The City School

Daily Lesson Plan

Term: 1 Week: 13 Date: From 25th to 29th October 2021

Class/Sec: Subject: Topic: Project Work (Poster Making)

Duration: 5 periods Subtopic: Healthy eating

Learning Objective/s: By the end of the lesson students should have;

 Designed a poster to persuade others to make healthy eating choices.

 Used persuasive language and images to evaluate and describe the elements of healthy
eating.
 Presented with confidence and made contributions relevant to the discussion.

Methodology
Resources: Reading/research Assessment
material on MS Teams (English Channel/Files for Vocabulary
Tab), Learning
Booklet, paper plates,PERIOD
picture 1cut-outs,
& 2: Students’
Evaluation chart, Project vocabulary
Envelopes, will beSheet,
Instruction
Starter Activity:
Check list, 15 mins
Role Cards, Teacher
Success will askrelevant
Criteria, students if they chart
pictures, assessed.
paper, colour paper, clours,
know the
markers. meanings of the following words: malnutrition,
anorexia, obesity
LLE Activity: Add new words in the Vocabulary Booklet.

Learning Activities:

Curricular Link /Loop: Science: Healthy Eating

Activity 1: Group Activity: Teacher will divide students Students’ speaking and listening
into 4 groups. skills and prior knowledge of
My Plate: 15 mins Teacher will distribute paper plates to food choices will be assessed.
each group.
She will then ask them to decide a menu for themselves
according to their liking and paste the pictures on their
plate.
BREAK FAST

LUNCH

DINNER
 Student’s will be assessed on
their skill to evaluate and making
Activity 2: Peer Evaluation: 15 mins Teacher will ask relevant contributions to the
students to switch their plates with other groups. Each discussion.
group will evaluate the food choices of their peers and fill
the following chart:
Healthy Choices Unhealthy Choices

Students’ metacognition skills

will be assessed through
Activity 3: Whole Class Discussion: 15 mins All groups will reasoning.
give their feedback answering the following questions: Students’ prior knowledge will
 What is the unhealthiest food in the plate? Why do be assessed about food groups
you think so? and balanced diet.
For example: ‘I think chocolate is unhealthy because it
…………………………… sugar and saturated fat.’
 Why it is important to eat healthy food?
 Do you usually eat healthy food?
 What are the different food groups?
Display chart:

Students will link the benefits of

each food group with the
Curricular Link: Islamiat bounties of Allah.
Plenary: (5 mins)Tell 2 benefits of consuming balance diet.

Home Assignment: (IT Integration)

Group 1: Health Inspectors & Group 2: Health Advocates:
TOPIC: “BALANCE DIET”
Material You May Need for Poster Making:
 Bring relevant information and pictures on “Balance
Diet” to put up on your poster. It should cover the
following points:
 What is Balance diet?
 What are the food groups?
 What are the advantages of consuming Balance diet?
 1 Chart paper (any bright colour), 5-6 coloured A4
papers, 1 Sticker sheet (Balance diet) or coloured
pictures, small paper plates (if needed).
 Colour pencils, markers, scissors, UHU tube, dry food
items etc.
 If you want you may also bring material to give 3D
effect to your poster (depending on your creativity)
Note: You may gather relevant information:
 Reading Material-Junk Food file uploaded on Teams in
English Channel (Files tab).
 Pictures of sample posters are also uploaded on
Teams in English Channel (Files tab) for ideas.
 Your Science book (Chapter 5 pg# 4)
 You may do extra search on https://www.kiddle.co/

Group 3: Junk Food Police & Group 4: Junk Food

Detectives:
TOPIC: “JUNK FOOD”
Material You May Need for Poster Making:
 Bring relevant information and pictures on “Junk
Food” to put up on your poster. It should cover the
following points:
 What is Junk food?
 What are the disadvantages of consuming too much
junk food?
 1 Chart paper (any bright colour), 5-6 coloured A4
papers, 1 Sticker sheet (Balance diet) or coloured
pictures, small paper plates (if needed).
 Colour pencils, markers, scissors, UHU tube, dry food
items etc.
 If you want you may also bring material to give 3D
effect to your poster (depending on your creativity)
Note: You may gather relevant information:
 Reading Material-Junk Food file uploaded on Teams in
English Channel (Files tab).
 Pictures of sample posters are also uploaded on
Teams in English Channel (Files tab) for ideas.
 Your Science book (Chapter 5 pg# 4)
 You may do extra search on https://www.kiddle.co/

PERIOD 3 & 4:

Activity 4: Collaborative Work: Differentiation of Task:

(35+35 mins)
Each group will collect their Project Envelop, which
contains the following:

Group 1: Health Inspectors:

Group 2: Health Advocates:
Student’s will be assessed on
Instruction Sheet their speaking and listening skills
by their relevant contributions to
Task: Design a poster to create awareness about Balance the group discussion.
Diet. All members will share their research material and
pictures with the group members.
Student’s will be assessed on
Check list their understanding of the given
topic through the display of their
Your poster should display the following: written.
 What is Balance diet?
 What are the food groups?
 What are the disadvantages of consuming Balance
diet?

Group 3: Junk Food Police:

Group 4: Junk Food Detectives:

Instruction Sheet
Task: Design a poster to create
awareness about Junk food. All members will share their
research material and pictures with the group members.

Check list

Your poster should display the following:

 What is Junk food?
 What are the disadvantages of consuming too much
junk food?

Role Cards
 Success Criteria

Lead discussion and Read the

make sure that the instructions, and
group in on task. information to the
group.

Write down the Track time and make

discussed points for sure that the group
presentation. meets the deadline.

Look through handouts, Take charge of

formats, success collecting and putting
criteria to check group away the resources
work. required during the
group work.

RUBRIC
Relevant & Correct Information 2 Students’ presentation /
Covers all questions mentioned 2 speaking skills will be evaluated
in the check list according to the given success
criteria.
Layout & Pictorial Presentation 2
Oral Presentation 4
Total Score 10

PERIOD 5:
Group Presentation: (35 mins)
Each group will present their work.
Following questions may be asked to check student’s
understanding:
 What are some things about your eating habits you
want to change? Why?
 What is the most important thing that you learned
during the project work which you did not know
before?
Plenary: WINK: What do I now Know?
 Daily Lesson Plan
Term: 1 Week: 11 Date: From 25th to 29th October 2021

Class/Sec: 5 C, N, S Subject: English Topic: Chapters 11

Duration: club periods The Miracle

Learning Objective/s: By the end of the lesson students should have;

 identified how character and setting are created, and how plot, narrative structure and
themes are developed.
 analyzed characters.

Resources: Novel CharlieMethodology

and the chocolate factory, Task cards, A4Assessment
paper for Learning
Starter Activity: Elicitation of Prior Knowledge: (5 mins) Teacher will assess students’ prior
Teacher will ask students to: knowledge of the story
Give 3 adjective that best describes Charlie with developments and its characters.
references from the novel.

Learning Activities:
Pre-Reading: Whole class discussion: 5 mins
Teacher will assess students’
• Why do you think the author named this chapter
vocabulary and making
as “The Miracle”?
inferences.
Activity 2: While-reading: Group Work: Differentiation by
task: 20 mins
The teacher will divide students into 4 groups and follow
the following task cards:
Teacher will assess students’
Group Tinker Bell:
Group Pipe Piper: metacognition skills.
Task 1: All members will read pg # 52.
Task
Task1:2:All members
Making will read pg # 53.
Connections
Task 2: Making Connections
Think about someone you know, or a fictional
Place yourself in Charlie’s shoes and complete the
character and complete the statement.
statement.
The man behind the counter reminds me
I think at the moment Charlie must be
of……………. because………………………….
feeling…….because………….
Group
GroupCaptain
Peter Pan:
Hook:
Each member of the group will share their
Each
Task member
experience.
1: All of the will
All members group willpgshare
will read
read 54.their
# 55.
experience.
The2:group
Task willConnections
Making
Analysing select one connection and write on
a character:
The
the group
flip will
chart. select one
Share clues that you can find connection and write
to infer about on
the shop
Imagine
the yourself
flip chart. in Charlie’s place and complete the
keepers’ personality.
statement.
I know that the fat shop keeper was a good man
I felt as excited as Charlie when………….because…….
because…………
Each member of the group will share their
experience.
Each member of the group will share their
The group will select one connection and write on
experience.
the
Theflip
groupchart.
will select one connection and write on
the flip chart.
Activity 3: Post Reading: Presentation (10 mins)
The teacher will ask students to give their presentations.

Class Assignment: 35 mins

Reference to the context:
1. ‘Don’t you let anybody have it! Take it straight
home..’
Who said to whom:
When and why?
2. ‘I’ll be seeing you! I’ll be seeing you soon!’
Who said to whom:
When and why?

Q. If you were in Charlie’s place would you have accepted

the offer of two hundred pounds and given up the golden
ticket? Why? Why not?

Home Assignment:
Write a short thank you letter to Mr. Willy Wonka and
thank him for his generosity. Describe in detail all the
tremendous things you are looking forward to see during
the visit. (Word limit: 60-80 words)
Lead discussion and make sure Read the instructions, and
that the group in on task. information to the group.

Students’ presentation / speaking

Write down the discussed points skills will
Track time and make surebe assessed.
for presentation. that the group meets the
deadline.

Look through handouts, Take charge of collecting

formats, success criteria to and putting away the
check group work. resources required during
the group work.
 Group 1: Health Inspectors:

Instruction Sheet

Task: Design a poster to create awareness about

Balance Diet. All members will share their research
material and pictures with the group members.

Check list

Your poster should display the following:

What is Balance diet?
What are the food groups?
What are the disadvantages of consuming
Balance diet?

Success Criteria

RUBRIC
Relevant & Correct Information. 2
Covers all questions mentioned in 2
the check list.
Layout & Pictorial Presentation. 2
Oral Presentation. 4
Total Score. 10
 Group 2: Health Advocates:
Instruction Sheet

Task: Design a poster to create awareness about

Balance Diet. All members will share their research
material and pictures with the group members.

Check list

Your poster should display the following:

What is Balance diet?
What are the food groups?
What are the disadvantages of consuming
Balance diet?

Success Criteria

RUBRIC
Relevant & Correct Information. 2
Covers all questions mentioned in 2
the check list.
Layout & Pictorial Presentation. 2
Oral Presentation. 4
Total Score. 10
 Group 3: Junk Food Police:

Instruction Sheet

Task: Design a poster to create awareness about Junk

Food. All members will share their research material
and pictures with the group members.

Check list

Your poster should display the following:

What is Junk food?
What are the disadvantages of consuming too
much junk food?

Success Criteria

RUBRIC
Relevant & Correct Information. 2
Covers all questions mentioned in 2
the check list.
Layout & Pictorial Presentation. 2
Oral Presentation. 4
Total Score. 10
 Group 4: Junk Food Detectives:

Instruction Sheet

Task: Design a poster to create awareness about Junk

Food. All members will share their research material
and pictures with the group members.

Check list

Your poster should display the following:

What is Junk food?
What are the disadvantages of consuming too
much junk food?

Success Criteria

RUBRIC
Relevant & Correct Information. 2
Covers all questions mentioned in 2
the check list.
Layout & Pictorial Presentation. 2
Oral Presentation. 4
Total Score. 10
 Group Tinker Bell:
Task 1: All members will read pg # 52.
Task 2: Making Connections
Think about someone you know, or a fictional
character and complete the statement.
The man behind the counter reminds me
of……………. because………………………….
Each member of the group will share their
experience.
The group will select one connection and write on
the flip chart.
Group Captain Hook:
Task 1: All members will read pg # 54.
Task 2: Making Connections
Imagine yourself in Charlie’s place and complete the
statement.
I felt as excited as Charlie when………….because…….
Each member of the group will share their
experience.
The group will select one connection and write on
the flip chart.
Group Pipe Piper:
Task 1: All members will read pg # 53.
Task 2: Making Connections
Place yourself in Charlie’s shoes and complete the
statement.
I think at the moment Charlie must be
feeling…….because………….
Each member of the group will share their
experience.
The group will select one connection and write on
the flip chart.
Group Peter Pan:
Task 1: All members will read pg # 55.
Task 2: Analysing a character:
Share clues that you can find to infer about the shop
keepers’ personality.
I know that the fat shop keeper was a good man
because…………
Each member of the group will share their
experience.
The group will select one connection and write on
the flip chart.