CENTRAL BOARD OF SECONDARY EDUCATION

SCHEDULE FOR COMPETENCE BUILDING IN ENGLISH at SECONDARY

LEVEL
SESSIONS TIMINGS DURATION
DAY 1
Introduction and Sharing of Objectives of the
9.15 am -9.30am 15 min.
Training Programme
Activity 1: Ice Breaking
9:30 am- 10:00 am 30 min.
SESSION 1: Curriculum of English Language and
Literature
 Activity 2: Revisiting the CBSE Curriculum &
Curriculum of English Language & Literature
 Handout 2 A 10:00 am to 10:45 am 45 min.
 Handout 2 B
 Handout 2 C, D (Extended Reading)
TEA (1O:30 am to 10:45 am) 10:45 am to 11:00 am 15 min
SESSION 2: Reading for Language Learning
 Activity 3: Reading Sub-Skills & Strategies
11:00 am to 11:15 am 15 min.
 Handout 3 A
 Activity 4: Reading Comprehension
 Handouts: 4A, 4B 11:15 am to 12:00 am 45 min.
 Handout 4C (Extended Reading)
SESSION 3: Listening for Language Learning
12:00 to 1:00 pm 60 min
 Activity 5: Listening Task
 Handout: 5 A 12:00 am to 12:30 pm 30 min.
 Handout 5 B (Extended Reading)
 Activity 6: Assessment of Listening
 Handout: 6A 12:30 pm to 01:00 pm 30 min.
 Handout 6B (Extended Reading)
LUNCH (1:00 pm to 1:45 pm) 1:00 pm to 1:45 pm 45 min

SESSION 4: Speaking for Language Learning

 Activity 7: Activities for Speaking 1:45 pm to 2:30 pm 45 min.

 Handout: 7A
 Handout 7B (Extended Reading)
SESSION 5: Teaching Vocabulary

 Activity 8: Teaching Vocabulary 2:30 pm to 3:15 pm 45 min.

 Handout: 8 A, 8 B, 8 C
TEA 3:15 pm to 3:30 pm 15 min

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SESSION 6: Teaching Literature 3:30 pm to 5:00 pm 90 min.

 Activity 9: Teaching Prose 3:30 pm to 4:15 pm 45 min.

 Handout: 9A 4:15 pm to 5:00 pm 45 min

 Teaching Poetry
DAY 2
Recap of Day 1 9:00 am to 9.30 am 30 min.
SESSION 7: Writing for Language Learning 09:30 am to 10.30 am 60 min.
 Activity 10: Writing a story 10:30 am to 11:00 am 30 min.
 Handout: 10 A Writing a story
 Activity 11: Writing skills 11:00 am to 11: 30 am 30 min.
 Handout: 11 A (Writing skills- Reading)
 Handout 11 B, 11 C (Extended Reading)
TEA (11:30 am to 11:45 am)
SESSION 8: Teaching Grammar
11:45 am to 12:30 pm 45 min
 Activity 12: Teaching Grammar
11:45 am to 12:30 pm 45 min
 Handout: 12 A Grammar Wk sheet
SESSION 9: Learning Outcomes
12:30 pm to 1:00 pm 30 min.
 Activity 13: Designing Learning Outcomes
 Handout: 13 A Bloom’s taxonomy(Reading) 12:30 pm to 1:00 pm 30 min.
 Handout: 13 B Bloom’s words
LUNCH (1:00 pm to 1:45 pm)
Continuation 1.45 pm to 2.30 45 min.
SESSION 10: Lesson Planning 45 min.
2:30 pm to 3:15 pm
 Activity 14: Lesson plan 45 min.
2:30 pm to 3:15 pm
 Handout: 14 A Planning for Prose/ Poetry
SESSION 11: Assessment-Internal & Final 45 min.
3:15 pm to 4:00 pm
 Activity 15: Assessment
 Handout: 15 A Description Internal
Assessment 45 min.
3:15 pm to 4:00 pm
 Handout: 15 B Port Folio
 Handout: 15 C Format of internal
Assessment
SESSION 12: Blue print, Question Paper Design, 60 min.
4:00 pm to 5:00 pm
Analysis
 Activity 16: Question Paper Analysis 60 min.
4:00 pm to 5:00 pm
Tea to be served in the hall during Session 12

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 SESSION: 1 Timing: 45 min

HANDOUT 2 A (Individual) –Activity 2

THE CBSE CURRICULUM

1.1 CBSE Curriculum

The curriculum refers to the lessons and academic content to be taught to a learner in the
school. In empirical terms, it may be regarded as the sum total of a planned set of educational
experiences provided to a learner by a school. It encompasses general objectives of learning,
courses of study, subject-wise instructional objectives and content, pedagogical practices and
assessment guidelines. The curriculum provided by CBSE is based on National Curriculum
Framework-2005 and seeks to provide opportunities for students to achieve excellence in
learning.

1.2 Salient Features of the CBSE Secondary School Curriculum

The Curriculum prescribed by CBSE strives to:

1. provide ample scope for physical, intellectual and social development of students;

2. enlist general and specific teaching and assessment objectives;

3. uphold Constitutional values such as Socialism, Secularism, Democracy, Republican

Character, Justice, Liberty, Equality, Fraternity, Human Dignity of Individual and the Unity
and integrity of the Nation by encouraging values-based learning activities;

4. nurture Life-Skills by prescribing curricular and co-curricular activities to help improve

self-esteem, empathy towards others and different cultures etc.;

5. integrate innovations in pedagogy, knowledge and application, such as human sciences

with technological innovations to keep pace with the global trends in various disciplines;

6. promote inclusive education by providing equal opportunities to all students;

7. integrate environmental education in various disciplines from classes I-XII;

8. equally emphasize Co-scholastic areas of Art Education and Health and Physical
Education.

1.3 Objectives of the Curriculum

The Curriculum aims to:

1. achieve cognitive, affective and psychomotor excellence;

2. enhance self-awareness and explore innate potential;
3. promote Life Skills, goal setting, and lifelong learning;

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4. inculcate values and foster cultural learning and international understanding in an
inter dependent society;
5. acquire the ability to utilize technology and information for the betterment of humankind;
6. strengthen knowledge and attitude related to livelihood skills;
7. develop the ability to appreciate art and show case talents;
8. Promote physical fitness, health and well-being.
9. Promote arts integrated learning.

IMPLEMENTATION OF CURRICULUM

2.2 Pedagogical Practices by Teachers

The pedagogical practices should be learner centric. It is expected of a teacher to ensure an

atmosphere for students to feel free to ask questions. They would promote active learning
among students with a focus on reflections, connecting with the world around them, creating
and constructing knowledge. The role of a teacher should be that of a facilitator who would

encourage collaborative learning and development of multiple skills through the generous use
of resources via diverse approaches for transacting the curriculum. Teachers should follow
inclusive principles and not label children as ‘slow learners’ or ‘bright students’, or ‘problem
children’. They should instead attend to the individual difference of students by diagnosing
and modifying their pedagogic planning. As far as possible, Arts should be integrated in
teaching, especially while teaching the concept which students find difficult to understand.

Reflection:

• Teaching should be in the conversational modes rather than in the modes of

authoritarian monologue.

• The teacher needs to draw the children and gain their confidence.

• Teachers should make deliberate attempts to explain the learning from the utility of
the textual material taught in school to real life.

2.3 Lesson/ Unit Plan

Specific Lesson Plans for the topics are to be prepared by the teachers. These plans may
have the following parts:

 Specific Learning Outcomes;

 Pedagogical Strategies;
 Activities/experiments/hands-on-learning;

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  Interdisciplinary Linkages and infusion Life-skills, Values, Gender sensitivity etc.;
 Resources (including ICT);
 Feedback and Remedial Teaching Plan;
 Inclusive Practices;

2.4 Creating Cross-Curricular Linkages

Creating cross-curricular linkages are vital to learning as they help to connect prior
knowledge with new information. For example, Mathematical data handling and
interpretation can be effectively applied in geography and science. Children can write better-
framed answers in history, geography and science when they have learnt how to write
explanations/short descriptions in a language Similarly, Life Skills like empathy, problem
solving and interpersonal communications can be easily integrated with the study of literature
and other areas. Universal Values, Life Skills, Constitutional Values with emphasis on
realization of Fundamental Duties may be incorporated depending upon context in almost all
the subjects.

2.5 Special emphasis on Integrating Arts in education:

The NCF 2005 has recommended “Art as a subject at all stages covering all four major
spheres, i.e. music, dance, visual arts and theatre….We must bring the arts squarely into the
domain of the curricular, infusing them in all areas of learning while giving them an identity
of their own at relevant stages.” It also states that “the importance of India’s heritage crafts,
both in terms of their economic and aesthetic values, should be recognized as being relevant
to school education.”

All disciplines being pursued by students at all stages require creative thinking and problem-
solving abilities. Therefore, when Art is integrated with education, it helps the child apply
art-based enquiry, investigation and exploration, critical thinking and creativity for a deeper
understanding of the concepts/topics. Secondly, Art Integrated learning is a strong contender
for experiential learning, as it enables the student to derive meaning and understanding,
directly from the learning experience. Thirdly, this kind of integration not only makes the
teaching and learning process joyful, it also has a positive impact on the development of
certain life skills, such as, communication skills, reflection and enquiry skills, un-
conditioning of the mind leading to higher confidence levels and self-esteem, appreciation for
aesthetics and creativity, etc. Fourthly, this kind of integration broadens the mind of the
student, and enables her to see the multi-disciplinary links between subjects, topics, and real
life. In view of the recommendations in the NCF-2005 document, NCERT’s
recommendation, need for awareness of India’s vast and diverse art heritage, and the need for
developing creative and critical thinking skills among students, the Board has decided to take
up the integration of Art with the teaching learning process.

It must be understood that Art Education and Art Integrated Education may be mutually
exclusive, but they build upon each other and strengthen each other. Art Education is not only
relevant for developing creativity and appreciation of art among students, but is also

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necessary for inculcating art-based enquiry skills in the students. Art Education is a necessary
precursor for the adoption of Art Integrated learning.

2.5.2 Art Integrated Pedagogy:

Art must be integrated with the teaching and learning process of all academic subjects from
classes 1 to 12, to promote active/experiential learning for “connecting knowledge to life
outside the school, ensuring that learning shifts away from rote methods and for enriching the
curriculum, so that it goes beyond textbooks”.
The forms to be taught, methodology, processes, etc. can be different at different levels, as
maybe decided by different schools. However, the interventions should be planned well by
the schools. While preparing its annual pedagogical plan under the leadership of the Principal
of the school, the school must plan out in detail the Art Education to be imparted at various
levels, and how that Art can be integrated with classroom learning of various subjects. The
focus must be on mutually reinforcing Art as a subject and Art as a tool for learning, with
efforts towards seamless integration. Team teaching (combination of subject teachers and Art
teachers) would also strengthen the integration. Arts-Integrated Learning will strengthen
teachers for assessing application-skills of the students in their subjects.
For implementing this in classrooms, the subject teacher picks the topic/concept/idea that she
wants to teach through integration of Art. The teacher can do this jointly with the Art teacher
too. Then, the subject teacher collaborates with the Art teacher to align the pedagogy. Next,
the teacher teaches the topic/concept/idea ensuring active learning and ensuring that both the
subject and Art are integrated well and there is learning in both areas. Finally, the teacher
prepares a rubric to assess the student in both the areas – that is, the topic taught and the Art
used.

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 HANDOUT 2 B (Individual)- Activity 2

ENGLISH LANGUAGE AND LITERATURE (Code No. 184) (2019-20)

 Background:

Traditionally, language-learning materials beyond the initial stages have been sourced from
literature: prose, fiction and poetry. While there is a trend for inclusion of a wider range of
contemporary and authentic texts, accessible and culturally appropriate pieces of literature
should play a pivotal role at the secondary stage of education. The English class should not
be seen as a place merely to read poems and stories in, but an area of activities to develop the
learner’s imagination as a major aim of language study, and to equip the learner with
communicative skills to perform various language functions through speech and writing.

 Objectives:

The general objectives at this stage are to:

• build greater confidence and proficiency in oral and written communication

• develop the ability and knowledge required in order to engage in independent reflection
and inquiry
• use appropriate English to communicate in various social settings
• equip learners with essential language skills to question and to articulate their point of view
• build competence in the different registers of English
• develop sensitivity to, and appreciation of, other varieties of English, like Indian English,
and the culture they reflect
• enable the learner to access knowledge and information through reference skills (consulting
a dictionary / thesaurus, library, internet, etc.)
• develop curiosity and creativity through extensive reading
• facilitate self-learning to enable them to become independent learners
• review, organise and edit their own work and work done by peers
• build listening and speaking into the curriculum.

 At the end of this stage, learners will be able to do the following:

• give a brief oral description of events / incidents of topical interest
• retell the contents of authentic audio texts (weather reports, public announcements, simple
advertisements, short interviews, etc.)
• participate in conversations, discussions, etc., on topics of mutual interest in non-classroom
situations
• narrate the story depicted pictorially or in any other non-verbal mode
respond in writing to business letters, official communications email etc.
• read and identify the main points / significant details of texts like scripts of audio-video
interviews, discussions, debates, etc.
• write without prior preparation on a given topic and be able to defend or explain the
position taken / views expressed in the form of article, speech, or a debate
• write a summary of short lectures on familiar topics by making / taking notes

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 • write an assessment of different points of view expressed in a discussion / debate
• read poems effectively (with proper rhythm and intonation)
• transcode information from a graph / chart to a description / report and write a dialogue,
short story or report

 Language Items
In addition to consolidating the grammatical items practised earlier, the courses at the
secondary level seek to reinforce the following explicitly:
• sequence of tenses
• reported speech in extended texts
• modal auxiliaries (those not covered at upper primary)
• non-finites (infinitives, gerunds, participles)
• conditional clauses
• complex and compound sentences
• phrasal verbs and prepositional phrases
• cohesive devices
• punctuation (semicolon, colon, dash, hyphen, parenthesis or use of brackets and
exclamation mark)

Methods and Techniques

The methodology is based on a multi-skill, activity-based, learner-centered approach. Care is
taken to fulfill the functional (communicative), literary (aesthetic) and cultural (sociological)
needs of the learner. In this situation, the teacher is the facilitator of learning, she/he presents
language items, contrive situations which motivates the child to use English for the purposes
of communication and expression. Aural-oral teaching and testing is an integral feature of the
teaching-learning process. The electronic and print media could be used extensively.
A few suggested activities are:
• Role play
• Simulating real-to-life situations
• Dramatising and miming
• Problem solving and decision making
• Interpreting information given in tabular form and schedule
• Using newspaper clippings
• Borrowing situations from the world around the learners, from books and from other
disciplines
• Using language games, riddles, puzzles and jokes
• Interpreting pictures / sketches / cartoons
• Debating and discussing
• Narrating and discussing stories, anecdotes, etc.
• Reciting poems
• Working in pairs and groups
• Using media inputs - computer, television, video cassettes, tapes, software packages

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 SESSION: 2
HANDOUT 3 A – Activity 3 (Individual) Timing: 15 min

Reading Sub-skills and Strategies

Look at different reading sub-skills and strategies. Match the definitions below with
the correct sub-skill. Also give examples of the kinds of text.

Reading Sub-Skills and Definitions Examples

Strategies
Prediction

Scan Reading

Skim/ gist reading

Intensive Reading

Inferring

Extensive Reading

Definitions:

1. Reading to get detailed information from the text.

2. Reading a text to locate a specific piece of information such as a word or a
number or a time. It is not necessary to understand the whole text in order to do
this.
3. Either guessing the meaning of new vocabulary in a text or understanding meaning or
a message in the text that is not immediately obvious.
4. Reading to get a general but not detailed understanding of the text.
5. Reading longer texts frequently over a period of time. This is usually done
independently and not in the classroom.
6. Looking at headlines, pictures, typeface and layout to guess what you think a text.

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 Timing: 45 min

HANDOUT 4 A – Activity 4 (Individual)

Reading Passage 1 8 marks

1. Global warming is a long-term rise in the average temperature of the Earth's climate
system, an aspect of climate change shown by temperature measurements and by
other multiple effects. The term commonly refers to the mainly human-caused
warming of the Earth’s surface from pre-industrial times. Though the terms are used
interchangeably, global warming more specifically relates to worldwide surface
temperature increases; while climate change is any persistent change in the state of
climate which lasts for decades or longer, including warming or cooling. Many of the
observed warming changes since the 1950s are unprecedented in the records of
climate change, over thousands to millions of years.
2. Human influence has been the dominant cause of this warming since the mid-20th
century. The largest human influence has been the emission of greenhouse gases such
as carbon dioxide, methane, and nitrous oxide. In view of the dominant role of human
activity in causing it, the phenomenon is sometimes called "anthropogenic global
warming" or "anthropogenic climate change". (The Anthropocene is a
proposed epoch dating from the commencement of significant human impact on
the Earth's geology and ecosystems)
3. Future climate change and associated impacts will differ from region to region.
Anticipated effects include rising sea levels, changing precipitation, and expansion of
deserts in the subtropics. Warming is expected to be greater over land than over the
oceans and greatest in the Arctic, with the continuing retreat of glaciers, permafrost,
and sea ice. Other likely changes include more frequent extreme weather events such
as heat waves, droughts, wildfires, heavy rainfall with floods, and heavy snowfall;
ocean acidification; and species extinctions due to shifting temperatures. Effects
significant to humans include the threat to food security from decreasing crop yields
and the abandonment of populated areas due to rising sea levels. Since greenhouse
gases will remain in the atmosphere for a long time, many of these effects will persist
for not only decades or centuries, but tens of thousands of years. (337 words)

1. How is global warming identified?

2. What is considered to be the main cause of global warming? Why?

3. Why is the term ‘anthropogenic’ used in the context of global warming and climate
change?

4. How do global warming and climate change differ from each other?

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 5. What changes are anticipated in global weather patterns as a result of global
warming?

6. How will global warming impact human lives?

7. What makes the writer conclude that the impact of this change will last a long
time?

8. Supply a suitable title to the passage.

Reading Passage 2 12 marks

1. Children in India live in diverse circumstances and have diverse needs and rights. Along
with their need to be educated, healthy and skillful, they have rights to adequate nutrition, to
live in a safe and supportive environment, have opportunities to reach their optimal potential
and generally lead healthy, joyful and fulfilling lives so that they can be productive and well
adjusted citizens of tomorrow.

2. Children in our country face many challenges. Many of them are first generation learners
and face myriad problems throughout their schooling. They, due to the socio-economic and
cultural determinants, may be vulnerable in many ways. Peer pressure and lack of positive
role models may prompt them to make unsafe and unhealthy choices. Anxiety and depression
amongst the students, to the point of turning them suicidal, have been a cause of concern in
the recent past.

3. Girls are more vulnerable and face discrimination at many levels from being unwelcome
since birth to being pulled out of school for a variety of reasons. Dropping out of school, low
motivation for academics and general disinterest in sports and physical activities too are some
of the problems that need to be addressed. Child malnutrition is rampant in most parts of the
country. This has an adverse bearing on their cognitive capacities, learning performance and
physical development.

4. Our children have a right to age-appropriate education, skill-building, a safe and supportive
environment, positive role models, empowerment, and friendly health services and
counseling. Well informed and skilled children are likely to make better decisions concerning
not only their careers and relationships, habits, physical and mental health, but will be
successful and become an asset to the society.

5. They also need to understand and deal with emerging issues like newly available career
choices, pollution, water and energy conservation, global warming, protection of
environment, terrorism and disasters. Dealing with anxiety and depression, negative peer
pressure, violence, accidents etc. are some other significant issues that impact the health of an
individual and also the social, economic and health indicators of the country. Gender
sensitivity, prevention of female infanticide and good parenting are some important social

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issues that all children need to understand. Children require guidance and assistance - both
covert and overt- from their parents, teachers, peers and society in general to complete the
various "tasks" of development and deal with such issues.
(391 words)

On the basis of your reading of the passage answer the following questions: 2x 4=8

a. What makes the girls’ lives more challenging?

b. How does malnutrition affect children?

c. How are well informed children better off than other children?

d. What are the social issues which the children have to deal with?

e. Identify the meaning of the word:-‘a great number’ (para 2) 1x 4=4

1. calculable 2. limited 3. myriad 4. measurable

f. Identify a word which means same as ‘easily hurt’ (para 3)

1. vulnerable 2. discrimination 3. guarded 4. secured

g. Identify a word which means the same as ‘a valuable person or thing’ (para 4)

1. appropriate 2. asset 3.adverse 4. hindrance

h. Identify a word which means the opposite of ‘covered’ (para 5)

1. covert 2. overt 3. concealed 4. sheltered

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 Timing: 30 min
HANDOUT 6 A- Activity 6 (Individual)

Assessment of Listening

TASK 1

You will listen to five people discussing how to recycle various materials. Read the
statements below, then listen to the extracts and match each statement A–G to each
speaker 1–5. There are two statements you do not need.

Statements Speaker No.

A. Food waste can be recycled to help your garden grow.

B. Fabrics must be sorted according to their durability.

C. Offer unwanted textiles to organizations or re-use them

creatively.
D. Disposing of appliances that don’t work is an important part of
waste management.
E. Use-and-throw containers can be transformed from the ordinary
to the beautiful.
F. Gadgets with iron and lead need to be disposed of very carefully.

G. Donate or vend used chairs and cupboards to those who need or

trade in them.

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TASK 2

You will hear a talk by a girl about her father. Read the questions below then listen to
the talk and choose A or B or C for each question.

1. The girl feels today’s social order

a. is still weighed against girls.

b. supports girls a lot more.
c. has tilted against boys.

2. The girl’s father treated her brother and her

a. differently.
b. similarly.
c. dispassionately.

3. The girl’s decision to study engineering

a. irritated her family.

b. worried her family.
c. shocked her family.

4. The girl’s mother feared that her daughter

a. had made the wrong choice.

b. would be forced to change her decision.
c. would face disapproval from society.

5. At present, the girl feels she has

a. a lot more to achieve in life.

b. achieved the impossible.
c. struck a middle path to success.

6. The girl’s concluding remarks

a. are brave and inspiring.

b. summarize her speech.
c. highlight her love for her father.

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 Timing: 45 min

HANDOUT 8 A - Activity 8 (Individual)

CROSSWORD

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 HANDOUT 8 B- Activity 8 (Individual)

Aspects of Meaning

Positive and Negative Connotations

A. DIRECTIONS: In the first paragraph underline the words that have a positive
connotation. In the second paragraph, underline the words that have a negative connotation.
Positive Connotation
Amelia has been a (valuable, costly) member of our organization this past year.
During that time, she has been very (helpful, overbearing) to other members of the class. She
has (strong, militant) opinions, but she is (reasonable, satisfactory) in her dealings with others
and has shown herself to be a (leader, tyrant). Her problem‐solving abilities are
(unusual, weird) but she always solves her own problems, and helps others to solve problems
too.
Negative Connotation
Mary is a (lazy, easy‐going) babysitter. She is (patient, disinterested), (dour, serious) and
(sarcastic, funny). My brother tried to explain this to my parents, but they were
(skeptical, suspicious) of his motives and told him that he had better (obey, cooperate with)
Mary or he would be in big trouble.

B. Replace each word below with a word that has a positive connotation.
1. extravagant _____________________________________
2. workaholic _____________________________________
3. cunning __________________________________
4. stingy ____________________________________

C. The words home, house, residence and dwelling all have the same
denotation, but the connotation of each word is very different.
Denotation: where a person lives at any given time.
Connotation:
home: cozy, loving, comfortable
house: the actual building or structure
residence: cold, no feeling
dwelling: primitive or basic surroundings

Can you think of some other words which have the same denotation but are different in
terms of connotation?
___________________________________________________________________________
___________________________________________________________________________

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 HANDOUT 8 C- Activity 8 (Individual)

Semantic Gradients

Look at the semantic gradient given below.

Now fill in the following semantic gradients with the list of words given below.
|-----------|--------------|------------|------------|------------|----------|

hot cold tepid warm boiling scorching sizzling

|-----------|--------------|------------|------------|------------|----------|---------|--------|

tiny small average petite microscopic enormous big gigantic large

|-----------|--------------|------------|------------|------------|----------|---------|--------|
good awesome

nice pleasant magnificent wonderful great splendid fantastic

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 Timing: 45 min

HANDOUT 9 A- Activity 9 (Individual)

1. Work in pairs to discuss with your partner. Mention three points in each
column.

Best Things About Your School Things You Would Have Liked to Change

2. If I was living in the year 2118…

(Write a short paragraph and share with your group)

3. How important are books in your lives? Can they ever be replaced? Pen
down your thoughts and share with your group.

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 Timing: 45 min

HANDOUT 12 A- Activity 12 (Individual)

The Essential Elements of A Story

A story has six basic but important elements. These six components are: the
characters, the setting, the plot, the conflict, the resolution and the theme. These
essential elements keep the story running smoothly and allow the action to develop in
a logical way that the reader can follow.

 CHARACTERS The characters are the individuals that the story is about. The author
should introduce the characters in the story with enough information that the reader
can visualize each person. This is achieved by providing detailed descriptions of a
character’s physical attributes and personality traits. Every story should have a main
character. The main character determines the way the plot will develop and is usually
who will solve the problem the story centers upon. However, the other characters are
also very important because they supply additional details, explanations, or actions.
All characters should stay true to the author’s descriptions throughout the story so that
the reader can understand and believe the action that is taking place—and perhaps
even predict which character may do what next.
 SETTING The setting is the location of the action. An author should describe the
environment or surroundings of the story in such detail that the reader feels that he or
she can picture the scene. Unusual settings (such as a fantasy world) can be
interesting, but everyday settings can help a reader to better visualize the story and
feel connected to the plot!
 PLOT The plot refers to the events that happen in story. A plot should have a very
clear beginning, middle, and end—with all the necessary descriptions and suspense,
called exposition—so that the reader can make sense of the action and follow along
from start to finish.
 CONFLICT Every story has a conflict to solve. The plot is centered on this conflict
and the ways in which the characters attempt to resolve the problem. When the story’s
action becomes most exciting, right before the resolution, it is called the climax.
 RESOLUTION The solution to the problem is the way the action is resolved. It is
important that the resolution fit the rest of the story in tone and creativity and solve all
parts of the conflict.
 THEME Idea, belief, moral, lesson or insight. It’s the central argument that the
author is trying to make the reader understand. The theme is the “why” of the story.

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 HANDOUT 13 A-Activity 13 (Individual) Timing: 15 min

DESIGNING LEARNING OUTCOMES USING BLOOM’S

TAXONOMY

Bloom’s Taxonomy - Cognitive Domain - (intellect - knowledge - 'think')

Cognitive Domain
Category or Behavior Examples of activity to be 'Key words' (verbs which
'level' descriptions trained, or demonstration describe the activity to be
and evidence to be measured trained or measured at each
level)
1. Remembering Recall or Multiple-choice test, recount arrange, define, describe, label,
recognize facts or statistics, recall a list, memorize, recognize, relate,
information process, rules, definitions; reproduce, select, state
quote law or procedure
2. Understanding Understand Explain or interpret meaning explain, reiterate, reword,
meaning, re-state from a given scenario or critique, classify, summarize,
data in one's own statement, suggest treatment, illustrate, translate, review, report,
words, interpret, reaction or solution to given discuss, re-write, estimate,
extrapolate, problem, create examples or interpret, theorize, paraphrase,
translate metaphors reference, example
3. Applying Use or apply Put a theory into practical use, apply, discover, manage,
knowledge, put effect, demonstrate, solve a execute, solve, produce,
theory into problem, manage an activity implement, construct, change,
practice, use prepare, conduct, perform, react,
knowledge in respond, role-play
response to real
circumstances
4. Analyzing Interpret elements, Identify constituent parts and analyze, break down, catalogue,
organizational functions of a process or compare, quantify, measure, test,
principles, concept, or de-construct a examine, experiment, relate,
structure, methodology or process, graph, diagram, plot, extrapolate,
construction, making qualitative assessment value, divide
internal of elements, relationships,
relationships; values and effects; measure
quality, reliability requirements or needs
of individual
components
5. Evaluating Assess Review strategic options or review, justify, assess, present a
effectiveness of plans in terms of efficacy, case for, defend, report on,
whole concepts, in return on investment or cost- investigate, direct, appraise,
relation to values, effectiveness, practicability; argue, project-manage
outputs, efficacy, assess sustainability; perform a
viability; critical SWOT analysis in relation to
thinking, strategic alternatives; produce a financial
comparison and justification for a proposition or
review; judgment venture, calculate the effects of
relating to external a plan or strategy; perform a
criteria detailed risk analysis with
recommendations and
justifications
6. Creating Develop new Develop plans or procedures, develop, plan, build, create,
unique structures, design solutions, integrate design, organize, revise,
systems, models, methods, resources, ideas, formulate, propose, establish,
approaches, parts; create teams or new assemble, integrate, re-arrange,
ideas; creative approaches, write protocols & modify
thinking,operations contingencies

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 HANDOUT 13 B-Activity 13 (Individual)

Watch Out for Verbs that are not Measurable

WORDS TO AVOID PHRASES TO AVOID

• Believe • Appreciation for
• Hear • Acquainted with
• Realize • Adjusted to
• Capacity • Awareness of
• Intelligence • Capable of
• Comprehend • Comprehension of .
• Know • Cognizant of
• See • Enjoyment of
• Conceptualize • Conscious of
• Listen • Familiar with
• Self-Actualize • Interest in
• Think • Interested in .
• Experience • Knowledge of
• Perceive • Knowledgeable about .
• Understand • Understanding of
• Feel

A NOTE ON SMART: CHECK WHETHER THE LEARNING OUTCOME IS:

SPECIFIC
MEASURABLE
ATTAINABLE/ACHIEVABLE
REASONABLE
TIME BOUND

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 HANDOUT 14 A-Activity 14 (Individual) Timing: 15 min

Suggestive Template of Daily Lesson Plan

Name of Prose/ Poem Grade

Concept/ Sub-Concept

Learning Outcomes

Pre-requisite Knowledge

Teaching Aids/ Resources

Warm-up/ Starter Teacher Activity Student Activity

Development of Concept Teacher Activity Student Activity

Lesson Closing Teacher Activity Student Activity

Assessment for Learning

Differentiated Instruction/ Multi-

Disciplinary Approach

Art Integration:

Assignment

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 HANDOUT 15 B- Activity 15 (Individual)
Portfolio
A portfolio is a collection of the learner's work, reflecting his/her learning and development
over a period of time. It can provide evidence of progress in learning in scholastic area, a
subject, or across number of these, using a topic or theme as the focus.
Depending on its purpose, the portfolio can be used over an academic session, a term, or a
shorter period. Portfolios also provide opportunities for collaborative assessment whereby
the teacher and learner together look at and talk about the learner's work, identifying positive
features and points for improvement.
Portfolios can exist in hard copy and/or electronically. An electronic portfolio, also known as
an e-portfolio or digital portfolio, is a collection of a learner's work created using word
processing, PowerPoint presentation, concept/mind mapping, database and/or spread sheet
software, and is assembled by the learner.
What might the learner put in a portfolio?
The portfolio's contents depend on the portfolio's purpose(s). The teacher decides on the
purpose(s) of the portfolio before beginning to use it. Examples of purposes might be: to
show improvement in learners' work, to show a range of work, to show learners' strengths
and interests, or to show their best work. The portfolio can represent both formative and
summative assessments. Depending on its purpose(s), the portfolio might contain samples
of the learner's work across the curriculum or in a particular subject including:
 Examples of written work at different stages of development (stories, letters, poetry)
 Project work in science, history or geography
 Work samples in visual arts (Paintings and other examples of artistic endeavour)
 Charts or diagrams from mathematics or science
 Photographs of the learner's participation in a physical education/dance/drama activity,
providing insight into the child's emotional, social and psychological aspects of
development
 Audio-Video Recordings: Specific situation or over a time span to cover important
processes and aspects that can be recorded and analysed later. Can include recordings
of musical work, field trips, experiments, performances etc.
 Self-Assessment Sheets: Portfolio to provide evidence of the learner's self-evaluation
 Peer-Assessment Sheets: Excellent for assessing in team and group-based activities,
social projects and peer related behaviour. Can be incorporated into the learner's
Portfolio to provide evidence of the learner's social Life skills
 Parent-Assessment Sheets: Can be incorporated into the learner's Portfolio to provide
evidence of evaluation done by the parent
Once the teacher has decided the purpose(s) of the portfolio, he/she explains the
concept to the learners. The teacher provides folders of suitable size, or the learner
might make his/her own. The teacher arranges for storage (paper-based and/or
electronic).
 The teacher or learner (or both together) periodically select a piece of work for the portfolio using
the agreed purpose(s) and objective.
 The learner attaches a short written statement explaining why this piece was selected. (The
emphasis should be on what the learner has learned.)
 The teacher and learner can assign a grade or comment to each piece of work based on
objectives related to learning goals or outcomes, but it is important that the teacher is aware that
assigning grades rather than comments to items in a portfolio changes the assessment role of the
portfolio.

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