Subject: English Week no: 3 Lesson no: 1 Year: 6

Term: 1st term Week dates: 29 August – 2 September 2022

th nd
Day: Monday
Unit no: 2 Ref: Cambridge checkpoint Concept: Prerequisite knowledge:
course book English How to create a story using images Have you ever read a story? If yes,
and figures what was it about and does it give us
Topic: Story writing Vocabulary: any moral?

Learning Goals: Methodology Time Resources: Assessment Criteria:

(min)
Students will be Warm up/ Mental Starter: Textbook,
able to understand Start up by giving them a paragraph to suggest a title keeping in 05 board, marker Assess the mental capacity
that story writing consideration the characters and theme in the given text. and vocabulary of the
is a fictional Development: students using images and
writing method A story writing is a work of “fiction or imagination” that is figures.
that is written in a usually written in “easily understandable grammatical structure” 20
simpler way and with a “natural flow of speech”. Story writing is meant to be
has its own read at a single sitting and therefore it should be as direct and
natural flow. brief as possible. Islamic Home Task:
Story Writing Typically story writing has five key elements – Character (fewer Integration: Solve the given worksheet
covers five is better), Setting (brief but poetic and vivid), Plot (as simple to complete the story and
elements: and interesting as possible), Conflict (intense but one), and suggest a suitable title for
Character Theme (relating to the majority of readers). the story.
(Crucially a Activity:
Protagonist and Write an important even from your life. 10
Antagonist),
Setting, Plot, Wrap up:
Conflict, and
Theme. Summary of the topic 05
Differentiation Plan: My Reflection/ Evaluation:

Give extra time to weak students.

Subject: Biology Week no: 3 Lesson no: 1 Year: GC 1

Term: 1st term Week dates: 29 August – 2nd September 2022
th
Day: Monday
Unit no: 1 Ref: GCSE Biology Concept: Prerequisite knowledge:
How to differentiate different living Which organisms lie in the category
organisms according to their of animals and plants?
kingdoms
Topic: Characteristics and classification of living organisms Vocabulary:

Learning Goals: Methodology Time Resources: Assessment Criteria:

(min)
Students will be Warm up/ Mental Starter: Textbook,
able to learn that Start by asking them what is the basic difference between plants 05 board, marker Assess their mode of
there are certain and animals? learning.
differences
between plants
and animals. For
this reason, they
have been placed
in different Development: Islamic Home Task:
kingdoms Most macroscopic creatures are either plants or animals. Of Integration: Draw and label and two
according to their course, humans are animals. The distinction between the plant organism from kingdom
characteristics and and animal kingdoms is based primarily on the sources of Animalia and kingdom
their mode of nutrition and the capability of locomotion or movement. Plants Plantae and write down their
nutrition. produce new cell matter out of inorganic material by characteristics.
photosynthesis. They do not have the ability to move around
their environment except by growing or being transported by
wind, water, or other external forces. In contrast, animals do not 20
produce their own food but must eat other organisms to obtain it.
Animals are generally more complex structurally. Unlike plants,
they have nerves and muscles that aid in rapid, controlled
movement around their environment. Animal cells usually do
not have rigid walls like those of plants. This accounts for the
fact that your skin and flesh are flexible and the trunk of a tree is
not.
Activity:

Show them picture of two organisms and ask them to write 10

down their features and characteristics and to classify
accordingly.

Wrap up: 05
Summary of the topic

Differentiation Plan: My Reflection/ Evaluation:

Give extra time to week students.

Subject: English Week no: 3 Lesson no: 2 Year: 6
Term: 1st term Week dates: 29 August – 2 September 2022
th nd
Day: Tuesday
Unit no: 2 Ref: Cambridge Checkpoint Concept: Prerequisite knowledge:
course book English How to write history of oneself Can you name any autobiographical
writings?
Topic: Autobiographical writing Vocabulary:

Learning Goals: Methodology Time Resources: Assessment Criteria:

(min)
Students will be Warm up/ Mental Starter: Textbook,
able to learn that Start by giving them a word bank to write and autobiography 05 board, marker Assess their written
the biography of discourse.
oneself narrated Development:
by oneself. An autobiography is a non-fiction story of a person’s life,
Autobiographical written by the subject themselves from their own point of
works can take view. Autobiographies are a subgenre of the broader category
many forms, from of biographies, but a standard biography is written by
the intimate someone other than its subject—most commonly a historian 20 Islamic Home Task:
writings made —whereas an autobiography is written by the subject. Integration: Solve the given worksheet
during life that Autobiographies are popular among the general reading
were not public. A newly-released autobiography by a current political
necessarily figure can easily top the New York Times bestseller list.
intended for Certain autobiographical writing, such as Narrative of the Life
publication of Frederick Douglass, can endure for well over a century and
(including become part of the literary canon.
letters, diaries, jo
urnals, memoirs, Activity:
and 10
reminiscences) to Write an autobiography of “Early Years”
a formal book-
Wrap up:
length
autobiography. Summary of the topic. 05

Differentiation Plan: My Reflection/ Evaluation:

Extra time to be given to the weak students

Subject: Biology Week no: 3 Lesson no: 2 Year: GC 1

Term: 1st term Week dates: 29 August – 2nd September 2022
th
Day: Tuesday
Unit no: 1 Ref: GCSE Biology Concept: Prerequisite knowledge:
What are microbes and viruses? Have you ever felt ill? What
symptoms you had?
Topic: Viruses Vocabulary:

Learning Goals: Methodology Time Resources: Assessment Criteria:

(min)
Students will be Warm up/ Mental Starter: Textbook,
able to lean that Start by showing them pictures of people who suffer from viral 05 internet, board, Assess their level of
Viruses are not diseases and elaborate these diseases. marker learning through their
alive because Development: activity based work.
they do not Viruses are not alive because they do not complete all of the
complete all of seven life processes: Movement, Respiration, Sensitivity,
the seven life Nutrition, Excretion, Reproduction and Growth. We say 'strains'
processes: of virus and not species. They are made of a relatively short
Movement, length of genetic material DNA which is surrounded by a 20 Islamic Home Task:
protein coat. Integration:
Respiration,
They infect a host, reproduce themselves or replicate if it is a Survey out different viruses
Sensitivity,
virus, spread from their host and infect other organisms . They on internet. Write names,
Nutrition, also all have structural adaptations that make them successful at symptoms and treatment.
Excretion, completing their life cycles, which enable them to cause further
Reproduction and disease.
Growth.

We say 'strains' of Activity:

virus and not Ask them to create a flowchart on “COVID -19” to see how this 10
species. They are virus was originated and from where?
made of a
relatively short Wrap up:
length of genetic Summary of the topic. 05
material DNA whi
ch is surrounded
by a protein
coat.
Differentiation Plan: My Reflection/ Evaluation:
Give extra attention to weak ones

Subject: English Week no: Lesson no: 3 Year: 6

Term: 1st Term Week dates: 29th August – 2nd September 2022 Day: Wednesday
Unit no: 2 Ref: Cambridge checkpoint Concept: How to use speech verbs in Prerequisite knowledge:
workbook English a conversation. How do you ask for a help or offer?

Topic: Speech verbs and speech punctuations Vocabulary:

Learning Goals: Methodology Time Resources: Assessment Criteria:

(min)
Students will be Warm up/ Mental Starter: 05 Textbook,
able to learn that Start by conversing them in phases of asking, demanding and board, marker Assess their vocabulary
there are some offering. consistency from their
words in English Development: written text
language that are Speech verbs have more specific meanings and give the reader
classified as verbs more information about the thoughts and feelings of the 20
but they act as characters who are speaking.
speech verbs in e.g advise, demand, promise, challenge, admit, repeat, enquire
written discourse. agree. Islamic Home Task:
Activity: Integration: Solve the given worksheet
Write a conversation between two friends on importance of 10
reading book using speech verbs.
Wrap up:
Summary of the topic 05

Differentiation Plan: My Reflection/ Evaluation:

Extra time to weak ones.

Subject: Biology Week no: 3 Lesson no: 3 Year: GC 1

Term: 1st term Week dates: 29 August – 2nd September 2022
th
Day: Wednesday
Unit no: 1 Ref: GCSE Biology Concept: Prerequisite knowledge:
Summing up the entire chapter What are the characteristics of
animal and plants? Classify them.
Topic: Exercise Vocabulary:

Learning Goals: Methodology Time Resources: Assessment Criteria:

(min)
 Warm up/ Mental Starter: 05 Textbook,
Students will be Start by asking them different concepts explained in the chapter board, marker Assess their understanding
able to learn that by asking them to solve the
Carl Linnaeus Development: questions.
classified Exercise with better understanding of the chapter 20
organisms into
two kingdoms Activity:
according to their 10
characteristics; Worksheet Islamic Home Task:
kingdom Integration:
Animalia and Solve the given task.
kingdom Plantae. Wrap up:
Later on they 05
were classified Summary of the topic
into five
kingdoms.

Differentiation Plan: My Reflection/ Evaluation:

Extra task to weak ones

Subject: English Week no: 3 Lesson no: 4 Year: 6

Term: 1st term Week dates: 29 August – 2nd September 2022
th
Day: Thursday
Unit no: 1 Ref: Cambridge checkpoint Concept: To test the understanding Prerequisite knowledge:
course book English Revision
Topic: Test Vocabulary:

Learning Goals: Methodology Time Resources: Assessment Criteria:

(min)
Students will be Warm up/ Mental Starter: Textbook,
tested according Start by asking them about their preparation. 05 board, marker, Assess their learning
to the criteria of sheets
their assessment Development:
for how they Test is based on worksheet
much they have Activity: 20
understood the
lesson. Task to be provided
Islamic Home Task:
Wrap up: 10 Integration: Get your tests signed by
Summary of the topic your parents.

05

Differentiation Plan: My Reflection/ Evaluation:

Extra time to be given to weak ones

Subject: Biology Week no: 3 Lesson no: 4 Year: GC 1

Term: 1st term Week dates: 29 August – 2nd September 2022
th
Day: Thursday
Unit no: 1 Ref: GCSE Biology Concept: Prerequisite knowledge:
To test the understanding Revision
Topic: Test Vocabulary:

Learning Goals: Methodology Time Resources: Assessment Criteria:

(min)
Warm up/ Mental Starter: 05 Textbook,
Students will be Start by asking them about their preparation board, marker, Assess their learning
tested according sheets
to the criteria of Development:
their assessment Test is based on 20
for how they 1. MCQ’s
much they have 2. Questions
understood the
lesson. Activity: Islamic Home Task:
10 Integration: Get your tests signed by
Task to be provided to students your parents.

Wrap up:
05
Summary of the topic

Differentiation Plan: My Reflection/ Evaluation:

Give extra time to weak students

Subject: English Week no: 3 Lesson no: 5 Year: 6
Term: 1st term Week dates: 29 August – 2nd September 2022
th
Day: Friday
Unit no: 2 Ref: Cambridge checkpoint Concept: Prerequisite knowledge:
workbook English How to join sentences using words. Tell me about your routine for
yeasterday
Topic: Compound sentences Vocabulary:

Learning Goals: Methodology Time Resources: Assessment Criteria:

(min)
Warm up/ Mental Starter: 05 Textbook,
Students will be Tart by asking them about conjunctions. board, marker, Assess their understanding
able to learn that a sheets
compound Development:
sentence is made A compound sentence is a sentence that connects two
up of two independent clauses, typically with a coordinating conjunction
independent like and or but. They’re best for combining two or more self-
clauses joined by sufficient and related sentences into a single, unified one.
a coordinating Compound sentences are easy to identify because they usually Islamic Home Task:
conjunction (for, use a coordinating conjunction, which you may remember as 20 Integration: Solve the given worksheet
and, nor, but, or, FANBOYS: For, And, Nor, But, Or, Yet, and So. However,
yet, or so) and a compound sentences can also use a semicolon to connect two
comma or by a clauses, in which case no conjunction is necessary.
semicolon alone. Activity:
Example: The Give each student three blank index cards.
pirate captain lost Divide the classroom into two teams.
her treasure map, Tell each student to write one simple sentence on each card.
but she still found Remind them that a simple sentence has a subject, a verb, and
the buried must express a complete thought. For example:
treasure. The bus is always late. 10
Write each one of the seven coordinating conjunctions on index
cards and invite one person from each team to the front of the
classroom.
 Fan out the seven coordinating conjunction cards you wrote in
your hand so that the students can't see what's on them and allow
each student to choose one. Each student then runs back to their
team and tries to make as many compound sentences as they
can. Finally, compare the results.

Wrap up:
Summary of the topic
05
Differentiation Plan: My Reflection/ Evaluation:

Extra time to weak students

Subject: Week no: Lesson no: Year:

Term: Week dates: Day:
Unit no: Ref: Concept: Prerequisite knowledge:

Topic: Vocabulary:

Learning Goals: Methodology Time Resources: Assessment Criteria:

(min)
Warm up/ Mental Starter:
 Islamic Home Task:
Development: Integration:

Activity:

Wrap up:

Differentiation Plan: My Reflection/ Evaluation:

Subject: Week no: Lesson no: Year:

Term: Week dates: Day:
Unit no: Ref: Concept: Prerequisite knowledge:

Topic: Vocabulary:

Learning Goals: Methodology Time Resources: Assessment Criteria:

(min)
 Warm up/ Mental Starter:

Development:

Activity:
Islamic Home Task:
Integration:

Wrap up:

Differentiation Plan: My Reflection/ Evaluation:

Subject: Week no: Lesson no: Year:

Term: Week dates: Day:
Unit no: Ref: Concept: Prerequisite knowledge:

Topic: Vocabulary:

Learning Goals: Methodology Time Resources: Assessment Criteria:

(min)
 Warm up/ Mental Starter:

Development:

Activity:
Islamic Home Task:
Integration:

Wrap up:

Differentiation Plan: My Reflection/ Evaluation:

Subject: Week no: Lesson no: Year:

Term: Week dates: Day:
Unit no: Ref: Concept: Prerequisite knowledge:

Topic: Vocabulary:

Learning Goals: Methodology Time Resources: Assessment Criteria:

(min)
 Warm up/ Mental Starter:

Development:

Activity:
Islamic Home Task:
Integration:

Wrap up:

Differentiation Plan: My Reflection/ Evaluation:

Subject: Week no: Lesson no: Year:

Term: Week dates: Day:
Unit no: Ref: Concept: Prerequisite knowledge:

Topic: Vocabulary:

Learning Goals: Methodology Time Resources: Assessment Criteria:

(min)
 Warm up/ Mental Starter:

Development:

Activity:
Islamic Home Task:
Integration:

Wrap up:

Differentiation Plan: My Reflection/ Evaluation:

Subject: Week no: Lesson no: Year:

Term: Week dates: Day:
Unit no: Ref: Concept: Prerequisite knowledge:

Topic: Vocabulary:

Learning Goals: Methodology Time Resources: Assessment Criteria:

(min)
 Warm up/ Mental Starter:

Development:

Activity:
Islamic Home Task:
Integration:

Wrap up:

Differentiation Plan: My Reflection/ Evaluation:

Subject: Week no: Lesson no: Year:

Term: Week dates: Day:
Unit no: Ref: Concept: Prerequisite knowledge:

Topic: Vocabulary:

Learning Goals: Methodology Time Resources: Assessment Criteria:

(min)
 Warm up/ Mental Starter:

Development:

Activity:
Islamic Home Task:
Integration:

Wrap up:

Differentiation Plan: My Reflection/ Evaluation:

Subject: Week no: Lesson no: Year:

Term: Week dates: Day:
Unit no: Ref: Concept: Prerequisite knowledge:

Topic: Vocabulary:

Learning Goals: Methodology Time Resources: Assessment Criteria:

(min)
 Warm up/ Mental Starter:

Development:

Activity:
Islamic Home Task:
Integration:

Wrap up:

Differentiation Plan: My Reflection/ Evaluation:

Subject: Week no: Lesson no: Year:

Term: Week dates: Day:
Unit no: Ref: Concept: Prerequisite knowledge:

Topic: Vocabulary:

Learning Goals: Methodology Time Resources: Assessment Criteria:

(min)
 Warm up/ Mental Starter:

Development:

Activity:
Islamic Home Task:
Integration:

Wrap up:

Differentiation Plan: My Reflection/ Evaluation:

Subject: Week no: Lesson no: Year:

Term: Week dates: Day:
Unit no: Ref: Concept: Prerequisite knowledge:

Topic: Vocabulary:

Learning Goals: Methodology Time Resources: Assessment Criteria:

(min)
 Warm up/ Mental Starter:

Development:

Activity:
Islamic Home Task:
Integration:

Wrap up:

Differentiation Plan: My Reflection/ Evaluation:

Subject: Week no: Lesson no: Year:

Term: Week dates: Day:
Unit no: Ref: Concept: Prerequisite knowledge:

Topic: Vocabulary:

Learning Goals: Methodology Time Resources: Assessment Criteria:

(min)
 Warm up/ Mental Starter:

Development:

Activity:
Islamic Home Task:
Integration:

Wrap up:

Differentiation Plan: My Reflection/ Evaluation: