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7 Popular Lesson Plan Format According To Cce Ideas

View Large 7 Popular Lesson Plan Format According To Cce Ideas

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Lesson Plan Format According To Cce Perfect Or, Kind Of Template, Make Sure, These Elements Is Inside Your Lesson Plan Pictures

Lesson Plan Format According To Cce Perfect Or, Kind Of Template, Make Sure, These Elements Is Inside Your Lesson Plan Pictures

Lesson Plan Format According To Cce Cleaver Free Teacher Self Evaluation Sample, Templates At Galleries

Lesson Plan Format According To Cce Cleaver Free Teacher Self Evaluation Sample, Templates At Galleries

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Lesson Plan Format According To Cce Top Listening ..Learning.. Leading -, Download Solutions

Lesson Plan Format According To Cce Top Listening ..Learning.. Leading -, Download Solutions

Lesson Plan Format According To Cce Best Academic Rules, We, Teachers Photos

Lesson Plan Format According To Cce Best Academic Rules, We, Teachers Photos

Critical board of secondary education 2, network centre, preet vihar, delhi cbse/acad/2009/ 12/10/2009 circular no. Forty two all the heads of cbse affiliated independent schools challenge: cce in magnificence ix for 2nd term (october 2009 – march 2010). Pricey essential, the critical board of secondary training vide circular no 39 dated 20/09/2009 on exam reforms and non-stop and complete evaluation (cce) requires holistic assessment of inexperienced persons by means of strengthening cce in magnificence ix with impact from october 2009. The elegance ix students will be assessed through cce through the school itself. The bolstered cce scheme might be applicable for the second term (october 2009- march 2010) of the modern academic session in class ix. The weightage of formative assessment (fa) and summative assessment (sa) shall be as follows: term type of evaluation percentage of weightage in instructional consultation term - clever weightage total formative assessment i 10 formative assessment 2 10 formative evaluation- 1 2=20 first term (april - sept.) Summative assessment 1 20 summative evaluation - 1=20 formative assessment 3 10 formative assessment 4 10 formative evaluation- three 4=20 second time period (oct. ?? march) summative assessment 2 40 summative assessment- 2=forty formative = 40 summative = 60 total 100 note: because the scheme is being introduced from the second time period for this year, one of the following options can be taken up in colleges. 1. Weightage of every formative evaluation shall be 20 and that of summative evaluation will be 60. 2 3 annexure-ia exam shape for summative evaluation: march 2010 english communicative (code one zero one) : class ix the query paper may be divided into 4 sections: phase a: reading comprehension - 20 marks section b: writing - 20 marks section c: grammar - 20 marks phase d: literature - 20 marks scheme of phase and weightage to content: segment kinds of questions no. Of questions marks section a four passages extract from poetry/poem authentic/descriptive passage literary passage discursive passage mcq four 5x4=20 overall=20 segment b writing competencies b1. Formal letter/informal letter/1ec5f5ec77c51a968271b2ca9862907d (visible or verbal stimulus) b2. Diary entry/article/ speech/ declamation/story writing/composition (visible or verbal stimulus) b3. Bio cartoon/information interpretation speak final touch l. A. S. A. 2 1 1x8 1x8 1x4=20 segment c grammar mcq five 5x4=20 total=20 segment d literature mcq s.A. L.A. (Internal preference) 2 four 1or1 3 three=6 4x2=eight 1x6=6 general=20 four syllabus for summative assessment second term (october 2009 - march 2010) english (communicative) elegance ix code: one hundred and one subjects a) analyzing phase: comprehension passages (literary- prose and poetry, genuine, discursive and descriptive) b) writing segment: short compositions ( procedure description, communicate final touch. Bio cartoon, facts interpretation) • mcb devices three-7 : long compositions letters, articles, speeches, declamation, tale writing (visible or verbal stimulus) • contemporary troubles c) grammar section:primarily based on workbook included questions- (modifying, omissions, gap filling, syntax, talk completion, stated speech, passive voice) d) literature section: prose -1) the necklace 2) the pendulum poetry-1) i cannot consider my mother 2) lord ullin’s daughter three) the seven ages four) the street no longer taken drama-1) meera bai 2) bishop’s candlesticks five annexure-1b exam shape english (language & literature) code - 184 march 2010 magnificence ix the question paper can be divided into 4 sections : section ‘a’ reading (comprehension) - 15 marks phase ‘b’ writing - 15 marks section ‘c’ grammar - 15 marks section ‘d’ text ebook - 35 marks scheme of segment and weightage to content : 6 syllabus for summative evaluation second time period (october 2009 –march 2010) english (language & literature) code 184 class ix topics a) studying segment : analyzing unseen comprehension passages- actual, literary, discursive b) writing section : short compositions- speak final touch, story writing, file writing sections form of questions no. Of questions marks section ‘a’ reading 3 unseen passage of overall 500 phrases accompanied with the aid of m.C.Q.S consisting of 3 marks for vocabulary mcq 03 3x5=15 marks section ‘b’ writing - one letter in no longer extra than a hundred phrases based totally on supplied verbal stimulus varieties of letter formal/ informal - article/speech/declamation composition ( visual or verbal stimulus) - short composition primarily based on communicate crowning glory/story writing/file writing l.A. S.A. 02 01 1x6 1x6 1x3 =15 marks section ‘c’ grammar mcq 05 5x3 =15 marks segment ‘d’ textual content e book - comprehension passages (prose) -one comprehension passage (poetry) -prose -supplementary reader -poetry -prose mcq mcq l.A. L.A. S.A. S.A. S.A. 02 01 01 01 01 02 02 2x5=10 1x4=04 1x5=05 1x5=05 1x2=02 2x2=04 three 2=05 7 long compositions- formal / informal letter, article, speech, declamation.(Primarily based on verbal/ visible stimulus) c) grammar : incorporated questions primarily based on tenses, modals, voice, narration, issue-verb concord. Clauses, connectors, determiner, preposition etc. D) literature phase 1. Moments: a) the glad prince b) weathering the storm in ersama c) the last leaf d) the unintentional traveler e) the beggar 2. Beehive: (prose) a) my early life b) packing c) attain for the pinnacle d) the bond of love e) kathmandu f) if i were you (play) (poetry) a) a legend of the north land b) no guys are foreign c) the duck and the kangaroo d) on killing a tree e) a house isn't a domestic f) a shut eye did my spirit seal g) the snake attempting formative evaluation for 2d time period for class ix - englishes (communicative & language and literature) formative three 10 formative 4 10 the formative evaluation can be carried out for 3 & four for all the following learning standards. ?? comprehension • grammar • literature text – writing skill: eight 1. Diary access 2. Letters – formal & informal 3. Report four. Articles 5. Declamation 6. Speech comprehension questions 1. Connection with context 2. Mcq 3. Brief answers 4. Lengthy answers • mcb – capabilities 1. Diary entry 2. Letters – formal & casual three. Record four. Articles 5. Declamation 6. Speech word: f3 & f4 are for 10 every for the second time period range of checks/magnificence paintings/home work/tests/quizzes/function performs/debates/other activities may be taken up and reduce to 10. Parameters of assessmet • comprehension - accurate response • grammar - accurate response • literature writing skills - 1) content material 2) fluency three) accuracy comprehension questions- 1) correct reaction 2) textual information 3) accuracy of point discussed 4) creativity • mcb writing capabilities- 1) context 2) fluency three) accuracy suggested sports for formative assessment mode of assessment 1) dramatisation (organization work) 1) dramatisation: 9 • textual content eg. Bishop’s candlesticks-enact a scene • exchange the scene • change the quit of the play • innovative eg. Market scene • performing competencies • speak transport • diction • information the text • understanding the person self assurance 2) institution dialogue observed by magnificence presentation • each infant presents one thing of topic • debate, declamation, speech- sports 2) group dialogue: • know-how of topic • conversational capabilities • confidence • presentation 3) spell check (spoken abilties- group paintings) • spelling • that means • pronunciation • sentence making three) spell take a look at • memorisation of accurate spelling • correct sentence formation • proper usage of phrase • part of speech used 4) radio talk (listening comprehension) • students will pay attention to a radio talk • questionnaire to take delivery of with the aid of teacher (mcq & quick answers) • college students will reply in writing • peer correction four) radio talk • accurate reaction to questions • software of commands (as in a map) 5) weaving a yarn (group activity) • story line to receive by way of trainer (starting, give up or middle) • students will present it inside the form of (a comedian strip with illustrations, dialogues, dramatization or tale) 5) weaving a yarn • imagination • creativity • connectivity / fluency 6) the budding poet or author • visual stimulus within the form of photo, caricature, scene and many others • verbal stimulus (words, phrases, tale or incidents) • composing/converting the given textual poem or textual content. 6) budding poet or author • originality • creativity • fluency • imagination 10 7) studying a e-book (institution or man or woman interest) • about the writer • summary • characters • extrapolation • e-book jacket • designing a comic e-book • simplify story for junior instructions 1) simplifying plot 2) writing the script three) narrating 4) enacting 5) creating a c.D. Counseled books for this pastime • treasure island • tom sawyer • alice in wonderland • panchtantra memories • oliver twist • abducted • shakespeare’s plays 7) e book evaluate • information of textual content • analytical capacity to evaluate plot individual, writers style • creativity / creativeness • presentation eight) quiz on literature text author’s lifestyles & works the text vocabulary/phrase formation – antonyms, synonyms poetic devices utilization of words 8) quiz • textual understanding • vocabulary • approximately the writer 9) dumb charade (based on literature textual content) (in companies) member of one institution to enact situation character the others to become aware of it nine) dumb charade • appearing talent • textual expertise • creativity • expertise of nuances of man or woman, subject matter and so forth • recognition of person 10) radio display interview survey debate / communicate information reading 10) radio display • imagination • creativity • presentation • originality 11) rewriting history 11) rewriting history eleven what could have came about if ----------------- • imagination • originality • creativity • presentation • modern relevance 12) inside the warm seat interview of a textual person by using newshounds justifying motion by using character 12) in the warm seat • textual know-how • imagination • creativity • self assurance • formation of questions 13) just a minute • textual • fashionable topics subjects may be from the text or from life. In only a minute, scholar will communicate at the given subject matter. 13) just a minute • promptness • textual knowledge • imagination • presentation • fluency of thoughts • self assurance • concise expression conversation competencies assessment scale listening talking 1. The learner : indicates standard potential to apprehend words and terms in a familiar context however can't comply with connected speech; 1. The learner: suggests ability to apply best isolated phrases and phrases but cannot function at related speech stage; 3. Has ability to observe quick related utterances in a acquainted context; 3. In familiar state of affairs, makes use of most effective brief related utterances with confined accuracy; 5. Has ability to understand explicitly stated records in each acquainted and 5. Suggests capacity to use more complicated utterances with a few fluency in longer 12 unusual contexts; discourse; nonetheless makes a few errors which impede verbal exchange; 7. Is familiar with a variety of longer spoken texts with reasonable accuracy, and is capable of draw inferences; 7. Organises and presents thoughts in a reasonably logical and fluent way in unfamiliar situations; makes errors which do not interfere with conversation; nine. Shows capability to interpret complex discourse in phrases of factors of view; adapts listening strategies to fit extraordinary functions. Nine. Can spontaneously adopt style appropriate to motive and audience; makes most effective negligible errors. Thirteen annexure-2a fr·¤í (¤ia¤ n÷¬) ii ¤n ¤u ¤¬ f niºi fnv f ¤ui ¬in·¤ ÷ . ?iri ªi. ?¤i ººi ^. ?ia¤ ¤ u ¤i. Nªi fnfªiu ¤ºí ii ¬ a ºr^ aa ¬ ¤u ¤¬ i n¸-¤i ¤z¤iu a ¬ n ¤fº¤fuu º fn¤i ¬i¤^i ( ¤iºnfc¤ ¤ºí ii ¬ za ri^ ( ¤iºnfc¤ ¤ºí ii i f¤¤ººi ¬nª r ( ¤ic f¤·ii^ ¬ ¤u i ¤ iº ¤z i í ¬ª¤i ¬. ?-· ( (i·i (¬¤l-n) 5x4=20 (r ( ¬l~¤¬ ¤ ”· « ªi. ?¤i¬ººi 4x5=20 (r ( ¬l~¤¬ ¤ ”· r n. ?i- ¤ ¤ -n¬ 10 05 05=20 ¬·i ¬-iºi¤ ¤ ”· (·a ¬¬) (i·i ¬-iºi¤ ¤ ”· (r ¬¬) n·ii (r ( ¬l~¤¬ ¤ ”· (r ¬¬) : ·i. ?ªi· (05 05) 05 05=20 (i·i ¬-iºi¤ ¤ ”· (r÷r ¬¬) ¬ln ¬·i ¬-iºi¤ ¤ ”· (r ¬¬) n·ii (r ( ¬l~¤¬ ¤ ”· (r ¬¬) « 14 ii ¤n ÷ ¤ia¤ n ¬ fr·¤í fnuí¤ ÷ ¬¬ ¤ia¤ n (¬¤c¸«º zaas . Ni¤ za1a) ¤ia¤ ¤ u l·iln¬ ÷ ·iin÷· ¬ ln¬i ÷ ·iin÷· f ifu¬ ( a) «. ?il(º r ¬ · ÷ ¬i(¬ ¬¤·i ¬i ¤i( r. ?¤¬i ((i ÷ ·i·i ¬ir( ¬i ¤ ¤i ((i - ·i ¬i ·i-- ¬º l(¤i n¤i c. Rlº”i¬º ¤º¬i: ÷ ¤ -¤( ¬ ¤- ¬n /. -Ri((i (-i ÷ -º (¤¤· ¬ l(· s. ?¬iºi ¤ ¬i( lr((i ÷ ¤¬ ¬ -ii ¬iº ¤¬ - ·i i·¤ ªi÷ ·:. ? l-¤i·(· ¤n ÷ n i- ¬i ·«. ?(iº·i·i ¬n (i¬ ÷ ¤( nr·i ¬ ¬i -ni (º ·r. ?( ”(º (¤i¬ ¬·¬·i ÷ -·ii ¬i¤ ·c. ?( ¬in ((ni¬ ÷ ¤-ºi- ¬i l(”ii ·/. ?i¬ºi ¬i”ii ÷ (·¤ ¬i- ¤º ¬i ºr r fu i (za) :. ?i« ¬i r· ·i ÷ ¬n(iºi ¤·( -i·i º «. -I-i (i¬i ÷ l(ni ¬inº ·i l-¤i¬ r. L¬¬ nºr ¬ilªiº¬iº - lr·(i - ¬i¤i ÷ “i-”iº (ri( º l¬r ·¤i¤rifº ·¤i ººi (za) r(i) “i·( l·-i ºi ÷ (¬¤¬n ÷¤ -¤¤) l(”¬’iºi l¬n ¬iº (¤· ¬i l(”i’iºi ¤º ¤ ·ii( n·ii ¤º¬n · ¬i l¬¤i ¤º ¤ ·ii( ¬(i ¬( ·i- n·ii (l¬n (¤· ¬iº¬) ¬-i¬ (ii) (i·¤ º¤·i ÷ (i·¤ ¬ ¬n ¬·i ¬ ¬· ¬iº (i·¤ ¬ ·i( (iii) ¤¤i ¤(i¤i ÷ l(¬i- ¬ ln¬- l·i··i·i ¬ “i·( 15 (¤iºnfc¤ ¤ºí ii) º¤ i-n ¬f·i·¤f¤u (i) (i¤· ¤i -i lªi¬ ¬l·i·¤l·n (ii) ¬ªi· ¤i l¬lªin ¬l·i·¤l·n ·. ?i¤÷f¤¤i¤ l(’i¤ ÷ -i·( riºi ¤”i ¬i ¬i ¤i’iºi ¤i “ii’iºi ¬i·iiº l(( ÷ ¤ -¤( ¬i (i ( ¬i ¬i ¬·ii n·ii r¬iºi ¤ ¬i( lr((i ¬i ¬ri·i ÷ ¤¬ ¬ -ii ¬iº - ·i (i) – nil¬ ¬ni ·ii’iºi ¬¬i ¬¤·i (in ¬l·i¬iº¤( ¬ ¬r·i z. F¤ ¬-nn ÷ ¤i- ¤¤ -n¬ - ¬¬l¬n ¬l(ni¬i ¬ ¬i·iiº ¤º ¬l( (º(iº ¤i -i l¬¬ ¬l(ni¬i ¬i º¤·i ¬º ¬l( ¬--¬· (i) ¬l·i·¤l·n (ii) nln ¬¤ ¬iºir÷¬(ºir ¬lrn ¬l(ni (i¤· (iii) -¤ ¤º (i¬· ¬i ¬·¤i¬ ¤i -¤ ·i¤ ¬ - l·n :. ?ri·i ¬ ·i·i¬ri·i l¬ªi·i ¤i ·i-·i ¬i (ºi · ¬ªi· (i) ¬(ºi ¬¬i ¬i l(¬i¬ (ii) ¬(i( ÷ ·ii(i· ¬¬ ¤i¤i· ¬¬ (iii) ·i-·i¬i ¬i ¬l-¬ l((ººi (iv) ¤ -n ln¬ººi (v) ¬·¤iººi «. ?lº¤¤ (·i ¬iº ¤lº¤¤ ¬·i ¤i-¤ ¤ -n¬ ¬ ¤i-i ¬ ¤ ººii ¬n r ¤ ¬i·i l·¬ nºi¬ ¬ l¬¬i ·¤ l-¤ ¬ ¬(i( -·iil¤n ¬ºn r ¤ ¬¤·i ¤lº¤¤ ¬º¬ “i·(i - (·i n·ii ¬¬¬ l(’i¤ - ¬i·¬iºi ¤ i·n ¬º·i ¬iriiº ÷ -ri((i (-i ÷ -º (¤¤· ¬ l(· ¬il(º r ¬ · ÷ ¬i(¬ ¬¤·i ¬i ¤i( rlº”i¬º ¤º¬i: ÷ ¤ -¤( ¬ ¤- ¬n sixteen r. ?f·i ¤ ni ÷ ¤º¬ ¤i- ¤ ¤ -n¬ ÷ ¬ ln¬i ¬ ¬·ii ¤i-i ¬ ¬i·iiº ¤º l(ni·ii ¬¤·i ¬l·i·¤ ¤ ln·ii ¬i ¤ (”i · ¬º ·ii’ii - ¬(i(i ¬i ¬(i¤ni ¤i ·il-¬i ¬i ¤ ·ii(”ii¬i ¤ ¤in ¬º ¬¬n r ¤·ii ÷ ¤¤i (ººi (’ii ¬i ¬-i (i« ¬i¤(i ¤ (·i· ªi¬i ¬i ·il-¬i :-¤il( l(’i¤i ¤º si-÷si- ·i-¬ l¬ªi ¬i ¬¬n r ·i-¬ ¤¬ ¬i-lr¬ l¬¤i r ¬n ·i-¬ ¬ ¬ªi· l·( ”i· ¬(i( ¬l·i·¤ ·ii’ii ¬( (”¤ :-¤il( ¬i (ªin r ¤ l”i·i¬ -(¤ ¬¬i ¬i l··ii ººi ¬º ¬¬ni r izini ¬uººi i n¸-¤i ¬(ºi (¬ ··i) (i¤· ((i¬·i) · l(ni·ii - ¤lºl¤n ¬(·ii - ¤ ¤ ·n ºi·(i ¬i º ¤(i ¬i ¬-n· ¬i ¬i-i·¤ ¤i·¤ni r l¬·n ¬ ¬(- ¬iºi¤ ¬i ·ri ¬-n ¤ini · lºi·ii·ii ¬(¬ ¬¬n÷¬¬n ºi·(i ¬i º ¤(i ¬ ¤ ¤in ¬i ¤i·¤ni ¤ (lºi n ¬ºni r l¬·n ¤¬ ¬ ¬(- -nº ¤º ·ri (i¬ ¬¬ni z si- ¬(- ¬·i·i ¬i ¤lºl¤n ¬(·ii - ¬-n· ¬i ¤i·¤ni r z ¤lºl¤n ¬(·ii - ¬(¬ si- ¬(- ¬·i·i ¬i ¬il-n ºi -ni ¬ ¤ ¤in ¬ºni r : ¤lºl¤n ¤i ¬¤lºl¤n (i·i ¬(·ii - ¬l·in ¬¤·i ¬i -¤·- ¬-n· ¬i ¤i·¤ni r ¬ºi l-¤i ¬ºni r l¬¬¬ ¤ ·iºi - ª¬i(- ¬ini r : ¬¤·ii¬n (i·i ·ii·iºi - ¬l·¬ ¬l-¬ ¬·i·i ¬ ¤ ¤in ¬i ¤i·¤ni ¤ (lºi n ¬ºni r ¬·ii ·ii ¬ s ¬ºi l-¤i ¬ºni r l¬¬¬ ¤ ·iºi - ª¬i(- ¬ini r « (i·i ¬·i·i ¬i ¬ ªi¬i ¬i ¤¤i ·n ºi -ni ¬ ¬-nni r ¬i º l··¬·i l·¬i¬ ¬¬ni r « ¬¤lºl¤n l-·iln¤i - l(¤iºi ¬i nil¬ ¬ «n ¬ ¬nl-n ¬º ·iºi ¤ (ir ª¤ - ¤ -n n ¬º ¬¬ni r ¤¬i n¬ln¤i ¬ºni r l¬·¬ ¤ ·iºi - ª¬i(- ·ri ¬ini r ¬l-¬ ¬·i·i ¬ l(¤iº÷l(( ¬i ¬i ¬-n· ¬i ¤i·¤ni ¤ (lºi n ¬ºni r ¬ªº¤ ¬ ¬· ¬¬ ¬ ·· ¬i ¬ ºi¬ni ¤ (lºi n ¬ºni r r ¬ªº¤ ¬i º ¬ini ¬ l¬¤ ¬¤¤ ·n ºi ¬i ¬i ¬¤·i ¬¬ni r ¬(¬ -i-¬i n¬ln¤i ¬ºni r 17 n¸-¤i ¬ u f«¤¬i i f¤¤ººi ¤ ufu ººi z (i) ¬i--l(”(i¬ (ii) ri( ·ii( ¬ ¬i·i (iii) ¤ ·ii(”ii¬i (iºii (iv) nil¬ ¬ni (v) -¤’-ni f¤’i¤ ¤ u 1 (i) l(’i¤ ¬i ¬ri ¬(·iiººii (ii) n¬ ¬--n ·ii’ii 1 “i·( ¤¤· -nº ¬ ¬· ¬¬ -¤’-ni (”i¬ ¤i n i-¤ “i·(i ¬i ¬l·i¬ ¤ ¤in · ri ( ¬n ¬i “i·(i ¬i ·iº·iiº · ri ¤·¤iººi 1 ·i¤i¤ ¤ ·ii( ¬ - ·n -¤’- ¬·¤iººi ¬ri ¬· ni· l¬¬ “i·( ¤º ¬l·i¬ (¬ (·i ¤ilr¤ 18 annexure-2b fr·¤í (¤ia¤ n÷«) ii ¤n ¤’u ¤¬ f niºi fnv f ¤ui ¬in·¤ ÷ . ?iri ªi. ?¤i ººi ^. ?ia¤ ¤ u ¤i. Nªi fnfªiu ¤ºí ii ¬ a ºr^ aa ¬ ¤u ¤¬ i n¸-¤i ¤z¤iu a ¬ n ¤fº¤fuu º fn¤i ¬i¤^i ( ¤iºnfc¤ ¤ºí ii ¬ za ri^ ( ¤iºnfc¤ ¤ºí ii i f¤¤ººi ¬nª r ( ¤ic f¤·ii^ ¬ ¤z i ¤ iº ¤z i í ¬ª¤i ¬. ?-· ( (i·i (¬¤l-n) 5x4=20 (r ( ¬l~¤¬ ¤ ”· « ªi. ?¤i¬ººi 4x5=20 (r ( ¬l~¤¬ ¤ ”· r n. ?i- ¤ ¤ -n¬ 10 05 05=20 ¬·i ¬-iºi¤ ¤ ”· (·a ¬¬) (i·i ¬-iºi¤ ¤ ”· (r ¬¬) n·ii (r ( ¬l~¤¬ ¤ ”· (r ¬¬) : ·i. ?ªi· (05 05) 05 05=20 (i·i ¬-iºi¤ ¤ ”· (r÷r ¬¬) ¬ln ¬·i ¬-iºi¤ ¤ ”· (r ¬¬) n·ii (r ( ¬l~¤¬ ¤ ”· (r ¬¬) « 19 ii ÷ ¤í i¬ ÷ « f¤’i¤ ÷ fr·¤í fnuí¤ ÷ ¬¬ ¤ia¤ n (¬¤c¸«º zaas . 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Marks – eighty time – three to a few ½ hrs. Form of questions no. Of questions marks for overall marks each query (i) very short answer kind (vsa) 08 01 08 (ii) quick solution type i (sa i) 09 02 18 (iii) short answer kind ii (sa ii) 03 03 09 (iv) lengthy solution kind (los angeles) 03 05 15 (v) mcq (idea based) 01(15 components) (1x15) 15 (vi) mcq (sensible competencies) 01(15 components) (1x15) 15 overall variety of questions 25 general marks 80 syllabus for summative assessment in science 2d time period (october 2009 – march 2010) written assessment weightage of marks to be held in (pen-paper check) 40 march 2010 content for summative evaluation . Name of the bankruptcy 1. Is remember around us pure 2. Atoms and molecules 3. Structure of the atom four. The essential unit of lifestyles 5. Tissues 6. Gravitation 7. Sound eight. Paintings and power 9. Why can we fall ill 10. Improvement in meals sources 25 there can be two formative checks and one summative evaluation. Formative evaluation weightage of marks counseled length formative evaluation three 10 oct 09 - dec 09 formative assessment 4 10 dec 09 –feb10 formative assessment for 2d time period (october 2009 – march 2010) for sophistication ix - technology formative assessment three and 4 will encompass the following: (i) written assessment primarily based on idea (ii) realistic assessment primarily based on cbse curriculum 2009-2011 (iii) non-stop assessment in the following advised areas: (a) home assignments/ class assignments (b) elegance reaction/oral evaluation (c) seminar (d) symposium (e) institution dialogue (f) institution hobby ideally in agencies of four-five students. Suggested areas • investigatory/experimental tasks • movement plan • survey • assessment on worksheets based on discipline trips 26 annexure iv examination structure - magnificence ix : arithmetic 2nd term (october 2009 to march 2010) design of the query paper for summative assessment- 2 sort of query no. Of questions marks allotted overall marks to every query (i) m.C.Q. 8 1 eight 4 2 8 = 16 (ii) quick answer type-i 7 2 14 (iii) short answer kind-ii 10 three 30 (iv) lengthy solution type five four 20 overall 34 eighty syllabus for summative evaluation – 2 :mathematics second term (october 2009 – march 2010) 1. Range structures 2. Polynomials three. Strains and angles four. Triangles five. Quadrilaterals 6. Areas of parallelograms and triangles 7. Circles 8. Surface areas and volumes nine. Facts 27 formative evaluation 2nd term (october 2009 – march 2010) there could be formative exams and a 12 months cease summative take a look at. The weightages and time agenda might be as underneath: type of take a look at weightage time agenda formative 3 10 marks oct – dec 2009 formative four 10 marks jan – feb. 2010 summative forty marks march 2010 overall 60 marks formative assessment will consist of the following : (i) unit test based on the content taught throughout the respective periods. (Ii) written take a look at/oral take a look at .W. (Iv) worksheets / assignments (v) quiz (vi) institution hobby / discussion (vii) mathematics projects in agencies of 3 to four college students. It can be provided in any of the subsequent forms: (a) written challenge reviews (b) charts/fashions (c) energy factor displays (d) survey analysis and so forth. (Viii) arithmetic activities (palms-on) indexed in cbse lab pastime manual the student may be evaluated on the following: (a) performance of pastime (b) record report of the sports executed (c) viva 28 annexure v examination shape for social science - elegance ix second time period october 2009 to march 2010 time allowed: three hours max. Marks: eighty 1. Weightage to form of questions: shape of questions marks for each query no. Of questions overall marks mcq 1 sixteen 16 quick answer (s.A.) 3 16 48 long solution (l.A.) 4 3 12 map query four 1 four general 36 80 2. Unit-smart department of questions 1 mark questions 3 marks questions 4 marks questions map question general unit no. And titles/ subjects marks no. Of question no. Of questions no. Of questions no. Of questions i. India and the current international (history) 18 2 four 1 - 18(7) ii. India – land and the people (geography) 20 4 4 - 1 20(9) iii. Democratic politics i (political technology) 18 five three 1 - 18(9) iv. Expertise economics sixteen 3 3 1 - 16(7) v. Catastrophe control 8 2 2 - - 8(four) overall 80 16 16 three 1 eighty(36) observe: figures in the brackets imply number of questions and outside the bracket their general marks. 3. Scheme of alternatives: internal preference is provided inside the map question only. 29 syllabus for social technological know-how - magnificence ix second term october 2009 to march 2010 please notice that the entire syllabus prescribed during the current educational session is to be blanketed and tested in formative and summative mode. Given hereunder is the decreased syllabus for 2nd term summative examination in 2010. Unit 1 (history) india and the contemporary world i section i: occasions and processes (anyone of the following) 1. The french revolution 2. Socialism in europe and the russian revolution three. Nazism and the upward push of hitler phase ii: livelihoods, economies and societies (anybody of the subsequent) 4. Wooded area society and colonialism five. Pastoralists inside the modern world 6. Peasants and farmers. Segment iii: each day existence, way of life and politics (any one of the following) 7. Records and sports activities : the tale of cricket 8. Garb : a social records unit ii (geography) modern india i bankruptcy three – drainage bankruptcy four – climate bankruptcy 5 – natural vegetation and natural world chapter 6 – population map work – based on the above chapters as in step with the listing of map items supplied herewith. Unit iii – (political technology) democratic politics bankruptcy 3 - constitutional layout chapter four – electoral politics bankruptcy 5 – working of establishments bankruptcy 6 – democratic rights unit iv – economics bankruptcy 2 – people as aid chapter three – poverty as a undertaking chapter four – food security in india unit v – (disaster management) together, towards a safer india - ii bankruptcy 2 – precise dangers and mitigation chapter 3 - preventing common human triggered disasters listing of map items (geography) on political define map of india (each for identity & locating and labeling) chapter three – (drainage) 30 rivers : ganga, satluj, brahmaputra, narmada, tapi, mahanadi, godavari, krishna and kaveri lakes : chilka, pulicat, vembanad, sambhar mountain degrees : karakoram, zaskar, shivalik, aravali, vindhya, satpura, western ghats, japanese ghats mountain peaks : k2, kanchanjunga, anaimudi coastal strips: coromandel, konkan chapter 4: (climate) towns : tiruvananthapuram, chennai, jodhpur, jaipur, bangalore, mumbai, kolkata, leh, shillong, delhi, nagpur areas receiving rainfall over 400 cms. Areas receiving rainfall less than 20 cms. Chapter five : (natural flowers & flora and fauna) regions : evergreen forests, tropical thorny forests, mountain forests, mangrove forests. National parks : corbett, kaziranga, ranthambor, shivpuri, kanha kisli, simlipal, manas fowl sanctuaries : bharatpur and ranganathitto wild life sanctuaries : sariska, mudumalai, rajaji, dachigam bankruptcy 6 (populace) o the kingdom having the best density of population o the country having the lowest density of population o the country having the very best sex ratio o the country having the bottom intercourse ratio o the maximum populous nation of india o the least populous nation of india 31 formative assessment in social technology second time period (october 2009 – march 2010) a. Formative evaluation in social science the board has already prescribed 20 marks for inner assessment for sophistication ix as consistent with the following break up component 1 class assessments, gadgets test and so on. 10 marks component 2 assignments 5 marks component 3 task paintings 5 marks overall 20 marks the formative assessment for the second term may additionally include the above for fa3 and fa4. Suggestions on exclusive components of formative evaluation 1. Assignments the undertaking is an effort to expand in the college students the subsequent colleges (a) understanding the problem of social technological know-how higher as a social scientist have to. (B) applying the different thoughts learnt in the context of the world around us. (C) developing medical facts processing capabilities like survey, literature have a look at, records series, interpretation and giving motives and providing alternatives. (D) linking the study of the sciences and social sciences the assignments can be at the areas which would now not be tested inside the unit check or summative checks as these are the options which might be being taken into consideration by using the board, however form part of the curriculum and syllabus particularly in records. Therefore the reason of assignments is to permit the following: 1. Interpretation of texts and giving of perspectives. 1. Examples: a. Deciphering snap shots of delhi and its layout inside the colonial and current duration. B. Analyzing the extraordinary forms of traditional irrigation structures and concerning them to the environment they are discovered in. C. Tracing the evolution of coinage in india because the east india organization to today. 32 2. Bearing on the textual facts with prolonged reading of different text within the library or from other information resources like the encyclopedia, internet and cds. Examples: a. Make a dictionary of phrases in political technology and economics. B. Biography and quotations from distinctive moderates and extremists in india on the issue of dominion repute. C. Use of documents to reconstruct records d. Make an annotated atlas of india on mineral wealth, population, land use, towns, and so on. 3. Using the information, cartoons, photos and associated fiction and travelogues to deepen their knowledge of history, social and political life and geography. Examples: a. The usage of journey writing from newspapers and magazines to recognize the one of a kind regions of india. B. Making ready a overview of discovery of india, or any e book on democracy. Travelogues or historic novels like neel darpan, or godan. 4. Extension of the study room lesson in the course of coaching, in most cases the lesson ends with an assignment, that is in a experience an extension of the lesson. It is a lesson carried on at home with the aid of the students of their amusement time in line with the direction provided by using the instructor. Therefore it presents extra getting to know enjoy now not viable in a short class consultation. It is able to additionally provide extra exercise of what has been done in the magnificence and application in new situations, thereby clarifying the character of the concept and enrichment of knowledge. Examples: a. Test primarily based assignments like weather records interpretation b. The need to involve the first tribes by using the government in formulating woodland conservation guidelines. C. Perspectives of college students in collectivization of agriculture as introduced via stalin. D. Relevance of mahatma gandhi’s ideas of spinning of charkha by using every household even these days. E. Comparative have a look at of lok sabha and rajya sabha. Five. Self-evaluation whilst a few home work is given by using the instructor on the software of topics already taught within the elegance, it gives a situation for self-evaluation by the scholars of the way nicely s / he 33 comprehends the new idea taught within the faculty. These questions may be text based totally and people given as overview. Examples a. Writing a summary essay on agriculture in india, or strength improvement, weather trade and developing countries, changes in the sport of cricket from beyond to the present. B. Students’ interpretation of citizenship. C. Definition of citizenship by using french revolutionaries and followers of nazism. D. The need for charter. 6. Precise study of particular topics in maximum cases, assignments related to a selected topic are given to the scholars, wherein a pupil is requested to jot down a file on the essential aspect of the subject. It may require studying of relevant references, synthesis of relevant information, observations and private studies associated with the subject. The scholars are expected to arrange all of the associated facts in a few order. Examples: a. Put together a quiz, chart, poster, aid kit, power factor presentation, games, crossword puzzles on one-of-a-kind subjects b. Layout a poster on dangerous results of opium on human frame. C. Have a look at of version code of conduct prescribed through election fee. D. Chart on exceptional slogans on various issues used by exclusive political parties all through elections. E. Tracing the development of the indian charter through looking into the functions of the charter of different countries. 2. Project work on occasion the undertaking may be primarily based on a few observations, measurements on series of a few cloth. Afterwards arranging or tabulating it and finding if any pattern exist. On this the scholars are asked to document the technique accompanied presentation of records or statistics, its analysis and the crucial outcomes of the challenge. It can be similarly recommended that the record prepared through a student or institution of students is presented to the whole class or faculty via the students. Discussions are to be held. The trainer and different college students may also ask questions based totally at the challenge whenever there is 34 some problem in answering the questions by using the pupil, the teacher explains and illustrates with examples. The undertaking subjects which are designed by the board of secondary schooling in social science for class 9 and 10 need to be certain and nicely focused in order that the kids can apprehend the equal without difficulty. The undertaking must be smooth to do for all types of learners and in all sorts of environments. The time spent on statistics series and enquiry need to not be a burden or be undertaken in the course of faculty hours. Examples: a. Interviewing an mla of ones area on the progress made in his constituency throughout his tenure. B. Interviewing people of their community belonging to diverse elegance and career on how a ways the people are glad at the overall performance in their mla. C. Function of ‘special monetary zones in india’. D. Proud to be a accountable indian- a project on attention for essential responsibilities. E. Selling wearing talents in india. Evaluation of assignments and mission work is an crucial factor. While an undertaking is given, it have to have a few basis in relation with the educational objectives. The undertaking need to be evaluated keeping in view the ones targets and the extent to which targets had been achieved. The task should be evaluated and grading need to receive. The undertaking grade should additionally be blanketed within the very last evaluation. It is able to additionally be noted that the assignments cannot usually be made interesting but they could usually be made significant. 1 three. Checks a check offers a scenario or collection of situations to college students to perform to a given question or scenario to illustrate their attainment and capabilities. We can be trying out their success in scholastic. This sort of check is a teacher-made test. We use several forms of checks like unit test, diagnostic take a look at, oral check, annual check. Many a time the query is of ways can we understand whether or not the kid has found out some thing in any respect or whether what s/he has learnt is right or there may be need for extra reinforcement for this we have on the way to infer her/ his studying via the take a look at . This may be carried out with the help of periodic exams. Periodic tests / weekly elegance assessments 1 35 whilst a trainer wants to verify whether the scholars have learnt what they had been taught in a lesson or a unit and what problems they still face, periodic or unit exams are satisfactory used. Whilst periodical exams are carried out after each topic / devices, teachers get a clear photograph of where the scholar is and of the way s/he's progressing. This information of electricity and weak spot of a student is beneficial in making plans effective teaching via instructors and in powerful getting to know by way of the pupil. The non-stop evaluation is completed with the aid of periodical trying out. Every now and then whilst authorities insist on reporting the pupils progress to mother and father, at exact periods, periodical checks are carried out automatically which will have a look at the formality of communicating the check-results to dad and mom. In cases consisting of those, there may also arise the opportunity of directing the school room activities toward writing the exams, rather than the amendment of pupils’ conduct. Such practices of teaching simply for testing ought to be discouraged. In popular the child must recognize how the effects of assessment are to be used. If s/he does now not realize, he may develop a kind of anxiety or worry of exams and other styles of evaluation. Overall performance on periodical tests the performance on periodical checks ought to be systematically recorded. It is great if the remarks the learner is given is both qualitative and quantitative and the corrections of errors are also insisted upon. After possibility to improve man or woman's overall performance on these unit exams need to take delivery of due credit score in conjunction with annual test overall performance for final assessment. But their formative role must now not be forgotten. B. Summative assessment: march 2010 whether or not there's enough information approximately any location of observe is generally acknowledged via undertaking a summative test at the stop of the session. This test covers a sample of the whole route and is divided into tough and clean questions. The take a look at should have 20 better order wondering abilities questions, and 40 expertise primarily based questions. Questions could also be on interpretation of maps, diagrammes and many others and actual don't forget kind questions (with minimum emphasis). The take a look at might actually have a fantastic discrimination index and the result is meant to be used for rating, awarding department, granting scholarships, and promotion and much less for steering. Because the summative check is conducted at the quit of the terms, the consequences of this take a look at aren't useful for powerful planning of school room coaching or for development of learning by way of student. 36 format of summative test • the summative evaluation/final examination may be out of eighty marks to be reduced to forty marks. ?? this assessment will comprise of forty of the overall marks in cce • the unit –wise weightage of marks remains similar to prescribed within the syllabus for social technological know-how within the secondary school curriculum 2010. ?? the layout and the unit smart division of questions are given. ?? the chapters of the prescribed ncert textbooks to be tested inside the summative evaluation of march 2010 had been distinctive. ?? the query paper will include of 36 questions consisting of one map question of four marks on exact list of items for map paintings. ?? multiple preference questions are to be delivered in social science query paper for the primary time. ?? there may be sixteen mcqs from all of the 5 devices in social technological know-how. ?? there will be a separate paper containing mcqs most effective to be attempted within the first half-hour. The answer scripts to be gathered at the stop of this 30 minutes period. ?? right away after the mcq paper, the students gets 2 hours and half-hour to reply the primary paper.

Lesson Plan Format According To Cce Brilliant As, Can, Above, There, Only Going To Be A Single PSTN Site Created (A Single, Instance); There, No HA To Plan For, Or Other Potential Images

Lesson Plan Format According To Cce Brilliant As, Can, Above, There, Only Going To Be A Single PSTN Site Created (A Single, Instance); There, No HA To Plan For, Or Other Potential Images

Lesson Plan Format According To Cce Creative 6 Point Lesson Plan Myeducationeducationdotcom Galleries

Lesson Plan Format According To Cce Creative 6 Point Lesson Plan Myeducationeducationdotcom Galleries

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