ENGLISH CORE CODE NO. 301 CLASS — XII 2023-24 Section A- 22 Marks Reading Skills 1 Reading Comprehension through Unseen Passage (12410 = 22 Marks) 1. One unseen passage to assess comprehension, interpretation, analysis and inference Vocabulary assessment will also be assessed via inference. The passage may be factual, descriptive or literary. 2. One unseen case-based factual passage with verbal/visual inputs like statistical data, charts etc, to assess comprehension, interpretation, analysis, inference and evaluation. Note: The combined word limit for both the passages will be 700-750 words. Multiple Choice Questions / Objective Type Questions and Short Answer type Questions (to be answered in 40-50 words) will be asked Section B— 18 Marks Creative Writing Skills Il, Creative Writing Skills 3.Notice, up to 50 words. One out of the two given questions to be answered.(4 Marks: Format :1 / Content : 2/ Accuracy of Spelling and Grammar : 1). 4, Formal/Informal Invitation and Reply, up to 50 words. One out of the two given questions to be answered. (4 Marks: Format : 1/ Content : 2 / Accuracy of Spellingand Grammar :1 ). 5, Letters based on verbal/visual input, to be answered in approximately 120-150 words. Lettertypes include application for a job with bio data or resume. Letters to the editor (giving suggestions or opinion on issues of public interest) . One out of the two given questions to be answered . (5 Marks: Format : 1 / Organisation of Ideas: 1/Content : 2 / Accuracy of Spelling and Grammar :1 ) 6. Article/ Report Writing, descriptive and analytical in nature, based on verbal inputs, to be answered in 120-150 words. One out of the two given questions to be answered . (5 Marks: Format : 1 /Organisation of Ideas: 1/Content : 2 / Accuracy of Spelling and Grammar :1 ) Section C — 40 Marks Literature Text Book and Supplementary Reading Text This section will have variety of assessment items including Multiple Choice Questions, Objective Type Questions, Short Answer Type Questions and Long Answer Type Questions to assess comprehension, interpretation, analysis, evaluation and extrapolation beyond the text.7. One Poetry extract out of two, from the book Flamingo, to assess comprehension, interpretation, analysis, inference and appreciation. (6x1=6 Marks) 8.One Prose extract out of two, from the book Vistas, to assess comprehension, interpretation, analysis, evaluation and appreciation (4x1=4 Marks) 9. One prose extract out of two from the book Flamingo, to assess comprehension, interpretation, analysis, inference and evaluation 10. Short answer type questions (from Prose and Poetry from the book Flamingo), to be answered in 40-50 words each, Questions should elicit inferential responses through critical thinking. Five questions out of the six given, are to be answered. (5x2=10 Marks) 14. Short answer type questions, from Prose (Vistas), to be answered in 40-50 words each. Questions should elicit inferential responses through critical thinking. Any two out of three questions to be done. (2x2=4 Marks) 12. One Long answer type question, from Prose/Poetry (Flamingo), to be answered in 120-150 words. Questions can be based on incident / theme / passage / extract / event as reference points to assess extrapolation beyond and across the text. The question will elicit analytical and evaluative response from the student. Any one out of two questions to be done. (1x5=5 Marks) 13. One Long answer type question, based on the chapters from the book Vistas, to be answered in 120-150 words, to assess global comprehension and extrapolation beyond the text. Questions to provide analytical and evaluative responses using incidents, events, themes, as reference points. Any one out of two questions to be done. (1x5=5 Marks)Prescribed Books 1, Flamingo: English Reader published by National Council of Education Research and Training, New Delhi (Prose) The Last Lesson Lost Spring Deep Water The Rattrap Indigo Poets and Pancakes The interview Going Places (Poetry) My Mother at Sixty-Six Keeping Quiet A Thing of Beauty A Roadside Stand Aunt Jennifer's Tigers 2, Vistas: Supplementary Reader published by National Council of Education Research andTraining, New Delhi The Third Level The Tiger King Journey to the End of the Earth The Enemy On the Face of It Memories of Childhood The Cutting of My Long Hair We Too are Human Beings INTERNAL ASSESSMENT Assessment of Listening Skills - 05 marks. Assessment of Speaking Skills — 05 Marks Project Work = 10 MarksQuestion Paper Design Code No. 301 2023-24 English CORE XII Section Competencies Total marks Reading Skills Conceptual understanding, decoding, Analyzing, inferring, interpreting, appreciating, literary, conventionsand vocabulary, summarizing and using 22 appropriate format/s. Creative Writing Sills | Conceptual Understanding, application of rules, Analysis, Reasoning, appropriacy of style and tone, using appropriate format and fluency, inference, 18 analysis, evaluation and creativity. Literature Text Book | Recalling, reasoning, critical thinking, appreciating and Supplementary | literary convention, inference, analysis, creativity Reading Text with fluency. 40 80 TOTAL internal Assessment | Assessment of Listening and Speaking Skills 10 «Listening 545 © Speaking 10 © Project Work GRAND TOTAL 100Annexure | Guidelines for Internal Assessment Classes XI-XIl ALS must be seen as an integrated component of all four language skills rather than a compartment of two. Suggested activities, therefore, take into consideration an integration of the four language skills but during assessment, emphasis willbe given to speaking and listening, since reading and writing are already being assessed in the written exam. Classes XI-XIl__Total Marks: 20 Assessment of Listening and Speaking Skills: (5+5=10 Marks) i. Activities: * Subject teachers must refer to books prescribed in the syllabus. + In addition to the above, teachers may plan their own activities and create their own material for assessingthe listening and speaking skills. ii, Parameters for Assessment: The listening and speaking skills are to be assessed on the following parameters: a. Interactive competence (Initiation & turn taking, relevance to the topic) b. Fluency (cohesion, coherence and speed of delivery) ¢, Pronunciation 4. Language (grammar and vocabulary) A suggestive rubric is given below: 4 z 3 rs 5 Interaction + Contributions aremainly] + Contributions are| + Develops | + Interaction is_| « initiates & Unrelatedto those of | oftenunrelated | interaction adequately logically otherspeakors tothose of the | adequately, initatod dovelops simple + Shows hardly any other speaker makes however] and developed | conversation on initiative in the + Generally passive| minimal efforto | + Takes turnbut | familiar topies development of in the initiate needs some | + Takes tums conversation development ot | conversation prompting appropriately «Very imitedinteraction | conversation | » Needs constant prompting totake tums ‘+ Noticeably/ long) + Usually fluent; ‘+ Is willing to © Speaks without | * Speaks fluently’ Fluency & | pauses; rate of produces simple | "speak atlength,| noticeable almost with no Coherence | speechis slow speech fluently, | _howover offor, with a | repetition & + Frequent repetition | but ses repetition is lite repetition | minimal andiorselt coherence in | noticeable | » Demonstrates | hesitation correction this is all | complex + Hesitates and/or} hesitation to | Develops topic fight in informal communication |” selfcorrects; | find words or | fully & conversation + Often hesitates | occasionally use correct coherently + Links only basic andior resorts to | loses coherence grammatical sentences; slow speech | + Topics, structures breakdown of + Topics partly |” developed, but | andior self coherence evident. | developed; not | usually not correction always logically + Topics not fully concluded concluded developed to logically merit.+ Frequent + Frequently |» Largely correct) » Mostly correct] » Pronounces Pronunciation| inaccurate unintelligible | pronunciation | pronunciation& | correctly & pronunciation articulation clear lear articulation| articulates clearly + Communicationis | + Frequent articulation | + Is clearly + Isalways severely affected | phonological except understood most, comprehensible errors ‘occasional of the time; very | + uses appropriate + Major errors fewphonological | intonation communication errors problems Vocabulary & |= Demonstrates | « Is able to «Tsableto | + Isableto + Is able to Grammar almost no communicate] communicate | communicate communicate on flexibility, and ‘onsome ofthe | on most of conmostof the | mostoof the mostiy topics, with the topics, topics with topics using a struggles for limited with limited | appropriate wide range of appropriate vocabulary. vocabulary. | vocabulary appropriate words « Frequent Atew « Minor errors vocabulary, + Many errors, but seit» | grammatical |” thatdo not using new words Grammatical corrects errors hamper and expressions errors. communication | No grammatical impacting errors communication iii, Schedule: + The practice of listening and speaking skills should be done throughout the academic year. + The final assessment of the skills is to be done as per the convenience and schedule of the school, Project Work + Viva: 10 Marks Out of ten marks, 5 marks will be allotted for the project report/script /essay etc. and 5 marks for the vival 1 Schedule: * Schools may refer to the suggestive timeline given in these guidelines for the planning, preparation and viva-voceof ALS based projects. + The final assessment of the skills may be done on the basis of parameters suggested by the Board. Language teachers, however, have the option to adopt! modify these parameters according to their school specificrequirements. I. Suggestions for Project Worl + The Project can be inter-disciplinary in theme. The ideas/issues highlighted in the chapters/ poems/ drama giventhe prescribed books can also be developed in the form of a project. Students can also take up any relevant andage-appropriate theme. Such topics may be taken up that provide students with opportunities for listening and speaking.Some suggestions are as follows: a) Interview-Based research: Example: + Students can choose a topic on which to do their research’ interview, e.g. a student can choose the topic : * Evolving food tastes in my neighbourhood” or “Corona pandemic and the fallout on families.” Read the available literature. + The student then conducts interviews with a few neighbours on the topic. For an interview, with the help of the teacher, student will frame questions based on the preliminary research/background.b) °) 4) ll Instructions for the Teachers: + The student will then write an essay/ write up / report etc. up to 1000 words on his/her research and submit it. He 1 She will then take a viva on the research project. The project can be done in individually or in pairs/ groups Students listen to podcasts/ interviews/radio or TV documentary on a topic and prepare a report countering or agreeing with the speakers. Write an 800 - 1000 words report and submit. Take a viva on the report. Students create their own video/ Audio, after writing a script. Before they decide a format, the following elements canbe taken into consideration: + Themeltopic of the audio / video. Would the child like to pick a current issue or something artistic like theatre? + What are the elements that need to be part of the script? + Will the video/audio have an interview with one or more guests? + Would they prefer to improvise while chatting with guests, or work from a script? + What would be the duration? + How would they present the script/report to the teacher, e.g. Can it be in the form of a narrative? Students write, direct and present a theatrical production, /One act play This will be a project which will be done as a team. It will involve planning, preparation and presentation. In short, various language skills will be utilised. There will be researching, discussion, writing the script, auditioning and ultimately producing the play. The project will end with a presentation and subsequently a viva. Teachers will be ableto assess the core language skills of the students and help them grow as 21St century critical thinkers. 1. Properly orient students about the Project work, as per the present Guidelines. 2. Facilitate the students in the selection of theme and topic. 3. Create a rubric for assessment and share with the students before they start so that they know the parameters ofassessment + Teachers need to familiarize themselves with the method of assessing students with the rubric-- a tablewith different criteria and a grading scale. + Choose the criteria on which you will grade students and list them along the left side of the page. + Create an even number of columns along the top of the page. These columns will represent potential skilllevels of the students. + Assessing students on fourifive criteria is an easy way to begin. For each criterion, define the ability thata student would exhibit at each of the levels + The more detailed you make your criteria, the easier it will be to evaluate each student and define the level atwhich the student is presenting. {Sample Rubric is attached at the end for reference} Iv. Parameters for Overall Assessment: 1. Pronunciation: + When evaluating the pronunciation of the students, teachers must listen for clearly articulated words, pronunciationof unusual spellings and intonation. + Assess the students for the pronunciation skills and determine at which level the student needs improvement.2, Vocabulary: + After noting their pronunciation levels, evaluate the students on the use of extensive and appropriate vocabulary during the viva. Check if students are using vocabulary appropriate to the context about which they are speaking 3. Accuracy: + Grammar has always been an important component of language skills. As students speak/ answer the questions during the viva, listen to their grammatical structures. Are they competent enough to use multiple tenses? Is their word order correct in a given sentence? An effective speaker will automatically use the correct grammaticalstructures of his language. 4, Communication: + Assessing the communication skills of the students means looking at more than language. Look at how creatively students use the language to make their points understood. Students with a low level of vocabulary andgrammar may still have good communication skills if they are able to make the teacher understand their point of view. 5. Interaction: + During the viva teachers need to ask the students some questions. Questions need to be based on the projectsthat have been suggested or chosen by the students. + Itis imperative for a teacher to read the essays/project reports before they can be ready to ask questions. + Teachers need to observe how students answer the questions that are posed to them: Are they able to understand and answer questions independently or can they answer only when the questions are translated into simpler words or repeated? Are they able to give appropriate responses in a conversation? + These elements of interaction are necessary for clear and effective communication. A student with effectiveinteraction skills will be able to answer questions with relative ease and follow the flow of conversation 6. Fluency + Fluency may be the easiest quality to judge in the students’ speech: How comfortable are they as they speak and express themselves? How easily do the words come out? Are there inappropriate pauses and gaps in the way a student speaks? + Fluency is a judgement of this communication and is an important criterion when evaluating speaking skills, These criteria: pronunciation, vocabulary, accuracy, interaction and fluency are all the hallmarks of a student's overall speaking abilities. + Teachers must also remember that some students may excel in one area and struggle in another. Helping thestudents understand these issues will enable them to become effective speakers in future. Let your students knowthat you will be assessing them in these various areas when you evaluate their progress and encourage them to work and improve in these areas. + Finally, teachers must remember that a proper evaluation of the students will take into consideration more than just one oral interview on the final ASL project. Teachers must take note of a student's progress throughout the academic year. V. _ Project-Portfolio/ Project Report The Project-Portfolio/Project Report is a compilation of the work that the students produce during the process of workingon their ALS ProjectStatement of purpose/objectives/goals Certificate of completion under the guidance of the teacher. Students Action Plan for the completion of assigned tasks. Materials such as scripts for the theatre/role play, questionnaires for interview, written assignments, essays, survey-reports and other material evidence of learning progress and academic accomplishment The 800-1000 words essay/Script/Report. Student/group reflections If possible, Photographs that capture the positive learning experiences of the student(s). List of resources/bibliography. Quality of content of the project Accuracy of information ‘Adherence to the specified timeline Content in respect of (spellings, grammar ,punctuation) Clarity of thoughts and ideas Creativity Contributions by group members Knowledge and experience gainedVL Suggestive Timeline: ‘The FIVE Stens in Project Plan Month Objectives Planning and Researchfor the Project Work Preferably til INovember- December Teachers plan a day to orient students about the ALS projects, details are sharedwith all stakeholders. Students choose a project, select team members and develop project- plan. Group meets (preferably online) and reports to the team leader about theprogress: shortfalls and successes are detailed Team leader apprises teacher-mentor. ‘Students working individually or in pairs also update the teachers. A logical, deliverable and practical plan is drafted by the team/ pairlindividual. Goals/objectives are clearly defined for all Work is delegated to team members by the team leader. Students wishing to workalone develop their own plan of Action Detailed project schedules are shared with the teacher. December- January ‘Suggestions and improvements are shared by the teacher, wherever necessary Group members coordinate and keep communication channels open forinteraction. Gaps ( if any) are filled with the right skill sets by the Team Leader! individualstudent. The final draft of the project portfolio! report is prepared and submitted forevaluation January-February Students are assessed on their group/pair/individual presentations on allotteddays. Final Viva is conducted by the Extemal/internal examiner. February- March or as per the timelinesgiven by the Board Marks are uploaded on the CBSE website.SAMPLE RUBRIC FOR ALS Project Work (For Theatre/Role Play/Oral presentation/Interview/Podcast) Presentation is Presentation Presentation Presentation —Student/_group less than ormore exceeded or less exceeded or exceeded or adhered to the than 5 minutes than specified lessthan lessthan given time limit long time limit by 4to —_specifiedtime specified time Sminutes limit by 3to4 limit by 2 to 3 minutes minutes Script is not Well written Well written Well written Well written related to topic or script/content script/content —_script/content _—script/_ content issue showslitle showsgood shows agood shows full understanding of understanding understanding _ understanding parts of topic ofparts of topic ofsubject topic _ofsubject topic No ‘Some work Well organized Logical use of Suitable props props/costumes/ done,average presentation, _props. , [honest effort stage stage could have reasonablework seen/ presentation set upand improved done,creative considerable lack-lustre costumes work done/ Creative and relevant costumes Student /group Some Somewhat Good ‘Complete seems to be preparedness prepared, preparedness , preparedness! unprepared visible, but rehearsal is but need better rehearsed Rehearsal is lacking rehearsal presentation lacking Lack of clarity in Speaks clearly, Speaks clearly Speaks clearly Speaks clearly presentation some words are 90% of the and distinctly distinctly 95% of many words mispronounced __ time/ afew 95% of time/ time/ fluency in mispronounced mispronounced few pronunciation words mispronounced words Only t/no 1to2relevant 2toSrelevant 3to4relevant 4 to 5 relevant relevantprops _ props used props used props used props used used Veryittle use of Little Use of Facial Facial Facial facial facial ‘expressions expression and _expressionand expressions/ expressions and and body body body body language, body language languageare language language doesnot used to try to sometimes generate strong generatemuch generate some generate strong enthusiasm with interest enthusiasm enthusiasm with the topic the topic Inadequate & Somewhat Adequate & —_ Interesting, Brilliant, unimpressive suitable & relevant enjoyable & creative& convincing relevant exceptional