adequate reasons for feeling ‘different’ in a
group. The student has articulated the various scenarios. The student had
to be prodded to explain the reasons. Most of them are applicable to the
student community.
1
The student has come up with few reasons for feeling ‘different’ in a group.
The student has made an attempt to explain the various scenarios. The student
had to be prodded a lot. Some of them are applicable to the student community.
Literature Reader 6
10/8/2010 7:24:42 AM
Word Choice and Pronunciation
Fluency
Rating
Explanation
5
All sentences used are grammatically correct. The student has linked
the sentences very well. There is a smooth transition from one point to
another. The student has ended the discussion very well.
4
All sentences used are grammatically correct. The student has linked the
sentences very well. The transition from one point to another is a little
abrupt. However, the student has ended the discussion very well.
3
Most sentences are grammatically correct. The student has linked the
sentences well. The transition from one point to another is abrupt.
However, the student has ended the narration very well.
2
The sentences stand independent of each other. There is almost no transition
from one point to another. However, there is an end to the narration.
1
The sentences stand independent of each other. There is almost no
transition from one point to another. The student did not even end the
narration formally. It appeared incomplete.
5
Words and phrases used are very apt. A lot of new words have been used
which are not part of the text. The pronunciation of all words is very good.
4
Words and phrases spoken are apt. The student has used some new words
which are not part of the text. The pronunciation of most words is good.
3
Words and phrases spoken are mostly apt. The student has used some new
words which are not part of the text. The pronunciation of most words is good.
2
Words and phrases spoken are mostly apt. The student has used
only words from the text. No new words have been introduced. The
pronunciation of only some words is correct.
1
Some words and phrases chosen are not apt. The student has used
only words from the text. No new words have been introduced. The
pronunciation of only some words is correct.
Unit 2—FIRST DAY AT SCHOOL
Page 8
TASK 2
Type of Task
Writing
Section D
Task to Students
Imagine you are the child who is spending his first day at
school. Write a brief paragraph describing your feelings.
Skills Assessed
➣ Ability to reflect and relive his/her experience on the first day
at school
➣ Ability to explain the context and background in adequate
detail for readers to experience the moment
➣ Use of right words and phrases to describe emotions and feelings
➣ Ability to structure the writing effectively
Literature Reader 6
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ASSESSMENT RUBRIC
Word Choice
Fluency and Conventions
Content and Details
Rating
24
Class6_LR.indd 24
Explanation
5
The student has written very well about his/her experience on the first day
at school. The writing presents in detail, the preparation to go to school,
arrival at the gates, the happenings in the classroom, the students and
objects around and the various emotions within. The writing brings alive
the incident to the reader. It conveys the experience very well.
4
The student has written very well about his/her experience on the first day
at school. The writing dwells on the happenings in the classroom and in
the school premises, the interactions with students and teachers and the
various emotions within. The student has explained the experience well.
3
The student has written well about his/her experience on the first day at school.
The writing talks of the various happenings in the school and classroom
on that day. But more details would have helped the reader appreciate the
experience better. The student has written about the experience fairly well.
2
The student has written about his/her experience on the first day at school.
The writing does not cover the happenings in the school and classroom
too clearly. The writing is good, but the reader is not able to participate
and feel the experience.
1
The student has written about his/her experience on the first day at school.
The writing does not give any background information. The writing does
not involve the reader in understanding the experience.
5
All sentences are grammatically correct. Varied punctuation is used
appropriately and there are no spelling errors. Articles are used appropriately.
4
All sentences are grammatically correct. Varied punctuation is used
appropriately, but there are occasional spelling errors. The use of articles
is mostly correct.
3
Most sentences are grammatically correct. Limited punctuation is used and
there are occasional spelling errors. The use of articles is mostly correct.
2
Most sentences are grammatically incorrect. Limited punctuation is used and
there are many spelling errors. Inappropriate articles are used in most places.
1
Almost all sentences are grammatically incorrect. Limited punctuation is
used and almost all the major words have spelling errors. Inappropriate
articles are used in most places.
5
Words and phrases used are very apt. A lot of new words have been used
which have not been covered before in the classroom.
4
Words and phrases used are apt. The student has used some new words
which are new to the class.
3
Words and phrases used are mostly apt. The student has used a few new
words which have not been introduced in the class.
2
Words and phrases used are mostly apt. The student has used words which
are used in the classroom. No new words have been introduced.
1
Some words and phrases chosen are not apt. Vocabulary is very limited.
Literature Reader 6
10/8/2010 7:24:43 AM
Unit 3—KOKI PLAYS THE GAME
Page 16
TASK 3
Type of Task
Communication
Section D
Task to Students
Work in pairs—Do you think girls are as encouraged as boys are
to participate in sport or play games?
Skills Assessed
➣ Ability to come up with points coherently
➣ Skills at convincing another person
➣ Ability to summarise and articulate with conviction
➣ Use of right words and phrases
ASSESSMENT RUBRIC
Conclusion
Quantity and Quality of Points
Rating
Explanation
5
The students have come up with many points in their discussion. The points
cover both sides of the argument. The students have come up with very good
evidence in both the cases. In all, it is a very good and intense discussion.
4
The students have come up with many points in their discussion. The
points cover both sides of the argument. The students have come up with
some evidence in both the cases. In all, it is a good discussion.
3
The students have come up with many points in their discussion. The points
cover both sides of the argument, but some of them are not too appropriate.
The students could have come up with more evidence in both the cases to
justify their thoughts and views. In all, it is a fairly good discussion.
2
The students have come up with some points in their discussion. The
points cover mostly one side of the discussion, either agreeing or
disagreeing with the topic. The students have come up with a fair amount
of evidence to back their thoughts and views. However, they are not very
convincing.
1
The students have come up with points in their discussion. The points cover
mostly one side of the discussion, either agreeing or disagreeing with the topic.
The students have come up with almost no evidence to back their thoughts and
views. Hence, it is not at all convincing.
5
The students have come up with a final definite conclusion at the end of
their discussion. There is no ambivalence and there is unanimity among
the students. They have been able to answer every one of the queries raised
by their peers and teacher on their conclusion. They have made a very
confident conclusion.
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Word Choice
Fluency
Conclusion
Rating
26
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Explanation
4
The students have come up with a final definite conclusion at the end of
their discussion. There is no ambivalence and there is near unanimity
among the students. They have been able to answer most of the queries
raised by their peers and teacher on their conclusion. They have made a
confident conclusion.
3
The students have come up with a definite conclusion at the end of their
discussion. There is near unanimity among the students. However, they
are not very confident of their conclusion. They have been able to answer
only some of the queries raised by their peers and teacher.
2
The students have come up with a conclusion at the end of their
discussion. The students seem to have differing viewpoints on the
conclusion. As a result, they have been able to convincingly answer very
few of the queries raised by their peers and teacher.
1
The students have come up with a conclusion at the end of their
discussion. The students have completely differing viewpoints on the
conclusion. As a result, they have not been able to convincingly answer
any of the queries raised by their peers and teacher.
5
All sentences used are grammatically correct. The students have linked
the sentences very well. There is a smooth transition from one point to
another. The students have ended their discussion very well.
4
All sentences used are grammatically correct. The students have linked
the sentences very well. The transition from one point to another is a little
abrupt. All the same, the students have ended their discussion well.
3
Most sentences are grammatically correct. The students have linked the
sentences well. The transition from one point to another is abrupt. All the
same, the students have ended their discussion well.
2
The sentences stand independent of each other. There is almost no
transition from one point to another. However, the students ended their
discussion.
1
The sentences stand independent of each other. There is almost no
transition from one point to another. The students did not even end their
discussion formally. It appeared incomplete.
5
Words and phrases used are very apt. A lot of new words have been used
which have not been covered in the classroom.
4
Words and phrases spoken are apt. The students have used some new
words which are new to the class.
3
Words and phrases spoken are mostly apt. The students have used a few
new words which have not been introduced in the class.
2
Words and phrases spoken are mostly apt. The students have used
words which have been used in the classroom. No new words have been
introduced.
1
Some words and phrases chosen are not apt. Vocabulary is very limited.
Literature Reader 6
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Unit 4—THE STORY OF A GREAT STORY
TASK 4
Type of Task
Page 24
Communication
Section D
Task to Students
Selkirk and Crusoe had little or no formal education but they
had what we now call ‘life skills’.
a. Talk about the skills you would need to survive in difficult
situations such as they found themselves in.
b. Talk about how those difficulties could be overcome
nowadays with the help of modern technology.
Skills Assessed
➣ Comprehension of ‘difficulties’ as addressed in the text
➣ Analysing the situation and coming up with skills needed to
survive
➣ Reflecting on how technology could help in the given
situations
➣ Use of right words and phrases to articulate thoughts
ASSESSMENT RUBRIC
Understanding of the word ‘Difficulties’
Rating
Explanation
5
The student has comprehended the text very well. He/She has been
able to very clearly identify the various difficult situations, where mere
formal education would not be adequate.
4
The student has comprehended the text well. He/She has been able to
identify many of the difficult situations, where mere formal education
would not be adequate.
3
The student has comprehended the text. He/She has been able to identify
some of the difficult situations, where mere formal education would not
be adequate.
2
The student has had some difficulty in comprehending the text. He/She
has been able to identify very few of the difficult situations, where mere
formal education would not be adequate.
1
The student has not been able to identify any of the difficult situations,
where mere formal education would not be adequate. The student has not
comprehended the text.
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Word Choice
Fluency
Skills Needed and Assistance from Technology
Rating
28
Class6_LR.indd 28
Explanation
5
The student has been able to come up with the various skills needed to
survive in the difficult situations. The student has also been able to clearly say
how technology can help. It is very evident that the student has understood
the task and has also a very good general knowledge of survival skills.
4
The student has been able to come up with many of the skills needed
to survive in difficult situations. The student has also been able to
clearly say how technology can help. It is evident that the student has
understood the task and has a good general knowledge of survival skills.
3
The student has been able to come up with some of the skills needed to
survive in difficult situations. The student has also been able to comment
on how technology can help. However, this is generic and vague. It is
evident that the student has understood the task and has a fair knowledge
of survival skills.
2
The student has been able to come up with few of the skills needed
to survive in difficult situations. The student has not been able to
convincingly say how technology can help. It is evident that the student
has understood the task.
1
The student has come up with little or none of the skills that are needed to
survive in difficult situations. He/She has not been able to say how technology
can help. It is evident that the student has little knowledge of survival skills.
5
All sentences used are grammatically correct. The student has linked
the sentences very well. There is a smooth transition from one point to
another. The student has ended the discussion very well.
4
All sentences used are grammatically correct. The student has linked the
sentences very well. The transition from one point to another is a little
abrupt. All the same, the student has ended the discussion very well.
3
Most sentences are grammatically correct. The student has linked the
sentences well. The transition from one point to another is abrupt. All the
same, the student has ended the discussion very well.
2
The sentences stand independent of each other. There is almost no
transition from one point to another. However, the student ended the
discussion.
1
The sentences stand independent of each other. There is almost no
transition from one point to another. The student did not even end the
discussion formally. It appeared incomplete.
5
Words and phrases used are very apt. A lot of new words have been used
which have not been covered in the classroom.
4
Words and phrases spoken are apt. The student has used some new words
which are new to the class.
3
Words and phrases spoken are mostly apt. The student has used a few
new words which have not been introduced in the class.
2
Words and phrases spoken are mostly apt. The student has used words
which are used in the classroom. No new words have been introduced.
1
Some words and phrases chosen are not apt. Vocabulary is very limited.
Literature Reader 6
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Unit 5—GOING FOR WATER
Page 26
TASK 5
Type of Task
Writing
Section D
Task to Students
Write a narrative poem or descriptive paragraph to say how you
made paper boats float on puddles on a rainy day. Try to use
the contrast between the sounds of water and silence in your
description.
Skills Assessed
➣ Creative skills in visualising the scene of building a boat and
setting it afloat
➣ Ability to bring the scene and setting alive to the reader
➣ Ability to use the right words and phrases to make the writing
interesting
➣ Fluency in sentence structuring
ASSESSMENT RUBRIC
The Contrast
Content and Details
Rating
Explanation
5
The writing is very good. The work brings out the joy of making the boat
and setting it afloat in the puddle. It brings out the setting and the scene
very well. The reader is able to visualise and enjoy the events.
4
The writing is very good. The work brings out the joy of making the
boat and setting it afloat in the puddle. It brings out the setting and the
scene well. However, the visual elements could have been better. The
reader is able to understand and appreciate the events.
3
The writing is good. The work brings out the making of the boat and the
process of setting it afloat in the puddle. It talks of the setting and the
scene well.
2
The writing is fair, but could have been better. The work talks of the
various elements of setting the boat afloat in the puddle. There can be
more detailing to make it interesting for the reader.
1
The writing covers briefly about setting the boat afloat. There are
no details.
5
The student has brought out the contrast as required by the task very
well. The reader is involved and can visualise the contrasting scenes and
sounds. The contrast engages the reader.
4
The student has covered the contrast as required by the task well. The
reader can appreciate the contrasting scenes and sounds. The contrast
interests the reader.
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Fluency
Word Choice
The Contrast
Rating
30
Class6_LR.indd 30
Explanation
3
The student has covered the contrast as required by the task well. The
reader can understand the contrasting scenes and sounds. But it could
have been a little more interesting.
2
The student has mentioned about the contrast as required by the task.
1
The student has not mentioned any information about the contrast, as
required by the task.
5
Words and phrases used are very apt. A lot of new words have been used
which have not been covered before in the classroom.
4
Words and phrases used are apt. The student has used some new words
which are new to the class.
3
Words and phrases used are mostly apt. The student has used a few new
words which have not been introduced in the class.
2
Words and phrases used are mostly apt. The student has used words which
are used in the classroom. No new words have been introduced.
1
Some words and phrases chosen are not apt. Vocabulary is very limited.
5
All sentences used are grammatically correct. The student has linked
the sentences very well. There is a smooth transition from one point to
another. The student has ended the poem or paragraph very well.
4
All sentences used are grammatically correct. The student has linked
the sentences very well. The transition from one point to another is a
little abrupt. All the same, the student has ended the poem or paragraph
well.
3
Most sentences are grammatically correct. The student has linked the
sentences well. The transition from one point to another is abrupt. All the
same, the student has ended the poem or paragraph well.
2
The sentences stand independent of each other. There is almost no
transition from one point to another. However, the student has ended the
poem or paragraph.
1
The sentences stand independent of each other. There is almost no
transition from one point to another. The student did not even end the
poem or paragraph. It appears incomplete.
Literature Reader 6
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Unit 6—GHOSTS!
Page 34
TASK 6
TType
ASKof7Task
Section E
Writing
Task to Students
You are Razaak. Write a letter to a friend telling him what you
saw when you woke up in Charminar and what happened after
that.
Skills Assessed
➣ Comprehension of the text and ability to imagine beyond it
➣ Skills at writing an informal letter to a friend
➣ Ability to capture the scenes witnessed in writing with the
visual element intact
➣ Ability to express emotions and feelings
➣ Use of right words and phrases
ASSESSMENT RUBRIC
Content and Details
Rating
Explanation
5
The letter is very good. It is in a clear narrative form. All details of the
text are covered. In addition, the student has also added his/her own
elements to make it even more interesting. It involves and engages the
reader. The reader is able to visualise the happenings at Charminar,
through the letter.
4
The letter is good. All details of the text are covered. In addition, the
student has also added his/her own elements to make it interesting. It
keeps the reader involved and engaged. The reader is able to understand
the happenings at Charminar, through the letter.
3
The letter is fairly good. Most details of the text are covered. The student
has also added his/her own elements too. The reader is able to understand
the happenings at Charminar, through the letter.
2
The letter is fairly good. Only some details of the text are covered. The
reader is able to understand the happenings at Charminar, through the
letter. The detailing could have been better though.
1
The student has written a letter. Very few details of the text are covered.
The reader is not able to understand the happenings at Charminar,
through the letter.
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Fluency and Conventions
Word Choice
Structure and Organisation
Rating
32
Class6_LR.indd 32
Explanation
5
There is a very good structure to the letter. It has a good introduction. The
events that happened at Charminar have been covered well. Each paragraph
describes related events. The conclusion is good. It is a well organised letter.
4
There is a clear structure to the letter. It has a good introduction. The
events that happened at Charminar have been covered well. However,
there is an overlap in content across paragraphs. The conclusion is good. It
is a fairly well organised letter.
3
There is a good structure to the letter. It has an introduction. The events
that happened at Charminar have been covered in the body of the letter. It
has a conclusion. It is a fairly well organised letter.
2
There is a skeletal structure to the letter. It has an introduction, body and
conclusion. Each element could have been developed to make it more
clear and detailed.
1
There is an absence of a defined structure to the letter. It jumps
straightaway to describing the events. There is little or no closure to the
letter. The letter is in need of better organisation.
5
Words and phrases used are very apt. A lot of new words have been used
which have not been covered before in the classroom.
4
Words and phrases used are apt. The student has used some new words
which are new to the class.
3
Words and phrases used are mostly apt. The student has used a few new
words which have not been introduced in the class.
2
Words and phrases used are mostly apt. The student has used words which
are used in the classroom. No new words have been introduced.
1
Some words and phrases chosen are not apt. Vocabulary is very limited.
5
All sentences are grammatically correct. Varied punctuation is used
appropriately and there are no spelling errors. Articles are used
appropriately.
4
All sentences are grammatically correct. Varied punctuation is used
appropriately, but there are occasional spelling errors. The use of articles
is mostly correct.
3
Most sentences are grammatically correct. Limited punctuation is used
and there are occasional spelling errors. The use of articles is mostly
correct.
2
Most sentences are grammatically incorrect. Limited punctuation is used
and there are many spelling errors. Inappropriate articles are used in most
places.
1
Almost all sentences are grammatically incorrect. Limited punctuation is
used and almost all the major words have spelling errors. Inappropriate
articles are used in most places.
Literature Reader 6
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Unit 14—BLACKWOOD HOUSE
Page 78
TASK 7
Type of Task
Section B
Roleplay
Task to Students
Enact the play in your class.
Skills Assessed
➣ Ability to comprehend the text and characters
➣ Skills at emoting and presenting the play to the class
➣ Ability to use voice modulation and suit body language
to the character
➣ Ability to work as a team
ASSESSMENT RUBRIC
Diction and Expression
The Play
Rating
Explanation
5
The students have enacted the complete play. No part was left out. They
were able to completely convey the story of the text. They have added
additional details to make the play even more intriguing and interesting.
The audience were completely involved in the play.
4
The students have enacted the complete play. No part was left out. They
were able to completely convey the story of the text. They have attempted to
make the play intriguing and interesting. They have not added any additional
details though. The audience were completely involved in the play.
3
The students have enacted the complete play. No part was left out. They
were able to convey the story of the text. They have made some attempt
to make the play intriguing. They have not added any additional details
though.
2
The students have enacted the play. However, they have missed out some
minor details. They were able to convey the story of the text.
1
The students have enacted the play. However, they have missed out many
important details. Hence, they have not conveyed the story of the text
completely.
5
The pronunciation of all words was very good. The students showed
very good voice modulation. The body language was appropriate for
the roles.
4
The pronunciation of most words was good. The students showed very
good voice modulation. The body language was appropriate for the roles.
3
The pronunciation of most words was good. The students showed good
voice modulation for most part of the act. Body language was fine for
the roles.
Literature Reader 6
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Diction and Expression
Team Work
Fluency
Rating
34
Class6_LR.indd 34
Explanation
2
The pronunciation of only some words was correct. The students showed
almost no voice modulation for most part of the act. There was little or no
body language.
1
The pronunciation of only some words was correct. The students
displayed no voice modulation for almost the entire act. There was little
or no body language.
5
Words and phrases spoken were very apt for the play. A lot of new
words have been used which are not part of the text. All sentences were
grammatically correct.
4
Words and phrases spoken were apt for the play. The students have
used some new words which are not part of the text. All sentences were
grammatically correct.
3
Words and phrases spoken were mostly apt for the play. The students
have used some new words which are not part of the text. Most sentences
were grammatically correct.
2
Words and phrases spoken were mostly apt for the play. The students
have used only words from the text. No new words have been introduced.
Most sentences were grammatically correct.
1
Some words and phrases chosen were not apt for the play. The students
have used only words from the text. No new words have been introduced.
Only some sentences were grammatically correct.
5
The students have participated very well in the roleplay. The team has
worked together in all aspects. In the performance too, there is a smooth
interaction and there has been no need for cues and signals to act out the
roles.
4
The students have participated well in the roleplay. The team has worked
together in many aspects. In the performance too, there is a smooth
interaction and there has been no need for cues and signals to act out the
roles.
3
The students have participated well in the roleplay. Only some team
members have worked on all aspects, while others were limited only to
acting. In the performance though, there is a smooth interaction and there
has been no need for cues and signals to act out the roles.
2
The students have participated well in the roleplay. Most team members
have not worked on all aspects and were limited only to acting. In the
performance, there is an occasional need to provide cues and signals to act
out the roles.
1
The students have participated well in the roleplay. Most team members
have not worked on all aspects and were limited only to acting. In the
performance, there are many occasions where cues and signals were
provided to act out the roles.
Literature Reader 6
10/8/2010 7:24:45 AM
Material developed and written by
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BUZZWORD for CCE Main Coursebook and Literature Reader 6
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First published 2010
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