Daily Lesson

Plan
Day/Date :Mon/17th Feb,2024 Subject: English Class:7

Duration: 70 minutes Week: 6th Term:2nd

Topic: Chapter 20 and 21

Learning outcomes (what would learning look like by the end

Learning objectives
of the lesson)
Draw inferences such as inferring characters’ feelings, thoughts Students were able to read with fluency and with the aim of
and motives from their actions, and justify inferences with character analysis
evidence. Inferred characters’ thoughts, feelings, and the impact of the roles
they play through their actions
Compared groups of characters
Wrote 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?
Assessment Opportunities: All starter activity,class activities, plenary will be assessed.
Homework: incomplete classwork cannot be assigned as homework:
Read chapter 22 and answer the following questions.
1. What kept Jim from paddling in and landing?
2. How does Jim describe Sea Lions? Give three points.
3. Jim uses a compound word to describe the Cape of the Woods. What is this word?
4. How does Jim find the Hispaniola?
5. What happened to the coracle once Jim had got onboard the schooner?
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 :/Tues,18th Feb,2024 Subject: English Class:7

Duration: 70 minutes Week: 6th Term:2nd

Topic: A Descriptive Composition

Learning outcomes (what would learning look like by the

Learning objectives
end of the lesson)
Write a simple descriptive composition including writing Students were able to organize the composition logically, with a
descriptions to compare and contrast. clear introduction, body, and conclusion
Used varied and descriptive language to convey images and create
a compelling narrative

Learning Activities:
Starter Activity:
In detail, describe a memory from your past. This could feature the description of a person, an object, a place or a feeling.
This could also be a narrative from the first-person perspective. In the description, keep in mind to refer to sensory imagery.
Cross curricular link:
Real-world situations.
Real-life scenarios that involve description
Video:
-will show few videos from century nuggets of:
Description of Setting: Hotel [ER2.01]
Description of Setting: Gothic Mansion [ER2.02]
Description of Setting: Dystopian City [ER2.03]
Description of Setting: Waterfall [ER2.04]
Description of Setting: Hot Setting [ER2.05
Writing Activities:
Pair Work
Oxford International Lower Secondary English 2: Unit 9 (Looking Back) – Illustrate a Manuscript Then use the exercise from
the textbook to illustrate a part of the descriptive composition as a manuscript Encourage learners to illustrate and
“illuminate” the excerpt according to the theme and feeling described
-will discuss with their partners and make a rough draft in pairs (5-6points)
Independent Work:
Compose a descriptive composition independently by using all the discussed points with their partners.
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?

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
 Daily Lesson
Plan
Day/Date :Wed/19st Feb,2024 Subject: English Class:7

Duration: 35 minutes Week:6th Term:2nd

Topic: Conjunctions (Coordinating, Subordinating, Paired), Dependent and Independent Clauses

Learning outcomes (what would learning look like by the

Learning objectives
end of the lesson)
Identify the difference between coordinating and subordinating Students were able to differentiate between coordinating and
conjunctions and different types of clauses in sentences. subordinating conjunctions
Investigated types of subordinating conjunctions
Identified and distinguished between different types of clauses
(main and subordinate) in sentences
Used coordinating and subordinating conjunctions appropriately to
connect ideas and clauses

Learning Activities:
Starter Activity:
-Study the posters given below for an understanding of the purpose and examples of coordinating, subordinating, and paired
(also known as corelative) conjunctions:
1. Coordinating Conjunctions Poster
2. Subordinating Conjunctions Poster
3. Paired (or Corelative) Conjunctions Poster
Pair Work
-Now students will attempt the following activity
-Divide the class into pairs. Each pair contributes a sentence to create a collaborative story, ensuring that each sentence uses
a different conjunction.
Independent Activity:
-Provide simple sentences. Ask learners to transform them into compound or complex sentences using various conjunctions.
Some sample sentences can be:
1. The students ran.
2. The students sought refuge from rain.
3. Some students were drenched in the rain.
4. The school building shook under the thunder.
5. The students were asked to go home.
6. Some other students were asked to bunker up in their classrooms.
(10 sentences)
Lower Performing Learner:
-5 sentences.
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:
Description of Setting: Waterfall [ER2.04] Description of Setting: Hot Setting [ER2.05]
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/20nd Feb,2024 Subject: English Class:7

Duration: 35 minutes Week: 6th Term:2nd

Topic: Listening and Speaking

Learning outcomes (what would learning look like by the

Learning objectives
end of the lesson)
Engage in extended discussions and debates taking into account Students were able to actively participate in discussions by
other speakers’ viewpoints and presenting one's own with clarity contributing relevant points and responding to others
and coherence. Presented viewpoints with clarity, ensuring that arguments are
wellorganized and logically coherent
Demonstrated an understanding of other speakers' viewpoints and
engaged in constructive dialogue.
Communicated ideas effectively, using appropriate language, tone,
and persuasive techniques

Learning Activities:
Brainstorming:
-will brainstorm elements of debating by posing questions.
1. What is the purpose of a debate?
2. What are the key components of a debate (e.g., opening statements, rebuttals, closing arguments)?
3. What makes a strong argument in a debate?
4. What techniques can students use to effectively communicate their arguments during a debate?
5. What strategies can be employed to construct strong rebuttals?
Exposition:
-will discuss types of debates and their formats/rules
-Create a safe debating space for learners in the classroom. For this, ensure the following rules are shared and implemented:
Rule 1 Listen attentively without interrupting others while they speak.
Rule 2 Refrain from shouting, yelling, or any behavior that disrupts the debate.
Rule 3 Use respectful and courteous language, avoiding personal attacks or derogatory remarks.
Rule 4 Embrace diverse viewpoints and be open to considering opinions that differ from your own.
Rule 5 Support arguments with factual evidence, credible sources, or examples to strengthen the debate.
Rule 6 Designate a moderator to ensure the debate runs smoothly, and stress the importance of
Presentation:
-Then Spin the Wheel in Debate Prompts for "Looking Back" and then base a debate on the prompt selected.
-will conduct this debate in class, paying close attention to the clarity of speech, factual evidence to support points, and
respectful feedback to peers
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: No
homework day.
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/21rd Feb,2024 Subject: English Class:7

Duration: 70 minutes Week: 6th Term:2nd

Topic: Chapter 22 and 23

Learning outcomes (what would learning look like by the

Learning objectives
end of the lesson)
Analyze in detail how a key individual, event, or idea is introduced Students were able to analyse key events in detail Analyse how
illustrated, and elaborated in a text some events are building towards the end of the novel
Read with fluency and for understanding
Attempted types of questions (e.g., wh-word based, inferential,
and reflective) based on the text

Learning Activities:
Starter Activity:
Aristotle taught that a speaker’s ability to persuade an audience is based on how well the speaker appeals to that audience
in three different areas: logos, ethos, and pathos. Considered together, these appeals form what later rhetoricians have
called the rhetorical triangle:
Logos appeals to reason
Ethos appeals to the writer’s character.
Pathos appeals to emotions and sympathetic imagination.
Use these three to answer one rhetorical question from the bank provided(2.5.1)
Exposition:
- Will study the definition of a rhetorical question given below and then form one that can be used to start a discourse on
Treasure Island:
A rhetorical question is a question asked for a purpose other than to obtain information. In many cases it may be intended to
start a discourse, or as a means of displaying or emphasizing the speaker's or author's opinion on a topic.
Video:
-Show video of chapter 22 and 23 and 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.
Writing Activities(LOT-HOT)
Read the WH-word based, inferential, and reflective questions for both Chapter 22 and 23 and then give their answers
Plenary: :
Briefly share opinions about what learners think Book 3 will entail. Ask the following questions:
• Are there some instances in these chapters that signal the end of the adventure?
• Are there any lines from the narrative that hint at the ending of the adventure?
• Highlight any one part from the chapters that acts as a hint for what will happen next.
Assessment Opportunities: All starter activity,class activities, plenary will be assessed.
Homework: incomplete classwork cannot be assigned as homework:
-Read chapter 24 and 25
Lesson Evaluation: reflection what went well and what needs to be improved in the next lesson vis-à- vis
students’ progress