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Beaconhouse School System

Unit Name: Tall Tales and Favourite Things


Topic: Mini Sagas, Adjectives , Menu Writing ,
Reading of Play scene 1, 11 of Act 11( VI )
(2 weeks- 10 lesson plans)
Attainment Targets Resources Attached Topics Covered
Teacher: Amina Haqani BSSK
-Speak with clarity, intonation and increasing confidence evaluating effectiveness and word Activity sheet 1 A Christmas Carol-
choice. (S) Covered scene 1, 2 of Act
Activity sheet 2 2 with activities.
-Write stories, essays, articles, letters, focused responses, reports, using phrases and clauses,
grammar, wide ranging vocabulary in well-constructed paragraphs around a variety of settings. (W) Activity sheet 3 Narrative Writing-
Completion of Mini
-Identify main themes and author’s techniques to sustain interest. (L)
Sagas and Menu Writing
-Use the layout of dialogue in texts, play scripts and direct/indirect speech in narrative. (W) –Use of Direct Speech

Write for different purposes; advertisement, report, book, review, description, diary/journal, -Sequence of Adjectives
direction, argument, explanation, narrative, exposition, instruction, letter, poem, poster, presentation,
- Enhancing Vocabulary
procedure, recount, summary. (W)
-Use of different
conjunctions

(These are 8 plans more 12 plans will be emailed by Saturday night


)

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Beaconhouse School System
Name of Teacher: Faria Kazmi Class: VI Yellow and Blue Subject: English
Topic: Tall Tales and Favourite Things Duration: 80 mins Date: 27th Obt,2019 Day 1
Attainment target:
-Speak with clarity, intonation and increasing confidence evaluating effectiveness and word choice. (S)
-Write stories, essays, articles, letters, focused responses, reports, using phrases and clauses, grammar, wide ranging vocabulary in well-constructed paragraphs around a
variety of settings. (W)
Learning Outcome: (Knowledge, Skills and Attitudes)

-To explore and edit the given mini-sagas.

-To identify different parts of mini-saga and change the given story into a mini-saga.

- To read the written mini-saga with appropriate pronunciation and clarity.

Content and Teacher’s Activity Students’ Activity Learning Material and


Time Formative Assessment
Resources

_Teacher will write this 'hangman' on the board and Students will play 'Hangman' with the lass,
explain that it is a quotation by Blaise Pascale, a 16th filling in the letters of the quotation until a
century philosopher and mathematician. student is able to guess the complete quotation.
''_'_ / _ _ _ _ _ / _ _ _ _/ _ _ _ _ _ _ / _ _ / _ _ / _ _ _ _ / ('I'm sorry this letter is so long. I didn't have
_ / _ _ _ ' _/ time to write a short one.')
_ _ _ _ / _ _ _ _ / _ _ / _ _ _ _ _ / _ / _ _ _ _ _/ _ _ _''
_Students will watch the ppt and note the main
points on drafting pads of pieces of pages. They Drafting pad for noting
Share the attached PPT model of mini saga with the will read the given mini-saga and decrease the ideas.
Through verbal responses,
students. Explain that a mini saga is a piece of writing number of words from 100 to 75 and later 75 to Worksheet of task 2.
group discussions. Whole
with exactly fifty words. It has to tell a 50. 40 Cambridge Checkpoint
class feedback.
story, have a beginning, a middle and an ending. Mini _Students follow the instructions on their mins Pupilbook- pages 19-20
sagas were ‘invented’ by the Science fiction writer worksheet, working in pairs, taking
Accurate completion of
Brian Aldiss, The Sunday Telegraph holds a mini saga turns to delete one word at a time from a text PPT
selected task 2.
competition each year. until exactly fifty words remain. When students
finish, read the original mini saga (below) aloud
for students to check their answers. 40
mins
_Students will read 5 mini-sagas given on page number
19 and 20 of book. Teacher will distribute the students _Students will read the mini sagas given on
in mix-ability groups. Making sure that every group page number 19 and 20 of course book in pairs
has a good reader in it. and have discussion on unexpected ending and
the structure.
Give each student a copy of Task 2. Explain the given Students will complete the task of changing the
task and times to complete the task. given story into a mini-saga.

Students will be asked to share their written mini-saga Random students will read their mini-saga to
with the class. the class.

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Beaconhouse School System
How will you make the lesson inclusive?
Whole class will have the opportunity to work in learning in teams, write their own vocabulary and share with the class

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Beaconhouse School System
Name of Teacher: Faria Kazmi Class: VI Yellow and Blue Subject: English
Topic: Tall Tales and Favourite Things Duration: 80 mins Date: 28th Oct/10/19 Day 2
Attainment target:
-Write stories, essays, articles, letters, focused responses, reports, using phrases and clauses, grammar, wide ranging vocabulary in well-constructed paragraphs around a
variety of settings. (W)
Learning Outcome: (Knowledge, Skills and Attitudes)

-To explore the key features of mini-saga story through reading and editing.

-To work in pairs to continue a short mini-saga story on given topic.

Content and Teacher’s Activity Students’ Activity Time Learning Material and Formative Assessment
Resources

_key features of mini-saga will be brainstormed.


- Students will work in pairs and write the key
features of a mini-saga.
- Teacher will Write a few ideas on
Students will write their own Mini saga
the board to help students to select one topic for their
-Students work alone to write a mini saga. First Through verbal responses
mini-saga: A description of a favourite object, place, Drafting pad for
they should spend a few minutes thinking of and questioning.
person; a joke, something funny or scary that happened 40 brainstorming ideas.
what they are going to write about. Students
to you; a synopsis of a film you have watched or a mins
will write their first draft,
book you have read; a letter to an old school teacher,
then spend time editing, cutting out or adding -Accurate description of
friend or relative. Notebook
words until the text has exactly 50 words. mini-saga on selected
Feedback of the activity will be taken.
topic.
-This is a 5-10 minute activity. Ask the pupils to work
-Students will swap their mini sagas in pairs Self assessment- ask the
in pairs to read their mini saga to their partner. Their
and read each other’s mini-sagas along that they student’s to self assess
partner is to provide feedback; something they like 40
will provide them feedback and suggestion on how confident they are
about the mini saga and a suggestion on how it could mins H.W: Page number 14 of
how it could be improved. with writing a mini-saga
be improved. The partner can help edit the story down practice book.
through wrap up activity.
if it exceeds the 50-word limit.
__ Students will read the captions pasted in four
Monitor students while they work, correcting any
corners of the classroom (I have learnt
errors and offering encouragement.
something new today, I have confusion about a
Feedback of the activity will be taken.
few things, I am stuck everything was
confusing to me, I have understood it all)
-In wrap Students will be asked to find a corner
according to their understanding.
How will you make the lesson inclusive?
Whole class will have the opportunity to write and review mini-sagas before completing their own.

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Beaconhouse School System
Name of Teacher: Faria Kazmi Class: VI Yellow and Blue Subject: English
Topic: Tall Tales and Favourite Things Duration: 80 mins Date: Friday 28th Oct /10/19 Day 3
Attainment target:
-Write stories, essays, articles, letters, focused responses, reports, using phrases and clauses, grammar, wide ranging vocabulary in well-constructed paragraphs around a
variety of settings. (W)
Learning Outcome: (Knowledge, Skills and Attitudes)
-To define the term 'conjunction'

-To identify different types of conjunctions

-To list conjunctions within each category

-To explain the purpose of conjunctions

Content and Teacher’s Activity Students’ Activity Formative


Time
Resources Assessment

Write a few conjunctions on the board. Ask students to discuss


_Students will read and find out the
what the words have in common with a seat partner, then share similarity among all the written words and
Through verbal
answers as a class. (they are join the sentences so they are reach to the point that these are
responses and
conjunctions) conjunctions and used to join the
questioning.
sentences. Cambridge
After that show the video to students about the 40 Checkpoint
_ Students will watch the video clip and mins Practice Book-
conjunctions.https://www.youtube.com/watch?v=RKlvpPBh8Pc -Accurate completion
note the points in drafting pads. Feedback page 12-13
of given activities from
of the activity will be taken by asking a
Give each student a piece of paper with a different conjunction workbook.
few questions related to video.
written on it. Direct your students to go stand by the chart paper in A chart having
the room with the correct label of conjunctions. _ Students will read the conjunctions names of
Use the Traffic light
written on the paper and select and chart to different kinds
strategy to assess
stand at front of it. 40 of conjunctions
Now students will instructed to complete activity 5 and 6 given on individual feedback on
mins and their
page number 11,12 of practice book. 1st sentence of both the writing the first draft
_ Students will read the activity 5 and 6. definition
during the feedback of
activities will be discussed. They clarify the confusion if they have any
video clip.
and join the sentences using different
Link-up Games. Have two students write a simple sentence conjunctions and present participle.
simultaneously. Then, have your students think of as many conjunctions
as they can that would correctly link these two sentences together. You Students will join two sentences using as
many conjunctions as possible.
might be surprised with the variety of words that will work!
Homework task.
Activity 5 page number 11 of workbook.

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Beaconhouse School System

Name of Teacher: Faria Kazmi Class: VI Yellow and Blue Subject: English
Topic: Tall Tales and Favourite Things Duration: 40 mins Date: 29th Oct /10/19 Day 4
Attainment target:
-Write stories, essays, articles, letters, focused responses, reports, using phrases and clauses, grammar, wide ranging vocabulary in well-constructed paragraphs around a
variety of settings. (W)
Learning Outcome: (Knowledge, Skills and Attitudes)
- Sequenced the adjectives
- Sequenced the adjectives according to the strength of meanings.
- Rated the adjectives according to the strength of meaning and use them in appropriate sentences.

Content and Teacher’s Activity Students’ Activity Formative


Time Learning Material
Assessment
and Resources
-Start the lesson with the recap of sequencing of _Students will close their eyes for a minute and try to remember
adjectives according to size, shape, age, colour, what adjectives are and in what sequence should be followed
substance while writing more than one adjective before noun.
Through individual and
-Five mystery bags will be distributed around _Students will be asked to place their hands in each bag and feel peer feedback for ways
Cambridge Checkpoint
the room. the object inside. They can touch the object, shake the bag, etc., to improve writing list
15 Work Book- page 19
of adjectives before
but they cannot look at the object. Students will then write down mins
noun following
as many adjectives as possible to describe each unknown object. strength of meanings.
After students have written down adjectives to describe all five
-List of five adjectives will be presented to the objects, they will be asked to share their lists with the class. Use the Traffic light
class to rank them according to the strength of Students will be asked to guess or identify the mystery objects strategy to assess
meaning. 1 will be the lowest and 5 will be the before contents of all 5 bags are revealed. individual feedback on
highest. (pair activity) the completion of both
15 H.W- Write a
_ Students will rank the adjectives according to the strength of the activities.
mins paragraph of 100
meanings. To ensure the strength of meanings dictionary use words on the topic of
-Swap the pairs and explain activity 6b given on will be suggested. They will complete activity 6a given on page your choice and use 10
number 19. Through verbal
page number 19 of work book. to 15 adjectives
Students will use the adjective with strongest meanings in responses throughout
10 following correct
sentences. lesson.
-After taking the feedback of previous activity mins sequence.
-One of the peers will be grammar in charge and he will take
teacher will explain activity 7 of sequencing care of the grammar used in sentences and the other will be
adjectives and using them in sentences. spelling in charge he has to take care of correct use of spellings.
_ Students will sequence the given adjectives and use them in
Wrap up: sentence.
Exit slip:
 “I used to think _______, and now I
think _______.”

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Beaconhouse School System
 “One thing I learned is __________, and Guided Reflection:
one question I still have is _________.” Students will think and answer the questions.

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Beaconhouse School System
Name of Teacher: Faria Kazmi Class: VI Yellow and Blue Subject: English Day 5
Topic: Tall Tales and Favourite Things Duration: 30 mins Date: 30 th Oct/10/19
Attainment target:
- Speak with clarity, intonation and increasing confidence evaluating effectiveness and word choice. (S)
-Use the layout of dialogue in texts, play scripts and direct/indirect speech in narrative. (W)

Learning Outcome: (Knowledge, Skills and Attitudes)

--Listed down the main points of scene 1 from act 2 and participated in whole class reading of scene Act 2 Scene 1.

-Identified contextual meanings of challenging vocabulary

_Answered questions linked to scene 1 of act 2 in learning teams.

_ Located different examples of direct and indirect speech in the given text.

Content and Teacher’s Activity Students’ Activity Time Learning Material and Formative Assessment
Resources
30
Organize students into mixed ability learning mins
teams and ask half the teams to discuss the key - In their learning teams students will discuss the
events of scene 1,2 and the other teams to recap main events of Act 1 and share predictions of what
scene 3,4 of ‘A Christmas Carol.’ Ask students might happen next based on previous events and
Through verbal responses,
to share a prediction of what they think might actions by the characters.
group discussions. Whole
happen next? Link responses to the events of Act Drafting pad for
30 class feedback
2. brainstorming ideas and
mins
Students will be allocated different characters from whole group response to
Accurate group responses
the scene 1 of Act 2 and they will participate in whole the questions
Select students to read as the characters in the to given questions.
class reading by taking turns and waiting for their
scene and encourage expressions, tone of voice
turn. Playscript ‘A Christmas
and nature of character. -Group feedback on
Carol’
Recap key events and keep pausing students to response to questions.
assess understanding of how the story has
In Learning teams students will be given a question to
developed and key events. 20 Use thumbs up strategy to
discuss and then write a detailed response with
Mins asses individuals on how
reference to the scene and textual references. .
Explain to the groups that they will be given a confident they are with the
question each to discuss after reading. They will key events from scene 3.
Both the teams will be given 7 minutes to design
work collaboratively to write a detailed response
questions that they will ask. After that team A will
to the question with direct links to the play
ask five questions and other team will answer them.
script.
Later, Team B will ask questions and Team will
answer.
Students will be distributed into two teams
(more than tow if needed)

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Beaconhouse School System
How will you make the lesson inclusive?
Whole class will have the opportunity to participate in a reading session where students will read and enjoy listening to their peers sharing their writing.

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Beaconhouse School System
Name of Teacher: Faria Kazmi Class: VI Yellow and Blue Subject: English
Topic: Tall Tales and Favourite Things Duration: 80 mins Date: 1st Nov /11/19 Day 6
Attainment target:
-Speak with clarity, intonation and increasing confidence evaluating effectiveness and word choice. (S)
-Use the layout of dialogue in texts, play scripts and direct/indirect speech in narrative. (W)
Learning Outcome: (Knowledge, Skills and Attitudes)
Summarizd the events and actions of the characters in scene 2 Act2.
Design a story board based on the 6 key events from scene 2 Act 2.
Content and Teacher’s Activity Students’ Activity Time
Resources Formative Assessment
Through verbal
In their learning teams students will discuss the main
responses, group
events of scene 1 Act 2 and how the story has developed. Drafting pad for
Organize students into mixed ability learning teams discussions. Whole class
What new things have they discovered about Scrooge’s brainstorming
and ask the students to discuss the key events of feedback
character? What new locations, settings have been ideas and whole
40 mins
scene. Recap what new characters settings and how introduced in this scene? group response
Individual identification
they story developed further. to the questions
of 6 key events
represented in the form of
Select students to read as the characters in the scene 2 -After reading in Learning teams students will make a list Playscript ‘A
a storyboard.
Act 11 and encourage expressions, tone of voice and of all the events from the scene. Students will then reduce Christmas
nature of character. all the events and only select the key 6 events of the scene. Carol’
Recap key events and keep pausing students to assess Encourage discussion amongst students and ask them to
Use the traffic light
understanding of how the story has developed and decide on the key 6 with reasons to support their choice. Activity sheet 3
strategy to asses
key events. individuals on how
-Individually students will complete the storyboard
confident they are with
-Hand out (Activity sheet 3) to each student and ask (Activity sheet 3) of the 6 key events by drawing an image
40 mins the key events from scene
them to draw a storyboard of key events from scene 3 to represent the event and also summarizing it in 1
3 today and compare with
with a 1 sentence summary. sentence.
yesterday.
-Once completed students from one learning team can
collect all worksheets and swap with another team. They
can compare their events and compare the similarities and
differences in the storyboard.
All students will be have the opportunity to discuss the events in groups and then produce and individual storyboard.
Blooms Taxonomy- Recall, Identify, Discuss, illustrate and Question

Name of Teacher: Faria Kazmi Class: VI Yellow and Blue Subject: English
Topic: Tall Tales and Favourite Things Duration: 80 mins Date: Wednesday 4th Nov/11/19 Day 7
Attainment target:
-Speak with clarity, intonation and increasing confidence evaluating effectiveness and word choice. (S)
-Use the layout of dialogue in texts, play scripts and direct/indirect speech in narrative. (W)

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Beaconhouse School System
Learning Outcome: (Knowledge, Skills and Attitudes)
_Conducted a team role-play based on one of the scenes from ‘A Christmas Carol’ -To demonstrate active listening skills and speak clearly and confidently.

_ Identified direct speech and used in appropriately in speech.

Content and Teacher’s Activity Students’ Activity Time Formative


Resources
Assessment

Inform the student’s they will be performing


In groups of 6-7, students will conduct a role play based on their
a role play on a scene from the play script. given scene from ‘A Christmas Carol’
Give each student a number from 1 to 3 and They will allocate different roles within the group by themselves and Through observing
80
then ask all the number ones to sit around one decide which part of the scene they are interested in performing. teamwork during
mins
table and the same for 2’s and 3’s. This will Playscript ‘A
preparation of role-
evenly distribute the students. They will be fully in control of their own roleplay and present it in play.
Christmas Carol’
how ever way they would like too. (Student Centered Learning)
Peer assessing through
Explain to the student’s that they can select
During each roleplay the other groups will take notes of ‘What went identification of
any part of the scene they would like to
well’ and any areas of improvement through ‘Even better if’ and ‘WWW and EBI’
perform and work as a team to distribute
share these with the groups after each performance.
characters in the scene and encourage
expressions, tone of voice and nature of the
Criteria- 10 marks Use of criteria given to
characters in the scene. Ask students to
-Understanding of events in a scene, content, characters, relevant assess individual
previously read summaries and skim and
settings (3) student’s role.
scan the scene to include important events.
-Team work, working collaboratively, contributing and accepting
ideas. (3)
Share with the students that they will be
-Confidence, acting skills, expression, tone of voice and body
assessed on their role play skills through
language (2)
listening and speaking. They will be assessed
-Fluent English- speaking loudly and clearly (2)
using the given criteria.

All students will be have the opportunity to discuss the events in groups and work collaboratively to present a short performance.

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Beaconhouse School System
Name of Teacher: Faria Kazmi Class: VI Yellow and Blue Subject: English
Topic: Tall Tales and Favourite Things Duration: 40 mins Date: Thursday 5/11/19 Day 8
At: Write for different purposes; advertisement, report, book, review, description, diary/journal, direction, argument, explanation, narrative, exposition, instruction,
letter, poem, poster, presentation, procedure, recount, summary. (W)

Learning Outcome: (Knowledge, Skills and Attitudes)


_ Analyzed and noted different features of different restaurant menus.

_ Designed a well-balanced menu for restaurant of their own choice.

_ Compared their own written menu with stander menu of a restaurant.

Content and Teacher’s Activity Students’ Activity Time Resources Formative Assessment

Ask students to brainstorm the characteristics that


they associate with restaurant menus. Record their
_Students will write all the ideas that come to their 20 mins
responses on the board or on chart paper.
minds on the given page related to the characteristics
associated to the restaurant menu.
Arrange students in small groups, and pass out
examples of restaurant menus that you have -Students will find out that menu use a particular kind of
gathered. vocabulary. They will notice about the language in the
Planning sheet
menu items in text 3D. Pupil book page
Distribute in mix ability groups and ask to analyze Comparing menus from
# 30
the menu given on page number 30 of pupil book _Underline the adjectives that are included in the sample different restaurants
Colourfull
and answer the questions ‘why do you think this menu. Analyze the use of distinct grammar. pieces of page.
Completing planning sheet
type of vocabulary is used?’ correctly.
_Share the observations with the class. Discuss use of Self-Assessment: Traffic
Discussion about the importance of balance in the grammar and adjectives in the menu. Discuss use of lights will be used to take
relevant vocabulary in the menu. 20 mins H.W: activity 3
use of adjectives, reminding students that using too page number 17
individual feedback.
(modify
many adjectives will detract from their usefulness time of workbook
for readers accordin
_ In group discuss and write the details asked in g to your
Make mix-ability group and explain the Restaurant
Restaurant Planning Menu Sheet. students’
Planning Menu Sheet. Teacher will instruct them to need)
Compare the written details with the sample provided
compare their written menu sheet with the given and make corrections if needed.
sample menu.

How will you make the lesson inclusive?


Whole class will have the opportunity to discuss the conjunctions in the beginning of a session and work collaboratively to demonstrate its use.

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