Teacher Resources
Skip to the content belowSample School Based Assessment (SBA) Tools for English and Literature
Ready-to-use assessment tools in the familiar school format: details, instructions, marking criteria and signatures.
Download this page
The Word file can be edited in Microsoft Word, Google Docs, WPS Office or LibreOffice, so you can add your school's name and change it for your class. The PDF is ready to print.
These are samples, not official instructions
Each tool is set out in the usual School Based Assessment tool format. Fill in your school's name and the date. For Grades 6 to 11 English, the competency and competency level numbers are taken from the NIE English Language Teachers' Guides for those grades (see Competency Levels by Grade). The Grade 6 guide used is the edition implemented from 2015, so schools on the new 2026 Grade 6 syllabus should use the numbers in the new guide. For primary grades, A/L General English and Literature we do not yet have the Teachers' Guides, so the competency wording there is a sample: copy the official competency and level from your guide. Follow the SBA plan and circulars for your grade and year for the number of tools, their timing and how marks are recorded. The terms shown in the Literature tools are suggestions; change them to suit your school's plan.
English: Primary (Grades 2 to 5)
SBA plan 1: Show and tell
| Item | Details |
|---|---|
| School name | ______________________ |
| Grade | 2 / 3 |
| Subject | English |
| Date | ______________________ |
| Term | 1st / 2nd / 3rd (as set in your school's SBA plan) |
| Selected evaluation | Oral presentation |
| Time duration | 1 to 2 minutes per pupil (over two periods) |
| Competency | Uses simple spoken English to talk about familiar things. |
| Competency level | Names and describes a familiar object in simple sentences. (Sample wording: use the competency level in your Teacher's Guide.) |
| Subject content | Things at home and in school; colours and sizes |
| Nature of the tool | Individual oral presentation |
| Learning outcome | Pupils will be able to say three simple sentences about an object they bring from home. |
| Teacher's activity | Models a short show-and-tell with an object, gives the sentence frames (This is my ... It is ... I like it because ...), and calls pupils one by one. |
| Students' activity | Bring an object from home and say at least three sentences about it to the class. |
Criteria for marking
| Criteria | Marks |
|---|---|
| Names the object in a full sentence | 05 |
| Describes it (colour, size or use) | 05 |
| Speaks clearly enough to be understood | 05 |
| Speaks with confidence and little prompting | 05 |
| Total | 20 |
In-charge teacher: ______________________
Principal: ______________________
SBA plan 2: Listen and do
| Item | Details |
|---|---|
| School name | ______________________ |
| Grade | 2 / 3 |
| Subject | English |
| Date | ______________________ |
| Term | 1st / 2nd / 3rd (as set in your school's SBA plan) |
| Selected evaluation | Listening test (practical) |
| Time duration | One period |
| Competency | Listens to and follows simple spoken instructions. |
| Competency level | Responds correctly to one-step and two-step instructions. (Sample wording: use the competency level in your Teacher's Guide.) |
| Subject content | Action words, classroom objects, colours |
| Nature of the tool | Whole-class practical listening task |
| Learning outcome | Pupils will be able to carry out simple instructions given in English. |
| Teacher's activity | Gives instructions one at a time (Stand up. Touch your nose. Colour the ball red.), repeating each once, and records each pupil's responses on a checklist. |
| Students' activity | Listen and carry out each instruction, including drawing and colouring on a worksheet. |
Criteria for marking
| Criteria | Marks |
|---|---|
| Follows action instructions | 05 |
| Follows instructions with objects | 05 |
| Follows colouring and drawing instructions | 05 |
| Follows two-step instructions | 05 |
| Total | 20 |
In-charge teacher: ______________________
Principal: ______________________
SBA plan 3: My picture book
| Item | Details |
|---|---|
| School name | ______________________ |
| Grade | 4 / 5 |
| Subject | English |
| Date | ______________________ |
| Term | 1st / 2nd / 3rd (as set in your school's SBA plan) |
| Selected evaluation | Assignment (creative work) |
| Time duration | Two periods |
| Competency | Writes simple sentences about familiar topics. |
| Competency level | Writes one or two sentences to match a picture. (Sample wording: use the competency level in your Teacher's Guide.) |
| Subject content | My family / My school |
| Nature of the tool | Individual picture book |
| Learning outcome | Pupils will be able to write simple, correctly punctuated sentences about their own pictures. |
| Teacher's activity | Shows a sample picture book, revises capital letters and full stops, and helps pupils plan four pages. |
| Students' activity | Draw four pictures about their family or school and write one or two sentences under each. |
Criteria for marking
| Criteria | Marks |
|---|---|
| Every picture has a matching sentence | 05 |
| Sentences make sense | 05 |
| Capital letters and full stops are correct | 05 |
| Book is neat and complete | 05 |
| Total | 20 |
In-charge teacher: ______________________
Principal: ______________________
SBA plan 4: Reading aloud
| Item | Details |
|---|---|
| School name | ______________________ |
| Grade | 4 / 5 |
| Subject | English |
| Date | ______________________ |
| Term | 1st / 2nd / 3rd (as set in your school's SBA plan) |
| Selected evaluation | Oral test (reading) |
| Time duration | 2 minutes per pupil |
| Competency | Reads short texts aloud with understanding. |
| Competency level | Reads a practised text accurately and fluently. (Sample wording: use the competency level in your Teacher's Guide.) |
| Subject content | A short practised passage of about 60 words |
| Nature of the tool | Individual reading-aloud test |
| Learning outcome | Pupils will be able to read a short passage aloud accurately, in phrases, with a clear voice. |
| Teacher's activity | Chooses and practises the passage with the class, then listens to each pupil and marks on a class sheet. |
| Students' activity | Read the practised passage aloud to the teacher. |
Criteria for marking
| Criteria | Marks |
|---|---|
| Reads the words accurately | 05 |
| Reads in phrases, not word by word | 05 |
| Pauses at full stops and commas | 05 |
| Uses a clear, audible voice | 05 |
| Total | 20 |
In-charge teacher: ______________________
Principal: ______________________
English: Junior secondary (Grades 6 to 9)
SBA plan 5: Role play
| Item | Details |
|---|---|
| School name | ______________________ |
| Grade | 6 / 7 |
| Subject | English |
| Date | ______________________ |
| Term | 1st / 2nd / 3rd (as set in your school's SBA plan) |
| Selected evaluation | Role play |
| Time duration | One period for preparation, 3 minutes per pair |
| Competency | Competency 8: Communicates clearly, fluently and concisely |
| Competency level | 8.13 Uses language in variety of contexts (Grades 6 and 7) |
| Subject content | Asking for and giving directions / shopping |
| Nature of the tool | Pair role play |
| Learning outcome | Students will be able to complete an everyday conversation using the expressions from the unit. |
| Teacher's activity | Revises the useful expressions, gives each pair a situation card, and assesses each pair during the performance. |
| Students' activity | Prepare and act out the situation in pairs, with a clear start and end. |
Criteria for marking
| Criteria | Marks |
|---|---|
| Completes the task in the situation | 05 |
| Uses the unit's expressions correctly | 05 |
| Speaks fluently with few long pauses | 05 |
| Pronounces clearly and responds to the partner | 05 |
| Total | 20 |
In-charge teacher: ______________________
Principal: ______________________
SBA plan 6: Instruction poster
| Item | Details |
|---|---|
| School name | ______________________ |
| Grade | 6 / 7 |
| Subject | English |
| Date | ______________________ |
| Term | 1st / 2nd / 3rd (as set in your school's SBA plan) |
| Selected evaluation | Assignment (poster) |
| Time duration | Two periods |
| Competency | Competency 7: Uses English creatively and innovatively in written communication |
| Competency level | 7.4 Writes instructions (Grades 6 and 7) |
| Subject content | Preventing dengue / making a cup of tea |
| Nature of the tool | Individual or pair poster |
| Learning outcome | Students will be able to write at least six clear instructions using imperatives and sequence words. |
| Teacher's activity | Shows a model poster, revises imperatives and sequence words, and gives the topics. |
| Students' activity | Make a poster with a heading, pictures and at least six instructions in order. |
Criteria for marking
| Criteria | Marks |
|---|---|
| Relevant instructions in the right order | 05 |
| Correct imperatives and sequence words | 05 |
| Clear layout with heading and pictures | 05 |
| Neat and readable from a distance | 05 |
| Total | 20 |
In-charge teacher: ______________________
Principal: ______________________
SBA plan 7: Reading log
| Item | Details |
|---|---|
| School name | ______________________ |
| Grade | 7 / 8 / 9 |
| Subject | English |
| Date | ______________________ |
| Term | 1st / 2nd / 3rd (as set in your school's SBA plan) |
| Selected evaluation | Portfolio |
| Time duration | One term |
| Competency | Competency 5: Extracts necessary information from various types of texts |
| Competency level | 5.5 Reads and understands simple folk stories (Grade 7) / Reads and responds to simple folk stories / stories (Grade 8) / Reads and responds to simple folk tales (Grade 9); 5.6 Extracts the general idea of a text (Grades 7, 8 and 9) |
| Subject content | Three short books or stories chosen by the student |
| Nature of the tool | Individual reading portfolio |
| Learning outcome | Students will be able to summarise stories and give reasons for their opinions. |
| Teacher's activity | Explains the log format, helps students choose readers, and checks the log twice during the term. |
| Students' activity | Keep a log with a five-sentence summary and an opinion with reasons for each of three books or stories. |
Criteria for marking
| Criteria | Marks |
|---|---|
| Summaries give the main events | 05 |
| Opinions are supported by reasons | 05 |
| Sentences are mostly accurate | 05 |
| Log is complete and regularly kept | 05 |
| Total | 20 |
In-charge teacher: ______________________
Principal: ______________________
SBA plan 8: Class wall newspaper
| Item | Details |
|---|---|
| School name | ______________________ |
| Grade | 8 / 9 |
| Subject | English |
| Date | ______________________ |
| Term | 1st / 2nd / 3rd (as set in your school's SBA plan) |
| Selected evaluation | Group project |
| Time duration | Two weeks |
| Competency | Competency 7: Uses English creatively and innovatively in written communication |
| Competency level | 7.5 Writes simple compositions on different types of topics (Grades 8 and 9) |
| Subject content | Newspaper writing: news report, notice, story or poem, puzzle |
| Nature of the tool | Group project |
| Learning outcome | Students will be able to write in different formats and work together to publish them. |
| Teacher's activity | Forms groups, shows sample wall newspapers, sets deadlines, and monitors each member's contribution. |
| Students' activity | Plan, write, edit and display a wall newspaper with at least four items; each member writes one item. |
Criteria for marking
| Criteria | Marks |
|---|---|
| All items present and relevant | 05 |
| Correct formats and accurate language | 05 |
| Teamwork: each member's part is shown | 05 |
| Attractive and readable presentation | 05 |
| Total | 20 |
In-charge teacher: ______________________
Principal: ______________________
English: O/L (Grades 10 and 11)
SBA plan 9: Formal letter under timed conditions
| Item | Details |
|---|---|
| School name | ______________________ |
| Grade | 10 / 11 |
| Subject | English |
| Date | ______________________ |
| Term | 1st / 2nd / 3rd (as set in your school's SBA plan) |
| Selected evaluation | Written test |
| Time duration | 30 minutes |
| Competency | Competency 7: Uses English creatively and innovatively in written communication |
| Competency level | 7.7 Writes for official purposes (Grades 10 and 11) |
| Subject content | Letter of complaint or request on a local issue |
| Nature of the tool | Individual timed writing |
| Learning outcome | Students will be able to write a formal letter of about 150 words with the correct format and tone. |
| Teacher's activity | Sets the task with clear points to include, and supervises the timed writing. |
| Students' activity | Write a formal letter covering all the given points in 30 minutes. |
Criteria for marking
| Criteria | Marks |
|---|---|
| Correct format (addresses, date, salutation, subject, close) | 05 |
| All points covered with detail | 05 |
| Clear paragraphs | 05 |
| Accurate grammar and a suitable formal tone | 05 |
| Total | 20 |
In-charge teacher: ______________________
Principal: ______________________
SBA plan 10: Two-minute speech
| Item | Details |
|---|---|
| School name | ______________________ |
| Grade | 10 / 11 |
| Subject | English |
| Date | ______________________ |
| Term | 1st / 2nd / 3rd (as set in your school's SBA plan) |
| Selected evaluation | Speech |
| Time duration | 2 minutes per student |
| Competency | Competency 8: Communicates clearly, fluently and concisely |
| Competency level | 8.4 Speaks on familiar topics (Grades 10 and 11) |
| Subject content | A topic from the textbook (for example healthy food or careers) |
| Nature of the tool | Individual speech |
| Learning outcome | Students will be able to deliver an organised two-minute speech. |
| Teacher's activity | Gives topics a week ahead, shows how to open and close a speech, and marks each speech. |
| Students' activity | Prepare and deliver a two-minute speech with an opening, main points and a closing. |
Criteria for marking
| Criteria | Marks |
|---|---|
| Clear main idea with supporting points | 05 |
| Opening, body and closing | 05 |
| Accurate and varied language | 05 |
| Audible delivery with eye contact | 05 |
| Total | 20 |
In-charge teacher: ______________________
Principal: ______________________
SBA plan 11: Survey and report
| Item | Details |
|---|---|
| School name | ______________________ |
| Grade | 10 / 11 |
| Subject | English |
| Date | ______________________ |
| Term | 1st / 2nd / 3rd (as set in your school's SBA plan) |
| Selected evaluation | Assignment |
| Time duration | Two periods |
| Competency | Competency 5: Extracts necessary information from various types of texts |
| Competency level | 5.3 Transfers information into other forms (Grades 10 and 11) |
| Subject content | Class survey and bar chart |
| Nature of the tool | Individual or pair report |
| Learning outcome | Students will be able to present survey results in a bar chart and a short report. |
| Teacher's activity | Explains how to conduct a survey and describe a chart, and gives useful phrases. |
| Students' activity | Conduct a class survey, draw a bar chart and write a short report on the findings. |
Criteria for marking
| Criteria | Marks |
|---|---|
| Accurate, labelled chart | 05 |
| Main findings described | 05 |
| Comparison language used correctly | 05 |
| Accurate sentences | 05 |
| Total | 20 |
In-charge teacher: ______________________
Principal: ______________________
English: A/L General English (Grades 12 and 13)
SBA plan 12: Group presentation
| Item | Details |
|---|---|
| School name | ______________________ |
| Grade | 12 / 13 |
| Subject | General English |
| Date | ______________________ |
| Term | 1st / 2nd / 3rd (as set in your school's SBA plan) |
| Selected evaluation | Presentation |
| Time duration | 5 minutes per group |
| Competency | Presents information clearly to an audience. |
| Competency level | Delivers a structured presentation with signposting. (Sample wording: use the competency level in your Teacher's Guide.) |
| Subject content | A textbook topic (for example the cyber world or continuing education) |
| Nature of the tool | Group presentation |
| Learning outcome | Students will be able to deliver a structured group presentation on a textbook topic. |
| Teacher's activity | Forms groups, assigns topics, teaches signposting language, and assesses the presentations. |
| Students' activity | Research, plan and deliver a five-minute presentation in which every member speaks. |
Criteria for marking
| Criteria | Marks |
|---|---|
| Relevant, well-researched content | 05 |
| Introduction, signposting and conclusion | 05 |
| Accurate, appropriate language | 05 |
| Clear delivery and every member takes part | 05 |
| Total | 20 |
In-charge teacher: ______________________
Principal: ______________________
SBA plan 13: Formal email
| Item | Details |
|---|---|
| School name | ______________________ |
| Grade | 12 / 13 |
| Subject | General English |
| Date | ______________________ |
| Term | 1st / 2nd / 3rd (as set in your school's SBA plan) |
| Selected evaluation | Written test |
| Time duration | 30 minutes |
| Competency | Writes formal emails for a specific purpose. |
| Competency level | Writes a clear formal email with the correct structure and tone. (Sample wording: use the competency level in your Teacher's Guide.) |
| Subject content | Email to the principal of another school about a joint event |
| Nature of the tool | Individual timed writing |
| Learning outcome | Students will be able to write a formal email that covers all the required points. |
| Teacher's activity | Sets the task with the required points and supervises the writing. |
| Students' activity | Write the email in 30 minutes. |
Criteria for marking
| Criteria | Marks |
|---|---|
| Subject line, greeting and closing | 05 |
| All required points covered | 05 |
| Polite, formal tone | 05 |
| Accurate language | 05 |
| Total | 20 |
In-charge teacher: ______________________
Principal: ______________________
SBA plan 14: Discursive essay
| Item | Details |
|---|---|
| School name | ______________________ |
| Grade | 12 / 13 |
| Subject | General English |
| Date | ______________________ |
| Term | 1st / 2nd / 3rd (as set in your school's SBA plan) |
| Selected evaluation | Written test |
| Time duration | 45 minutes |
| Competency | Writes an essay that discusses both sides of an issue. |
| Competency level | Organises a balanced argument with examples. (Sample wording: use the competency level in your Teacher's Guide.) |
| Subject content | An issue from the textbook units |
| Nature of the tool | Individual essay |
| Learning outcome | Students will be able to write a balanced essay of about 250 words. |
| Teacher's activity | Gives two or three questions, revises essay structure, and supervises the writing. |
| Students' activity | Choose one question and write an essay of about 250 words. |
Criteria for marking
| Criteria | Marks |
|---|---|
| Both sides discussed with examples | 05 |
| Introduction, balanced body and conclusion | 05 |
| Accurate and varied language | 05 |
| Clear link between ideas | 05 |
| Total | 20 |
In-charge teacher: ______________________
Principal: ______________________
SBA plan 15: Job application and interview
| Item | Details |
|---|---|
| School name | ______________________ |
| Grade | 12 / 13 |
| Subject | General English |
| Date | ______________________ |
| Term | 1st / 2nd / 3rd (as set in your school's SBA plan) |
| Selected evaluation | Role play and written work |
| Time duration | One period for the letter, 5 minutes per interview |
| Competency | Uses English for employment purposes. |
| Competency level | Writes a covering letter and answers interview questions appropriately. (Sample wording: use the competency level in your Teacher's Guide.) |
| Subject content | Job advertisements and covering letters (Unit 8, Employment) |
| Nature of the tool | Individual written task and interview |
| Learning outcome | Students will be able to apply for a job in writing and answer interview questions politely and clearly. |
| Teacher's activity | Provides advertisements, revises the covering-letter format, and conducts short interviews. |
| Students' activity | Write a covering letter for one advertisement and take part in a short interview for that job. |
Criteria for marking
| Criteria | Marks |
|---|---|
| Correct covering-letter format | 05 |
| Relevant letter content | 05 |
| Clear, relevant interview answers | 05 |
| Polite and fluent manner | 05 |
| Total | 20 |
In-charge teacher: ______________________
Principal: ______________________
English Literature (O/L)
One of the prescribed novels is assessed by the school as well as examined, and the school chooses which. The three novels on the list shown on our O/L Literature page are The Prince and the Pauper, Bringing Tony Home and The Vendor of Sweets; confirm the list for your examination year.
SBA plan 16: Poetry (analysing theme and techniques)
| Item | Details |
|---|---|
| School name | ______________________ |
| Grade | 11 |
| Subject | English Literature |
| Date | ______________________ |
| Term | 2nd Term |
| Selected evaluation | Assignment / Creative Portfolio |
| Time duration | 1 week (independent study + 40-minute presentation) |
| Competency | Responds critically to poetry by identifying themes and poetic devices. |
| Competency level | Explores the underlying meanings, tone and imagery used by poets to convey central messages. (Sample wording: use the competency level in your Teacher's Guide.) |
| Subject content | Selected O/L poems (for example To the Evening Star or Richard Cory) |
| Nature of the tool | Individual literary commentary portfolio |
| Learning outcome | Students will be able to analyse poetic techniques such as metaphor, simile and personification and explain how they contribute to the poem's theme. |
| Teacher's activity | Introduces the poem, explains core poetic devices, provides a rubric, and guides students on how to structure a literary commentary. |
| Students' activity | Select one prescribed poem, analyse three major poetic devices used in it, write a 150-word commentary, and present their main findings to the class. |
Criteria for marking
| Criteria | Marks |
|---|---|
| Understanding of themes and central message | 05 |
| Correct identification and analysis of poetic devices | 05 |
| Structure, organisation and language accuracy | 05 |
| Presentation / oral defence | 05 |
| Total | 20 |
In-charge teacher: ______________________
Principal: ______________________
SBA plan 17: Short stories (character analysis)
| Item | Details |
|---|---|
| School name | ______________________ |
| Grade | 10 / 11 |
| Subject | English Literature |
| Date | ______________________ |
| Term | 1st / 2nd Term |
| Selected evaluation | Role play and character profile |
| Time duration | 2 periods (preparation) + 1 period (execution) |
| Competency | Analyses character traits, motives and relationships within a short story. |
| Competency level | Demonstrates empathy and critical understanding of characters by interpreting their actions and dialogue. (Sample wording: use the competency level in your Teacher's Guide.) |
| Subject content | Prescribed short stories (for example The Lumber Room or The Fly) |
| Nature of the tool | Group role play and character sketch presentation |
| Learning outcome | Students will be able to extract textual evidence to justify a character's behaviour and mindset. |
| Teacher's activity | Divides the class into small groups, assigns specific characters from a short story, and monitors the brainstorming sessions. |
| Students' activity | Collaborate to create a visual character profile poster and perform a short three-minute role play depicting a crucial scene from that character's perspective. |
Criteria for marking
| Criteria | Marks |
|---|---|
| Accurate depiction of character traits based on the text | 05 |
| Use of textual evidence / references | 05 |
| Teamwork and collaboration | 05 |
| Creativity and expression (role play / poster) | 05 |
| Total | 20 |
In-charge teacher: ______________________
Principal: ______________________
SBA plan 18: Novel: The Vendor of Sweets (theme exploration)
| Item | Details |
|---|---|
| School name | ______________________ |
| Grade | 11 |
| Subject | English Literature |
| Date | ______________________ |
| Term | 2nd Term |
| Selected evaluation | Open-book analytical essay / test |
| Time duration | 80 minutes |
| Competency | Evaluates major themes and cultural conflicts in an extended text. |
| Competency level | Examines the generation gap, the clash of East and West, and illusion versus reality in Malgudi. (Sample wording: use the competency level in your Teacher's Guide.) |
| Subject content | Novel: The Vendor of Sweets by R. K. Narayan |
| Nature of the tool | Structured analytical essay |
| Learning outcome | Students will write a coherent essay analysing how the conflict between Jagan and Mali represents the clash between traditional Indian values and Western modernisation. |
| Teacher's activity | Formulates analytical essay prompts, sets clear guidelines for thesis statements, and ensures students have access to their unmarked novels during the session. |
| Students' activity | Choose one prompt, formulate a thesis statement, select appropriate quotations from The Vendor of Sweets, and write a structured essay with an introduction, body paragraphs and a conclusion. |
Criteria for marking
| Criteria | Marks |
|---|---|
| Depth of thematic understanding | 05 |
| Effective use of textual quotations and references | 05 |
| Logical flow and argumentative strength | 05 |
| Grammar, vocabulary and mechanics | 05 |
| Total | 20 |
In-charge teacher: ______________________
Principal: ______________________
SBA plan 19: Drama (dramatised reading and stagecraft)
| Item | Details |
|---|---|
| School name | ______________________ |
| Grade | 10 / 11 |
| Subject | English Literature |
| Date | ______________________ |
| Term | 1st / 2nd / 3rd (as set in your school's SBA plan) |
| Selected evaluation | Dramatised reading with director's notes |
| Time duration | 2 periods (preparation) + 1 period (performance) |
| Competency | Interprets drama through performance and an understanding of dramatic techniques. |
| Competency level | Conveys character, mood and conflict through voice, movement and staging choices. (Sample wording: use the competency level in your Teacher's Guide.) |
| Subject content | Prescribed drama (The Bear or Twilight of a Crane) |
| Nature of the tool | Group dramatised reading with individual director's notes |
| Learning outcome | Students will be able to perform a key scene and explain how stage directions, dialogue and action reveal character and conflict. |
| Teacher's activity | Selects key scenes, explains dramatic techniques (stage directions, dramatic irony, climax), forms groups and monitors rehearsals. |
| Students' activity | Rehearse and perform a key scene of about four minutes, and each write a short set of director's notes (about 100 words) explaining their staging choices. |
Criteria for marking
| Criteria | Marks |
|---|---|
| Understanding of character and conflict | 05 |
| Voice, expression and movement | 05 |
| Director's notes explain staging choices with reference to the text | 05 |
| Teamwork and preparation | 05 |
| Total | 20 |
In-charge teacher: ______________________
Principal: ______________________
SBA plan 20: Novel (reading journal)
| Item | Details |
|---|---|
| School name | ______________________ |
| Grade | 10 / 11 |
| Subject | English Literature |
| Date | ______________________ |
| Term | 1st / 2nd / 3rd (as set in your school's SBA plan) |
| Selected evaluation | Reading journal (portfolio) |
| Time duration | Over one term, with journal checks every two weeks |
| Competency | Responds personally and critically to an extended text. |
| Competency level | Tracks plot, character development and themes across a novel. (Sample wording: use the competency level in your Teacher's Guide.) |
| Subject content | The novel your school has selected for SBA |
| Nature of the tool | Individual reading journal |
| Learning outcome | Students will be able to record and reflect on plot, characters and themes as they read, supported by quotations. |
| Teacher's activity | Explains the journal format (chapter summary, character notes, key quotation, personal response), sets the reading schedule and checks journals regularly. |
| Students' activity | Keep a journal entry for each chapter or section with a short summary, notes on one character, one key quotation with a comment, and a personal response. |
Criteria for marking
| Criteria | Marks |
|---|---|
| Accurate summaries of plot | 05 |
| Insight into character development and themes | 05 |
| Well-chosen quotations with comments | 05 |
| Regular, complete and neatly kept journal | 05 |
| Total | 20 |
In-charge teacher: ______________________
Principal: ______________________
Complete lesson plan books are coming
These are simple sample plans. Complete lesson plan books for every grade will be part of RCF Premium Resources, which will be ready in the future. See RCF Premium Resources