Class 7th Grade Annual English Assessment

Class 7th Grade Annual English Assessment

7.1 Ability to repair communication breakdown relating to the contexts
7.2 Ability to recognize and transform different sentence structures
7.3 Ability to practice democratic norms in accordance with relevant social practices
7.4 Ability to connect emotionally with a literary text and express personal feelings on it.

Day 1 (90 minutes/two consecutive classes)
Task one (40 minutes)
Firstly, in session one, students will engage in developing an outline of a story. In groups, they will discuss and generate ideas on the characters, setting, plot and dialogues on the chosen theme. Later, the
students will develop a story line individually.

Instructions for teacher
The teacher will tell and write down the instructions on the board. S/he has to check students’ understanding of the instructions. S/he may help students to understand the activity but not the
answers. For this activity, the teacher will select some themes (such as making new friends, arranging
a fair on the school campus or helping in needs). Students will work in groups of 4-5. So, the number
of themes will depend on the number of the students in his/her class. The teacher will ask one of the
group members to pick one of the themes from a box. Each group will work on the theme s/he picked
from the box.

Here, the teacher will ask the students to generate the outline of a story on their chosen themes. In doing so, the students will follow the instructions given below.

• Work in groups of 4 or 5

• Take notes for further use
• Decide the genre (for example, story, play, comic strip) that they will follow during their writing
• Decide on the characters, settings and plots related to their storyline
• Choose names for each character and decide on the relationship among them
• Decide on the end of their story
• Discuss and write the dialogues the characters will tell to each other in the story
• Arrange the dialogues with the plot of their story
• Finally, check on every detail of the story

The teacher will monitor the students while they work and identify the students who need guidance and help. The teacher will identify the students who need limited/ full guidance and help them accordingly. The teacher will keep a record of those students to assess them.

Competency 07.03.01 : Students practice democratic skills in different situations
Competency 07.03.02: Students encourage a democratic attitude in different situation

Take a ten-minute break
Task two (40 minutes)
In this session, the students will
• Take a look at the outline of the story they decided in session one
• Write the story line using the outline individually
• Use/ draw pictures if they think is needed
• Raise hands if they need any help (the teacher will keep the record of the students who need limited
or full guidance or help to use for assessment)
• Check the proper use of the grammar points (Capitalization and punctuation marks, articles, parts of speech, modal verbs, appropriate sentences, tenses, active and passive forms of sentences, synonyms and antonyms)
• Do necessary edits and make the final copy of their story line
• Finally, submit the final copy of the story line to the teacher
The teacher will use the copy of the story line to assess competency 2 and s/he will keep the answer scripts as documents.

Competency 07.02.01 : Students use different linguistic features in accordance with the purpose of the texts.

Day 2 (90 minutes/two consecutive classes)
Completing an incomplete comic strip
Task 3 (40 minutes)
In this session, the students will be exposed to an incomplete comic strip (see the next page). The students will complete the dialogue bubbles to make the comic strip meaningful and logical. In doing so, they will identify various reading strategies to infer the meaning of the texts in the comic strip. The specific focus of the activity is on the use of different reading strategies to understand the comic strip.

To do the activity, the teacher will ask the students to –
• Divide in groups of 4 or 5
• Observe the comic strips carefully
• Read the dialogues in the bubbles to understand the comic strips
• Discuss who/what is/ are in the comic strips, what are they doing, and what is the comic strip about.
• Discuss and write the dialogues in the blank dialogue bubbles (in the last two frames).
• Complete the comic strip with meaningful dialogues.
• Make necessary edits.
• Finally, present it in front of the class.
• Ask other groups to share their feedback.
Take a 10-minute break
Task 4 (40 minutes)
In this session, the teacher will ask the students to
• Work individually (The teacher will ensure that the students will not copy any of his/her friend’s answer script).
• Go through the comic strip they have completed in Task 3 again.
• Infer the meaning of the texts especially the blank dialogue bubbles.
• Identify which strategy you used to infer the meaning of the words/phrases/expressions.
• Write down the words/phrases/expressions and strategies they used to infer their meanings.
• Edit the grammatical, spelling and punctuation errors.
• Finally, submit a copy of your group work to the teacher

The teacher will monitor the students while they work and identify the students who did the activity independently, who needed the peer’s help and who needed both the peer’s and the teacher’s help.

The teacher will keep a record of those students to assess them and s/he will keep the copies as a record.

The answer script may look as follows. The teacher can share this format with the students beforehand:

The answer script may look as follows. The teacher can share this format with the students beforehand:

Name: Class: Section: Roll: Subject
Words/Phrases/Expressions	The strategy I used

Competency 07.01.01 : Students use various reading strategies to infer meaning.

Day 3 (180 minutes/four consecutive classes)
Session five (80 minutes)
In this session, the teacher will ask the students to

• Work in groups of 4 or 5.
• Take notes for further use.
• Go through the completed comic strip in task 3 again.
• Identify the theme, characters, settings and plot of the comic strip.
• Imagine a story line using these theme, characters, settings and plot of the comic strip.
• Imagine 2/3 characters that you may need for your story line.
• Choose names for each character and think how these characters are related to each other.
• Discuss and write the dialogues the characters will tell to each other.
• Arrange the dialogues with the plot of their story.
• Decide the end part of their story.
• Decide a title for their story.
• Check on every detail of the story.
• Finally, act out the conversations in front of the class.

Take a 10-minute break
Task six (80 minutes)
In this session, the teacher will ask the students to
• Work individually (The teacher will ensure that the students will not copy any of his/her friend’s answer script).
• Reflect on the story line they have developed in Task 5.
• Reflect on the characters, settings, theme of the story they have discussed in session 5.
• Read the dialogues they have written in task 5 again.
• Write the story using all the features they have decided earlier.
• Edit the grammatical, spelling and punctuation errors and make the final version of your storyline.
• Write a short note on what (central theme, point of view, plot, setting, character, dialogue) you find interesting in the story line.

• Finally, submit a copy of your group work to the teacher

The teacher will monitor the students while they work and identify the students who did the activity
independently, who needed the peer’s help and who needed both the peer’s and the teacher’s help.
The teacher will keep a record of those students to assess them and s/he will keep the copies as a
record.

Competency 07.04.02: Students produce texts following the features of the literary texts based on their experience/imagination
Competency 07.04.03: Students express their feelings/opinions about the literary texts