New English textbook has been introduced from this academic year i.e. 2014-15. Examination question paper will be in Continuous and Comprehensive Evaluation (CCE)
model. The CCE mode of assessment is continuous evaluation process at all stages of learning i.e. continuous assessment of day-to-day activity and in this sense it is inseparable from the learning process. It is comprehensive as it covers all aspects of learning and covers all the areas of academic standards.
- New textbook consists of eight units and each unit is an integrated unit. Let’s try to understand the relevance of each of them.
Unit I Theme: Personality Development
It is envisaged that this unit will give the exposure to a science of living. The three texts included under this theme are:
A: Reading: Attitude is Altitude
Nick Vujicic is born cripple. Trunk and head are his body. But because of his attitude, he was able to overcome all the hurdles successfully. He swims, surfs, writes and does many things. Today he is ray of hope to the world of differently-abled. He has many admirers across the world.
B: Reading: Every Success Story is also Story of Great Failures
It throws light into inspiring history of inventors, politicians who faced a series of miserable failures and who were ridiculed by the society for being so determined. Some of these people include Abraham Lincoln, Wright brothers, etc.
C: Reading: I Will Do It
This is the story of an IIT aspirant. He worked hard and succeeded in getting a seat in the much coveted institute. But he could not join the institute as the family was not able to pay for his studies. Even then he didn’t get discouraged. He continued his valiant battle with adversity. Now he is a towering personality in the field of Information Technology. It is none other than Narayana Murthy of Infosys.
Unit II Wit and Humour
Wit and humour are indispensible though some consider these two are distinct entities. These stories develop sound logic, a deep sense of humour which go a long way in making the life of people more harmonious. They also develop philosophical insights into different social questions. The present unit brings to us two valuable pieces- a one act play and a short story.
A & B Readings: The Dear Departed
The one act play, ‘The Dear Departed’ is presented in two parts as A & B Readings. It was written by W.S. Houghton in 1908, who had a remarkable gift for dialogue. In the present play he satirizes the degradation of moral values in the British middle-class. Though the play is from British background, it has universal appeal and hence it holds mirror to the contemporary society.
C Reading: The Brave Potter
Children have a strong love for stories that fire their imagination. The C Reading includes The Brave potter which exactly does this, making the story all the more interesting. It is basically a Telugu story and was published by Marguerite Siek in English language. The story has lot of interesting turns in store for the readers.
The children will find a lot of pleasure in reading these two (The Dear Departed and The Brave Potter) and find them amusing and thought provoking. These will leave an everlasting impression in their minds. It is hoped that, by reading this, the learners will evince interest in reading some original literature in the future.
Unit III Human Relations
The present reading includes the following:
A Reading: A Journey
The story ‘A Journey’ creates a silent ambience which mostly psychological in nature. The reader feels that each individual (the father and the son) is talking to himself. Their behaviour brings out so much that is not expressed orally; but their actions suggest what would be the thoughts of the father and his son. The father is confident and son is diffident and feels that his education had made him so. At the end of the story, The son and the father start travelling in two opposite directions symbolizing their ways of life.
B Reading: Another Woman
It is poem ‘Another Woman’ picturising the plight of the traditional Indian woman. The ill treatments meted out to her, the treatment given by her in-laws after the marriage is universal phenomenon. The poem picturises all these things quite naturally.
C Reading: The Never- Never- Nest
‘The Never- Never- Nest’ is a one act play on the vicious circle of installments. This play shows how a family of average income group might fall prey to consumerism. The characters and their attributes are found everywhere in the society.
Unit IV Films and Theatre
‘Films and Theatre’ is considered to be the most popular entertainment media. Indian cinema has a 100-year history. The first Indian film was released in the year 1913. Commemorating the year, centenary celebrations of Indian cinema were celebrated in 2013. Children have a sound knowledge of films and are ready to discuss something about films. A special effort has been made to introduce certain interesting technical concepts to the learners through this unit.
A Reading: Rendezvous with Ray
‘Rendezvous with Ray’ is a feature article on world famous film-maker Satyajit Ray. As a feature article it has many niceties to observe. It presents how Fr. Gaston Roberge happened to see the three movies of Apu trilogy; how he was drawn closer to Ray; how he described the physical attributes and intellectual qualities and humaneness of Ray in a complex but clear manner.
Each paragraph of this article has clear idea conveyed in a rich range of vocabulary. This article is a typical that should be read by any learner who is a potential reader of feature articles. It is well-known that feature articles provide the reader with good range of vocabulary and organising the events in an interesting manner. This text is a good model for practicing writing feature articles. It is interesting to note that this article has two narrators.
B Reading: Maya Bazaar
This is a review about the near sixty year old Telugu-Tamil classic ‘Maya Bazaar’. The review is written on the occasion of the film’s Golden Jubilee in the year 2007.
Usually any review outlines the story and then proceeds to the other aspects. But this review is slightly different. It takes for granted that the story is known to everyone. It is special in the sense that it throws light on some interesting facts which are not ordinarily noticed. It is a film about pandavas and Kauravas. We don’t see any one of the pandavas throughout the film. The review analyses how the film became known to every household. Teachers can exploit this text to teach review writing to children.
C Reading: A Tribute
It is a tribute to the well-known artiste Savitri. This is not a biographical sketch. In a biographical sketch personal details are important. A tribute is slightly different from that. Savitri hails from a village where there is no ambience for potential artiste to develop. She entered the tinsel world and initially was not successful. But within no time she became famous and was admired by all. All these facts are included in the form a tribute. A tribute is not a biographical sketch. But what is it? No prizes for guessing the other important qualities of a tribute.
Unit V Social Issues
Even after 65 years of independence India is not totally free from barriers such as caste, religion, region, etc. as evidenced by the unhappy incidents that are constantly being reported in the media. People who are socially and economically unprivileged are denied of their freedom by those who enjoy all privileges of living in a free country.
A & B Readings: The Storeyed House I & II
The story is presented in two parts with the prevalence of untouchability in India. Bayaji’s story of building a storeyed house for their family gives a clear picture of inhuman practice of untouchability.Bayaji first wants to build a storeyed house. But to avoid notice of people like Patil, who are the land lords, he builds a concealed storeyed house. On the day of housewarming, a celebration is organized in Bayaji’s new house. Suddenly the house catches fire. Bayaji is caught in the fire and burnt severely. He breathes his last. After his burial, his sons start building a new house. This time it is not concealed storeyed house, a real storeyed house.
The humility and wisdom exhibited by Bayaji is typical of a mature person from an oppressed group. The awakening that finally comes in his sons shows them their timely purpose of building their real storeyed house. It is not just the question of building a house. It is the question of assertion and it is an urge to seek and make others acknowledge their identity.
C Reading: Abandoned
‘Abandoned’ is a poem written by Dr. Suraya Nasim. It is about a baby abandoned in a garbage bin. The poem has no fixed pattern. It is like a natural flow. Her poems are simple and easy to read and understand.
The poet succeeds in describing the young child, the surroundings of the garbage bin, how insects, cat and rats cause chaos that ends the life of the abandoned infant.
Unit VI Bio- diversity
The theme is more relevant than ever in the wake of sweeping changes taking place in different spheres across the world. The learners will certainly become aware of their role in preserving the pristine nature of the environment as they read and reflect on the passages in this unit.
A Reading: Environment
It is an interview by Japan’s NHK Radio with Wangari Maathai, a well-known environmentalist and a Nobel Prize winner from Africa. She started the Green Belt Movement and also fought for equal rights for women in Africa.
B Reading: Or will the Dreamer Wake?
The very title of the poem is interesting. It is a question arousing interest in the minds of the readers. It clearly depicts how certain species of animals are about to disappear. The dreamer, perhaps, here is the man; the destruction is caused in four directions. It seems that man is still dreaming about something. The animals like Tigress, White Bear, Song Thrush and Whale are disappearing very fast. But the question is whether the dreamer or the man would wake up in the right time, is an open ended question.
C Reading: A Tale of Three Villages
It tells us the stories of three villages that are vulnerable to pollution with dangerous chemicals and radioactive dust. It presents a clear picture of many hundreds of villages which are in the same plight as the three villages depicted here.
Unit VII Nation and Diversity
A Reading: My Childhood
It is an excerpt from A.P.J. Abdul Kalaam’s ‘Wings of Fire’. In this book, the former president of the nation narrates his childhood to the readers. His experiences with Hindu-Muslim interaction and his memories with his friend Ramanatha Sastry are really impressive. The war time memories of the writer and the description of Rameswaram of his childhood make everyone nostalgic. We feel like going back to the days of childhood or we tend to chew the cud of our childhood.
B Reading: A Plea for India
The poet portrays contemporary India with all its negative elements such as riots, terrorism, exploitation, corruption, etc. which make every one of us bend our head down out of shame. This is not the India we want. The poet appeals to the people to leave prejudices and become emotionally united. He exhorts the people of India not to be misguided by the forces that work with vested interests. The structure of the poem is a free verse. Yet, it is emotionally charged.
C Reading: Unity in Diversity of India
It is an essay about the heritage of India. It is basically an expository essay. The essay presents to us the different dance and art forms found in India. The essayist throws light on how Indian sages and their practices were able to influence the attitudes of people of the other countries. The essay finally exhorts us to hold fast to our rich heritage and values cherished by people of this ancient land.
Unit VIII Human Rights
The learners of this century need to internalise the spirit of human rights to uphold humanity. The three texts are really touching and apt to the theme.
A Reading: Jamaican Fragment
The writer of this story is A. L. Hendricks is a Jamaican writer. The word fragment means ‘a piece’. It can also be understood that it is a small piece of example taken to represent the whole Jamaican society. The two boys-one brown and the other white- puzzle the writer who was on his usual walk. The incident that he saw makes him worried as the two boys appear to represent the oppressing and the oppressed races. But the same two boys surprise the writer next day with their role reversal.
The writer had a sigh of relief as he concluded that this is not what he thought to be. The end of the story is quite fascinating.
B Reading: Once Upon a Time
This is a poem the African poet Gabriel Okara. The poet ridicules the hypocrisy practiced by the people of the present times. The poem is a biting criticism on the society for not being truthful in their words and deeds. Reading this poem, everyone feels that hypocrisy is dominant in every society. It gives a new dimension to the reader that there is some repentance in the society for being so insincere. The reader finally is left with a hope that somewhere, someday there is an end to this. The language used is simple but imagery is very effective.
C Reading: What is my Name?
The place of translation in literature plays a catalyst role. It helps in spreading the ideas and emotions from one language to the other. But the success of translated works largely depends on how effective the translation is. Translation is not just translating language but translating the idea, translating the concept without taking the life out of it.
The story writer, P. Satyavathi is a feminist. The present story is about a woman who forgot her name. This is an unlikely incident but is a symbol of how the woman loses her identity, especially after marriage. Everyone knows her as Mrs … This story portrays beautifully the frantic efforts of a woman to establish her own identity.
The progress of the learner in terms of his / her oral performance cannot be assessed in summative assessment. The Carried out assessment will not be comprehensive, if the oral skills are left out. Moreover, all the areas of academic standards especially in terms of the production of discourses cannot be covered. This is why formative assessment has to be conducted. This type of assessment is formative and developmental as it contributes to the language development of the learner. What is left out can be addressed in formative assessment. In formative assessment the learner undergoes a process of learning as he can reflect on his own performance. This is why we have included self assessment tools at the end of each unit in the textbook. Self assessment also takes place when the learner collaborates with others at various stages of classroom transaction.
Guidelines for Formative Assessment
Proposed tools for formative assessment
Formative Assessment -Cumulative Register
- Written works
- Project work
- Slip Test Each tool carries
R-Reflections; W-Written works; P-Project work; S-Slip test,
2: To condense each item into 5 marks, divide the total marks under each area by 8 for 10 marks and by 16 for 20 marks.
Guidelines for Summative Question Paper
The summative question paper has to be prepared for 80 marks The question paper will contain three sections namely, (A) Reading comprehension (B) Vocabulary & Grammar and (C) Creative writing.
Section -A: Reading Comprehension (30 Marks)
4 passages are to be given for assessing reading comprehension. Of these, two will be from Class 10 text book and the remaining two will be unseen passages. The chosen text should be from different genres i.e. story, description, conversation, poem etc. targeted at this level. There will be one 10 marks question and one 5 marks question from both seen and unseen texts. The optimal length of the passage for 10 Marks question is 200 to 250 words and for the 5 marks question it is 100 to 120 words. One among the 5 marks question should be from a poem (either seen or unseen). See the table below:
In the case of seen texts (Sl. No. 1 and 2 above) the questions given in the textbook should not be used. For short answer questions, for both seen and unseen texts two questions should be analytical in nature and the other related to factual information.
In the case of multiple choice questions different variety can be used;
Section -B: Vocabulary and Grammar (20 Marks)
- Filling in the gaps from the given options.
- Answering to a question selecting the appropriate one from the given four options.
- Completing the sentence from the given options.
- Matching A and B parts, where more options will be given in B.
- All the distracters should be equally challenging.
This section will contain questions related to grammar and vocabulary which will be properly contextualised by embedding them in appropriate discourses. Four (4) passages are to be given under vocabulary and grammar. Of these, two will be from class 10 textbook, and the remaining two will be unseen passages. The chosen text should be from different genres i.e. story, description, conversation, etc. targeted at this level. Each passage will contain 5 items with one mark each. See the table below.
The passages are for contextualising vocabulary and grammar items. The grammar and vocabulary items will not be restricted to Class 10 Textbook, but will be chosen even from the lower classes.
Section -C: Creative Writing (Written Discourses): 30 Marks
This section will contain questions to assess the ability to write discourses specified for class 10. There can be two categories of questions i.e. major discourses and minor discourses
- Questions carrying 10 marks – writing major discourses with a ceiling of 120 to 200 words. There will be internal choice in each question.
- Questions carrying 5 marks – writing minor discourses with a ceiling of 50 to 100 words. No choice.
Grouping of Discourse
The written discourses are divided into two groups i.e. Major discourses and Minor discourses. In each group again divided into A and B.
In summative examination, there will be two questions each from major and minor discourses. One question each from Group A and B. Major discourses carries 10 marks each and minor discourses carries 5 marks each. There will be an internal choice in major discourses but no choice in minor discourses. A context must be given before asking the task for written discourses.
Note: All the discourses listed in textbook including the ones left out in this table will be taken up for formative assessment.
- The discourses that have been suggested in the Handbook/ Textbook for various contexts will not be repeated in the summative assessment; instead new contexts will be provided. These will be either created from the A, B and C reading passages in the textbook or from sources outside the TB.
- The context for writing the discourses should be made explicit with the help of narratives, pictures, diagrams (pie, bar) or passages from the textbook.
- For each discourse, the indicators for assessment are to be specified.
Along with question a key is to be prepared showing the correct answers and the relevant indicators for discourses. Questions given in the textbook should not be used for summative assessment. The test items given in one question paper should not be repeated in the consecutive years.