Daily Lesson

Plan
Day/Date :Mon/,3rd Feb,2025 Subject: English Class:7

Duration: 70 minutes Week: 4th Term:2nd

Topic: Chapter 20 and 21

Learning outcomes (what would learning look like by the

Learning objectives
end of the lesson)
Draw inferences such as inferring characters’ feelings, Students read with fluency and with the aim of character
thoughts and motives from their actions, and justify analysis
inferences with evidence. Inferred characters’ thoughts, feelings, and the impact of the
roles they play through their actions
Compared groups of characters
Write an extended character analysis

Learning Activities:
Starter Activity:
Combat Reading:
After a student is done reading, they will nominate another student to go next. Since the length of the text is set by the student (the
minimum of which can be decided by the teacher), all students will have to be prepared to read with attention.
Cross curricular link:
Real-world situations.
Real-life scenarios that involve dialogues
Writing Activities:
Pair Work
Post-Reading Activities:
--will divide characters between pairs and ask to mark the actions of the following characters with the colour key provided. At the
end of the reading, briefly comment on their character through the use of adjectives
Silver
The Captain
The Doctor
Jim Hawkins
Mr. Trelawney
Independent Work:
Choose one of the captains from “Captain” Silver and Captain Smollett and then write an extended character sketch of the
chosen character that features:
1. His physical appearance
2. His character traits
3. His role as a leader
For the scope of this character analysis, refer to the whole novel and pay close attention to the attack taking place in Chapter
20 and 21
Word Limit: 180 to 210 words
Lower Performing Learner:
Word limit: 150

Plenary::
★ Independent Reflection Activity
What did you find challenging about today’s lesson?
How did you overcome this challenge?
What other skills have you used today? Give examples
Assessment Opportunities: All starter activity,class activities, plenary will be assessed.
Homework: incomplete classwork cannot be assigned as homework: No
homework day.
Lesson Evaluation: reflection what went well and what needs to be improved in the next lesson vis-à- vis
students’ progress

Day/Date :Tues/4th Feb,2025 Subject: English Class:7

Duration: 35 minutes Week:4th Term:2nd

Topic: Simple, Compound, Complex, Compound-Complex Sentences

Learning outcomes (what would learning look like by the

Learning objectives
end of the lesson)
Distinguish between the four sentence types (simple, compound, Students identified the structure of different types of sentences:
complex, compoundcomplex) and recognise the syntax of simple, compound, complex, and compound-complex Analyse the
sentences for different purposes (declaration, exclamation, use and effect of different types of sentences in reading and
interrogation, imperativeness). writing
Differentiated between different types of clauses that make
sentences

Learning Activities:
Starter Activity:
-Elicitation of prior knowledge by asking the following terms:
✓ Main Clause ✓ Independent Clause ✓ Dependent Clause ✓ Conjunctions ✓ Connectives
Feedback will be recorded on board.
Exposition:
- Study the features of a compound-complex sentence using the worksheet appended(2.4.4)
Grammar Acquisition Activities:
Pair Work:
- Using the worksheet appended(2.4.4), attempt the given worksheet in pairs.
Peer Editing and Review:
Incorporate peer editing and review sessions where students exchange their worksheets and provide feedback.
Plenary:
Write one example each of all types of sentences.
Assessment Opportunities:
All starter activity, class activities, plenary will be assessed.
Homework: incomplete classwork cannot be assigned as homework:
Oxford International Lower Secondary English 2: Unit 4 (Feeding Us All) – When Two Characters Meet…
Attempt the exercise from the textbook. While forming dialogues for characters, ask learners to make use of all types of
sentences: simple, compound, complex, and compound complex
Word Limit: 90 to 105 words
Lesson Evaluation: reflection what went well and what needs to be improved in the next lesson vis-à- vis
students’ progress
 Day/Date :Thurs/6th Feb,2025 Subject: English Class:7

Duration: 35 minutes Week: 4th Term:2nd

Topic: Listening and Speaking

Learning outcomes (what would learning look like by the

Learning objectives
end of the lesson)
Use Standard English confidently in a range of formal and Students used Standard English for formal speaking tasks such as
informal contexts, including classroom discussion. presentations
Used Standard English for informal speaking tasks such as class
performances

Learning Activities:
Starter Activity:
Oxford International Lower Secondary English 2: Unit 7 (Setting the Scene) – What Makes a Good Beginning?
- Study the brief introduction of Charles Dickens and his work.
Pair Work:
Prepare a formal presentation on one of the following:
1. His biography: personal life, career, and major achievements
2. Any one of his famous works: Great Expectations, A Tale of Two Cities, etc.
Presentation:
-Each pair will present their work in front of their class.
-2mins will be given to each pair to present their work.
Plenary:
2 Stars and a Wish
Assessment Opportunities:
All starter activity, class activities, plenary will be assessed.
Homework: incomplete classwork cannot be assigned as homework: No
homework day.
Lesson Evaluation: reflection what went well and what needs to be improved in the next lesson vis-à- vis
students’ progress

Day/Date :Fri/7th Feb,2025 Subject: English Class:7

Duration: 70 minutes Week: 4th Term:2nd

Topic: Newspaper article

Learning outcomes (what would learning look like by the

Learning objectives
end of the lesson)
Write arguments to support claims with clear reasons and Students used the structure and purpose of a newspaper article to
relevant evidence. Write narratives to develop real or imagined build an opinion and/or argument
experiences using effective techniques, descriptive details, and Used the structure of paragraphs to organise information Explore
clear event sequences, and consider how authors use narratives. . SDG #1: No Poverty through an integrated activity for writing
Write a newspaper article through directions for writing

Learning Activities:
Starter Activity:
Elicit of prior knowledge by asking questions about the elements of Newspaper article.
-What are the elements of Newspaper Article.
Feedback will be recorded on board.
Exposition:
- Will discuss the purpose of a newspaper article
- Then explore this further by gathering at least 5 newspaper articles and identifying in them elements of it.
Writing Activities:
Pair Work
Write a newspaper article based on the following activity: No Poverty, Great Expectations, and Newspaper Article Writing: In
order to understand the issue of poverty addressed in Great Expectations and connect it to the Sustainable Development
Goal 1 - No Poverty, learners will write newspaper articles highlighting the themes of poverty and social inequality in the
excerpt from the novel.
-They discuss and jot down points.
Independent Task:
Compose a newspaper article based on the discussed points with their partners.
Word Limit: 150 to 180 words
Lower Performing Learner:
Word limit: 120
Plenary: :Write down three new words used in your article.
Assessment Opportunities: All starter activity,class activities, plenary will be assessed.
Homework: incomplete classwork cannot be assigned as homework: Read
chapter 22
Lesson Evaluation: reflection what went well and what needs to be improved in the next lesson vis-à- vis
students’ progress