Daily Lesson Plan

Day/Date: Monday, Subject English Class 7T/S/C

15th Jan,24
Duration 60min Week 2 Term 2nd
Topic: Writing: Narrative WRITING
Learning objectives: Learning outcomes:
• Brainstorm, plan, and draft points while writing for a Brainstormed ideas and drafted plans for
range of purposes. writing
• Write narratives to develop real or imagined Planned the sequence of events for a
experiences using effective techniques, descriptive narrative
details, and clear event sequences, and consider how Wrote a narrative
authors use narratives.
Min
Starter Activity: Engaging students with a quick writing prompt related to a real or imagined experience.
Example: "Describing the most exciting adventure you can think of. Use at least three vivid adjectives in 5
your description."
Learning Activities:
Pre-writing Activities:

▪ Discuss the key elements of narrative writing (characters, setting, plot). 10

▪ Provide examples of effective techniques used by authors in narratives.
▪ Discuss the importance of clear event sequences.
Group Brainstorming 10
▪ Divide students into small groups.
▪ Give each group a different writing prompt.
▪ Ask them to brainstorm and plan a narrative using effective techniques.
Writing activity:
Write a narrative of 180 to 210 words on any one of the given prompts, keeping in mind the correct use of 30
various types of punctuation marks.
Cross Curricular Link:
Connecting narrative writing to storytelling in different cultures or historical events.
Assessment Opportunities:
Differentiation:
Provide additional support or guidance to struggling students during the group activities.
Challenge advanced students with more complex writing prompts or ask them to incorporate advanced
techniques.
Plenary: 5
Quick Reflection
Ask students to reflect on the importance of effective narrative writing in everyday life.
Lesson Evaluation:
 Daily Lesson Plan

Day/Date: Tuesday, Subject English Class 7T/S/C

16th Jan,24
Duration 60min Week 2 Term 2nd
Topic: Reading
Learning objectives: Learning outcomes:
• Differentiate types of texts and note the purpose of Differentiated between types of texts
each type of text, reading accordingly.
• Read to understand and analyze types (e.g., narrative) Recalled the features of fantasy fiction and
and formats (e.g., formal and informal letters) of compared those with the features of a
essays historical fiction
Min
Starter Activity:
Previewing Headings and Subheadings:
Encouraging students to read the headings and subheadings of the text to get a sense of the main topics 5
and subtopics covered. Asking them to make predictions about what they think the text will be about
based on these headings
Learning Activities:

Oxford International Lower Secondary English 2: Unit 4

(Feeding Us All) – Historical Fiction: Hunger
– Pre-Reading Activity:
• While reading the text, identify the type of narrative voice being used and comment on its effect on
the overall plot: 1st , 2nd and 3d person narration 10
• While reading, speculate on the various themes that are a part of the story. Jot these down and
make a note of exactly what feature of the text relates the theme: plot, setting, characters, or
dialogue.
• While reading, underline all contextual vocabulary (such as potato blight, odd job, etc) and find
meanings of these words. Then comment on whether using context specific vocabulary is essential 25
for historical fiction
Assessment Opportunities:
Writing Activities:
- Attempt a comprehension task of the text 15
Plenary:
Conduct a "Text Detective" game: Display a short text and have students guess the type and purpose. 5
Lesson Evaluation:
 Daily Lesson Plan

Day/Date: Wednesday, Subject English Class 7T/S/C

17th Jan,24
Duration 30min Week 2 Term 2nd
Topic: Grammar: Types of nouns and gerunds
Learning objectives: Learning outcomes:
• Attend to punctuation and capitalization, including in Used punctuation marks in own writing
written dialogue.
• Recognize the correct use of and employ conventions of
all punctuation learned earlier.
• Recognize and rectify faulty punctuation in given
passages and own work.

Min
Starter Activity:
recalling punctuation signs Full-stops, Commas, Exclamation Marks, Question Mark, Colons, Semi-colons, 5
Hyphens, Dashes (em, en), Parentheses, and Brackets
Learning Activities:
-Grammar Acquisition Activities:

Using the text appended, practice the use of punctuation marks and learn how some types of punctuation
marks can actually replace one another (for example, brackets can replace commas in some cases) - 10

In two teams, provide learners with a set of punctuation marks using which they will write texts. Then guide
them on how to remove the set of punctuation marks for the other team to insert in their correct places. For
this exercise, keep in mind to limit the topic of writing to any aspect of the food crisis across the world 10
Assessment Opportunities:
Writing Activities: Read the non-fiction text that is primarily presenting facts and the use different
combinations of punctuation marks to rewrite the information as: 3
A persuasive paragraph that emphasizes on the urgency of the matter
A paragraph that uses tone (e.g., sarcasm, irony, etc) to emphasize on the urgency of the matter
Plenary: 2
PEER CHECKING
Lesson Evaluation:
 Daily Lesson Plan

Day/Date: Thursday, Subject English Class 7T/S/C

18th Jan,24
Duration 30min Week 2 Term 2nd
Topic: Listening & Speaking
Learning objectives: Learning outcomes:
• Engage effectively in a range of individual and Engaged in discussions and
collaborative learning activities debates, giving and receiving opinions
• Express ideas and opinions and acknowledge and
review those shared by others.

Min
Starter Activity:
Brainstorming with projecting a thought-provoking image related to a current event or a controversial
topic. Asking students to jot down one sentence expressing their initial thoughts and opinions about the 5
image
Learning Activities:

▪ Dividing the class into small groups. Providing each group with a set of discussion prompts
ranging from simple to complex related to a current topic of interest. For instance:

1. What's your favorite book, and why?

2. Do you think schools should have longer summer breaks? Why or why not? 10
3. Should technology be used in classrooms? Explain your viewpoint considering both pros and
cons.
4. Do you believe in the importance of space exploration? Explain your reasoning.

The groups will be given around 15 minutes to discuss each prompt and encourage them to explore
deeper ideas and counterarguments.

Assessment Opportunities:

Making each group present one of the discussions prompts they've discussed. Encouraging them to 10
provide reasons and examples for their opinions.

Plenary:
Highlighting a few exceptional opinions presented during the assessment phase. 5

Lesson Evaluation:
 Daily Lesson Plan

Day/Date: Friday, 19th Subject English Class 7T/S/C

Jan,24
Duration 60min Week 2 Term 2nd
Topic: Literature: The Treasure Island
Learning objectives: Learning outcomes:
• Analyse in detail how a key individual, event, or idea is Identified the purpose of chapters in a text
introduced, illustrated, and elaborated in a text and the effect these have on the bigger
• Differentiate between main and side plots and narrative of the novel
developing and static characters in the story.
Min
Starter Activity:
MAKINGPREDICTION ABOUT CHAPTER 17 5
Learning Activities:

Treasure Island by Robert Louis Stevenson – Part 4, Chapter 17

-Reading Activities:
-While reading, consider: how do chapters function in a story?
Asking the following questions:
1. Do chapters function as serialized episodes? (Serialized episodes are episodes that might have
some self-contained elements, but for the most part, they're pieces or fragments of a much bigger season 25
and series narrative)
2. Does each chapter have its own conflict and resolution?
3. If yes, then what is the main conflict of this chapter? Is it resolved or is it left as a cliff-hanger for the
next chapter to resolve?
Assessment Opportunities:
Writing Activities:
Differentiation: 25
Advanced students-Write paragraphs that summarize the side plots in chapter 16 and 17 in up to 50 words
each. Then write a paragraph that summaries the main plot in up to 120 words. Present these together as a
web of plot for the Treasure Island –
Struggling students: Write character sketch for Dr. Livesey in up to 100 to 110 words. Keep in mind how
he started out and how he has developed. In your writing, make use of adjectives and adverbs
Plenary: 5
Reinforce the importance of using context clues.
Lesson Evaluation: