Daily Lesson

Plan
Day/Date :Mon/24th Feb,2024 Subject: English Class:7

Duration: 70 minutes Week: 7th Term:2nd

Topic: Unit 10 (The Hidden World of Cats) – Non-Fiction: The Tiger

Learning outcomes (what would learning look like by the end

Learning objectives
of the lesson)
Apply word analysis skills to deconstruct how words are formed Students were able to infer word meanings by analysing their
and what they mean components and considering context
Locate information in different parts of the text, collate the Efficiently located information in different parts of a text Collate
information and list the major points. and listed major points, demonstrating a comprehensive
understanding of the text

Learning Activities:
Starter Activity:
Before reading, ask learners to work in pairs and think of anything they know about tigers. Ask them to share this
information in the form of words that can then be classified into the categories of parts of speech: nouns, adjectives, verbs,
adverbs. Match these words to the information read in the text
Reading Activity:
Pair Reading:
Learners will read the passage, Reading Along technique (pair reading- one student is reading and the other listening and
vice versa) can be used to be followed up with an activity.
Draw a tree on the paper with branches labelled as prefixes, roots, and suffixes. Ask learners to add words or word parts
to the corresponding branches, creating a visual representation of the kind of vocabulary used in the text
History,Urdu, Science
-Integrate historical texts or documents into the lesson to explore how different periods shaped written expression. Analyze
how historical contexts influence the structure of paragraphs and the use of language.
Writing Activities:
Pair Work:Lower Performers will be paired with higher performers
- Attempt wh-word and inferential questions based on the content of the text
Unit 10 – Comprehension (A and B)
LOT-HOT
Given on book page #141.
Plenary:
-List down one fact and one opinion from the text read about tigers.
Assessment Opportunities: All starter activity,class activities, plenary will be assessed.
Homework: incomplete classwork cannot be assigned as homework:
- Attempt reflective questions based on the content of the text
Unit 10 – Comprehension (C)
Lesson Evaluation: reflection what went well and what needs to be improved in the next lesson vis-à- vis
students’ progress
The students actively participated and asked questions about tigers. They found the text interesting but had
difficulty understanding some of the meanings.

Daily Lesson
Plan
 Day/Date :/Tues,25thFeb,2024 Subject: English Class:7

Duration: 70 minutes Week: 7th Term:2nd

Topic: A Report Writing

Learning outcomes (what would learning look like by the

Learning objectives
end of the lesson)
Write informative/explanatory texts to examine a topic and Students were able to select and organise information effectively
convey ideas, concepts, and information through the selection, to convey ideas, concepts, and information coherently
organization, and analysis of relevant content Analyzed relevant content, providing insights and supporting
information

Learning Activities:
Starter Activity:
Summarise the Unit 10 in up to 120 words. Give the main points and write them down in learners’ own words
Cross curricular link:
Real-world situations.
Real-life scenarios that involve dialogues

Pre-Writing Activities:
Pair Work
- Use the report writing organiser to brainstorm and record important points for inclusion into the report
Writing Activities:
Independent Work:
Write a report on an animal of your choice that is being threatened by human development and activities. In the report,
highlight the following points:
• The appearance and lifestyle of the animal
• The habitat of the animal and its importance in the ecosystem
• The threat that it faces Organise the report under headings and subheadings. For the information being shared, try and
find out relevant facts and figures. Cite all work!
Compose a report based on the discussed points with their partners.
Word Limit: 180 words
Lower Performing Learner:
Word limit: 120
Plenary::
Peer Checking:
-will provide check list
-swap their work and ask to evaluate against the checking list.
Assessment Opportunities: All starter activity,class activities, plenary will be assessed.
Homework: incomplete classwork cannot be assigned as homework: :
Lesson Evaluation: reflection what went well and what needs to be improved in the next lesson vis-à- vis
students’ progress
The students were involved in class discussions and activities. They wanted to learn more about animals, so they asked about
where they live, how they live, and what dangers they face. The teacher shared some information with them. They finished
writing their reports, but they didn’t get to swap notebooks to evaluate each other’s work because they had to go for a class
photo.
 Daily Lesson
Plan
Day/Date :Fri/26th Feb,2024 Subject: English Class:7

Duration: 70 minutes Week: 7th Term:2nd

Topic: Part 5: Chapter 24 and 25

Learning outcomes (what would learning look like by the

Learning objectives
end of the lesson)
Understand and analyse structural elements in texts and discuss Students were able to identify and analyze structural elements in
and evaluate how language, including poetic devices, vocabulary texts, including parts of a story, text structure, and grammar
choice, grammar, text structure and organizational features, Discussed and evaluated how language elements such as poetic
present meaning.. devices, vocabulary choice, and grammar contribute to the overall
meaning of a text
Conducted critical analysis of texts, considering how structural and
language elements enhance or detract from the intended meaning

Learning Activities:
Starter Activity:
Elicit of prior knowledge by asking questions from previous chapters.
1. In Chapter 22, who does Jim encounter when he first sets foot on the island?
2. What does Jim discover about the landscape of the island in Chapter 22 that surprises him?
3. How does Jim hide from the pirates when he overhears their conversation in Chapter 22?
4. In Chapter 23, what significant discovery does Jim make about the pirates' intentions?
5. Who does Jim encounter unexpectedly at the end of Chapter 23, and what does this encounter foreshadow?
Video:-Show videos of chapter 24 and 25 , ask to note down points
-Share their point with the class
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.
Post-Reading Activities:
- Choose a significant character from these chapters (e.g., Long John Silver) and have learners trace a character profile
through the chapters read. Include physical traits, motivations, and changes in behaviour using vocabulary specific to the
character.
Writing Activities(LOT-HOT)
Read the WH-word based, inferential, and reflective questions for both Chapter 24 and 25 and then give their answers
Plenary: Two Stars and a Wish
Assessment Opportunities: All starter activity,class activities, plenary will be assessed.
Homework: incomplete classwork cannot be assigned as homework:
Answer the following opinion-based question: You are Jim and you find yourself onboard the Hispanolia alone with Israel
Hands. You give him water to drink, food to eat, and a cloth to bandage himself with. What do you do next? How do you feel
to be around him as he recovers his health?
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

Daily Lesson
Plan
Day/Date :Thurs/27th Feb,2024 Subject: English Class:7

Duration: 35 minutes Week: 7th Term:2nd

Topic: Sentence Patterns (SV, SVO, SVC, and SVN) and Syntax (Imperative, Exclamatory, Declarative, Interrogative)

Learning outcomes (what would learning look like by the

Learning objectives
end of the lesson)
Identify and construct different sentences: simple, complex, and Students were able to construct sentences using various syntax
compound using syntax patterns: SV, SVO, SVA, and SVN. patterns (SV, SVO, SVA, SVN)
Identified sentence types that include imperative, declarative,
interrogative, and exclamatory sentences Use all types of
sentences in writing

Learning Activities:
Starter Activity:
Sentence Scramble
Write various sentences on the whiteboard, each representing a different sentence pattern or type (SV, SVO, SVC, SVN,
Imperative, Exclamatory, Declarative, Interrogative). However, scramble the words within each sentence.
Divide the class into pairs and have them unscramble the sentences to determine their correct structure and type. The first
pair to unscramble all the sentences correctly wins a game.
Grammar Acquisition Activities:
Understand the features of the following sentence patterns and types:
Sentence Patterns:
SV: In this pattern, a sentence consists of a subject followed by a verb.
SVO: This pattern involves a subject performing an action (verb) on an object.
SVC: This pattern includes a subject, a verb, and a complement that describes or renames the subject. It often involves
linking verbs (like "is," "am," "are").
SVN: In this pattern, a subject performs an action on another noun
Sentence Types (Syntax):
Imperative: An imperative sentence gives a command, makes a request, or offers advice.
Exclamatory: An exclamatory sentence expresses strong emotion or surprise.
Declarative: A declarative sentence makes a statement or expresses an opinion.
Interrogative: An interrogative sentence asks a question
Activity:
Then spin the wheels to choose an option for each, and make sentences. Place this like one would a knock-out challenge.
Learners can continue to make the sentence for one option till someone gets it wrong. Then the wheel can be spun again for
a new option. Alternate between sentence patterns and sentence types (syntax)
Pair Work:
- Using the worksheet appended(2.8.5), attempt the given worksheet in pairs.
Peer Editing and Review:
Incorporate peer editing and review sessions where students exchange their written work and provide feedback.
Plenary:
★ Independent Reflection Activity
What did you find challenging about today’s lesson?
How did you overcome this challenge?
Assessment Opportunities:
All starter activity, class activities, plenary will be assessed.
Homework: incomplete classwork cannot be assigned as homework:
Worksheet will be given for more practice.
Lesson Evaluation: reflection what went well and what needs to be improved in the next lesson vis-à- vis
students’ progress
 Daily Lesson
Plan
Day/Date :Fri/28th Feb,2024 Subject: English Class:7

Duration: 35 minutes Week:7th Term:2nd

Topic: Listening and Speaking

Learning outcomes (what would learning look like by the

Learning objectives
end of the lesson)
Apply appropriate intonation while speaking for a range of Students were be able to apply appropriate intonation to convey
purposes, especially in presentations, poetry recitals, and plays the intended purpose in presentations, poetry recitals, or plays
Demonstrated the ability to vary tone and pitch for different
contexts and emotions
Engaged the audience through effective use of intonation,
capturing

Learning Activities:
Starter Activity:
Oxford International Lower Secondary English 2: Unit 10 (The Hidden World of Cats) – How Do People Relate to Different
Kinds of Cats?
-Students will read the text independently and identify words used to describe cats like:
Independent
Dignified
Free
Listening and Speaking Activities:
Deliver an impromptu play on cats and the superstitions that revolve around. Pretend to be cats and start a conversation that covers
various beliefs, such as:
✓ Cats have nine lives (Global)
✓ Cats spread gossip so they should not enter rooms where private discussions are taking place (Netherlands)
✓ If you smear butter on a cat’s paws, he won’t run away (England)

Impromptu speaking is speech that a person delivers without decision or preparation. The speaker is most commonly provided with their
topic in the form of a quotation, but the topic may also be presented as an object, proverb, one-word abstract, or one of the many
alternative possibilities.
Plenary:
2 Star and a Wish
Assessment Opportunities:
All starter activity, class activities, plenary will be assessed.
Homework: incomplete classwork cannot be assigned as homework: :
Lesson Evaluation: reflection what went well and what needs to be improved in the next lesson vis-à- vis
students’ progress