Name of Teacher Aasia Mushtaq Subject English

Topic The White Dolphin (Chapter 6,7,8) Date 7-3-2022

Class 7 R, B, G Duration 80 min (F2F)

Attainment Target  Use skimming, scanning, extensive and interpretive reading strategies to comprehend meaning.
 Write for a wide range of purposes and audiences to narrate and persuade by drawing on their knowledge of conventions of
genre.

Learning Outcomes
 Restate the important events of the sixth, seventh and eighth chapter.
 Answer the focused questions derived from the opening chapters.
 Elicit ideas and thoughts on devices authors use to sustain audience’s interest.

Content and teacher activity Student activity Time Learning materials and Formative
resources assessment
The students will be asked to narrate the White board Use of adjectives and
10
Starter: incidents of the previously read chapters sensory details in
mins
Review and recap of the fourth and fifth briefly. The fourth and fifth chapters will be description of the
chapters reviewed. novel.

Confidence and
fluency in speaking.
 Content and teacher activity Student activity Time Learning materials and Formative
resources assessment
The teacher will divide the class into three groups. After discussion, one representative from each
5 mins White board Accuracy of
Each group will be asked to discuss the events group will narrate the incidents of the assigned
description of events
according to the chapters assigned to each group. chapter respectively
verbally.
In the meantime, the teacher will write down the
incomprehensible words within the three chapters
on board.

Refine the ideas and share the criteria to write the White board
They will note down the criteria in the 5 mins
summary on the white board. Notebook
notebooks after the preparation of the notebook
for the class work to be followed.

Sequencing of story events to help them Later on, the slow learners will be asked to 6 mins Novel: The White Dolphin Notes taking
understand the plot. summarize the chapters in their own words. note books

Thematic, analytical, inferential and personal After Reading 5 mins Notebooks Post reading
response questions based on Chapter 6,7 and discussion
They will answer the following questions
8 of ‘The White Dolphin’ will be asked.
verbally: Answer focused
1. Why does Kara dislike Felix? questions
2. What happens that brings the two of
them together?
3. What are the physical challenges that
both of them have to overcome?
Refine the ideas and share the criteria to write the  List of adjectives
They will write the summary according to the 25 Adherence to the
summary of chapter 7 on the white board.  White board
given criteria. They will use as many adjectives mins criteria
as possible to make the writing impressive to  Note books Use of adjectives
read.
Grammatically correct
sentences
Choose the students randomly to share their They will narrate the summary with intonation 14 Notebooks Fluency and
summary
 Content and teacher activity Student activity Time Learning materials and Formative
resources assessment

and confidence to make the readers feel mins confidence

interested in listening. The corrections will be
Intonation and
noted by them for further editing.
pronunciation

Allocate time for editing and making They will edit the summary and make certain 5 mins Notebooks Suitable editing of the
corrections already pointed out. corrections which are already pointed out. text.

Wrap up They will share their responses with reasons 10 Relevance and
Ask them the given wrap up questions to using as many sensory details. mins accuracy of
check their comprehension of the first interpretation
chapter. Thematic, analytical, inferential and 1. Why does Daisy insist on going out
personal response questions based on Chapter with Kara?
6,7 and 8 of ‘The White Dolphin’ will be
asked.
2. What are Jake and Ethan doing at the
ice cream parlour?

3. Why does Daisy cry bitterly while

running out of the ice cream parlour?
Home work
Write down the summary of the seventh
chapter. (70-80 words)
 How did you meet the individual learning needs of your students?

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Name of Teacher Aasia Mushtaq Subject English

Topic Unit 7: Time and History Date 16-3-2021

Class 7 R,B,G,Y Duration 80 min (F2F)

Attainment Target  Explore and derive information from a variety of resources.
 Discuss main events using a range of vocabulary appropriate to meaning and context.
 Use time adverbs in writing as per the need.

Learning Outcomes  Read the text with correct pronunciation, intonation and fluency.
 Search the difficult words in dictionary.
 Suggest the in the given sentences.

Content and teacher activity Student activity Time Learning materials and Formative
resources assessment
Starter Students will observe the aforementioned Cambridge Checkpoint
7 mins Correct formation of
The teacher will give instructions to observe the pictures. They will elaborate anything which English 8 Coursebook.
grammatically correct
pictures on the pages 95 and 97. appeals to them in the picture.
sentences verbally.
 Content and teacher activity Student activity Time Learning materials and Formative
resources assessment
Loud Reading: 15 Cambridge Checkpoint Pronunciation,
mins English 8 Coursebook. intonation and fluency
Focusing upon the struggling students, ask the Students will read the passage loudly one
of reading.
students to read the passage 7A. Ask them to by one focusing on the pronunciation,
underline the difficult words. intonation and fluency.

They will highlight the difficult words found

in the passages.

List all the difficult words on the board. Assign Cambridge Checkpoint Using contextual clues
20
the words to students to look for their meanings in They will search the meanings of the English 8 Coursebook. to find meanings
mins
the dictionary. words in the dictionary. They will keep it verbally.
in mind that the meaning should match the
context.

They will depict the meanings of the given 15

White board,
Selection of suitable
Introduce the words written in bold in the
words and suggest a suitable synonym for mins dictionary synonyms of the given
passage on the board and ask the students to
the given words written on board. Then, words.
come up with the synonyms of the given
they will check whether their prediction is
words. correct or not. Having the words checked,
they will write a suitable synonym for the
given word.
Cambridge Checkpoint
Ask the students to summarize the main The three groups will share their feedback of 15 Logical support to
English 8 Coursebook.
points for the other group. the text and the main points of each article with mins inference in writing
 Content and teacher activity Student activity Time Learning materials and Formative
resources assessment
English Language
the other group. Students to individually
notebooks.
answer Q 2 part a and part b.(Course book 8,
page 97)
Cambridge Checkpoint
Reinforcement Elicitation 10 Grammatically correct
English Workbook.
They will elicit their previous knowledge about mins structured sentences in
Reinforce the concept of time adverbs, time adverbs, synonyms, adverbs and writing.
synonyms, adverbs and adverbial phrases. adverbial phrases. by giving some examples.
Homework The examples will be noted on board.
(Coursebook Page 97)
Do Ex. 3 in workbook ( pg. 45-46)

5 mins

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Name of Teacher Aasia Mushtaq Subject English

Topic Poem: The Banyan Tree by Rabindarnath Tigore Date 17.3.2021

Class 7 R,B,G,Y Duratio 80 mins RTI

n

Read and recognize organizational patterns in different genres of poetry.

Attainment Target

Read critically through recognising a range of poetic conventions and understand how they have been used.

Learning Outcomes  Read the poem with correct pronunciation and intonation.
 Critically appreciated the poem.
(Knowledge, Skills and
 Inferred the distinctive features of the poem.
Attitudes)
 Identified the impact of poetic devices in the poem.

Content and teacher Student activity Time Learning Formative assessment

activity materials and
(Day to day
resources
assessment)

How are you explaining
and demonstrating the
topic? (The teaching
strategies/ methodology
selected)
What are the students doing to help What resources will How do you plan to
them understand the topic? you use that will assess learning as it is
support the happening?
teaching and
learning activities?
Starter activity
Focusing upon the
struggling students, ask the
students to read the stanzas
of the poem one by one.
Ask them to underline the
difficult words.
Introduce the words written
in bold in the passage on
the board and ask the
students to come up with
the synonyms of the given
words.
Explain the four stanzas of
the poem one by one.
Ask them to go through the
word list and find the
figurative language or
poetic devices.(
Revise the criteria to write
the central idea of the
poem.
Facilitate students in
8 mins White board Fluency and confidence.
Students will read the passage loudly
one by one focusing on the An Anthology of
pronunciation, intonation and mood, English Poetry
rhyme and fluency.
They will highlight the difficult words
found in the poem.
They will depict the meanings of the 5 mins White board Selection of suitable
given words and suggest a suitable synonyms of the given
An Anthology of
synonym for the given words written on words.
English Poetry
board. Then, they will check whether
their prediction is correct or not. Having
the words checked, they will write a
suitable synonym for the given word.
The students will critically appreciate the An Anthology of
10 mins Logical support to
poem by inferring the theme and the poet’s English Poetry
inference verbally.
message in the poem. White board.
An Anthology of
They will skim and scan by using a quick 10 mins Identification of poetic
English Poetry
survey of the text to identify the from the poem.
White board
figurative language or poetic devices.
(simile, metaphor, alliteration,
assonance, personification etc)
They will suggest the key features to 5 mins White board Listing of key
write the central idea which will be listed An Anthology of features to write
on the board in the form of key points. English Poetry the central idea.
The students will answer the following 10 mins Notebooks Logical support to
 answering the questions by
writing the key words on
board.
questions related to the poem: inference in
writing.
1. Why did the speaker claim that
the Banyan tree was his?
2. What did the speaker do on his
crude platform?
3. What change did the fig season
bring in?
4. What is the significance of the
Banyan tree in the poem?

Review/ recap of the poem They will elaborate the points already 20 mins Notebooks Adherence to the criteria
with students. written in the notebooks to write the
Use of vocabulary
summary of the poem.
Sensory details
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Name of Teacher Aasia Mushtaq Subject English

Topic Narrative Essay Writing Date 18-3-2021

Class 7 R,B,G,Y Duratio 80 mins RTI

n
Attainment Target Use evocative and descriptive vocabulary in own writing.
Use facts and opinion in own writing.
Establish and maintain a formal style in writing while attending to the conventions of the discipline of writing.

Learning Outcomes  Recognize and demonstrate use of proper vocabulary, style and tone.
 Explain narrative writing.
(Knowledge, Skills and  Identify the elements of narrative writing.
Attitudes)
 Write a narrative essay on any one of the given topics:
People who have impact on my life
Or
A movie or a book that changed your worldview.

Content and teacher activity Student activity Time Learning Formative assessment
materials and
(Day to day
resources
assessment)

How are you explaining and What are the students doing to help them What resources will How do you plan to
demonstrating the topic? (The teaching understand the topic? you use that will assess learning as it is
strategies/ methodology selected) support the happening?
teaching and
learning activities?
Starter: Students will prepare a table of differences in White board Adherence to the criteria
8
their notebooks.
Elicit the difference between fictional and mins Notebooks
They will note down the criteria of writing a
non-fictional examples of narrative
narrative writing. They will prepare a concept
writing.
 web in their notebooks on the basis of class
List characteristics of narrative essay
discussion.
writing on board.

Brainstorm the students about reasons for  The students will be given the 10 Notebooks. Relevance and accuracy
writing the narrative essays. topic to draft the narrative mins of interpretation
writing.
 They will be asked to write a
narrative writing on the given
topic.

The students will use the right style of writing in

Read aloud an example of narrative Fluency, pronunciation
different paragraphs with organized use of
essay writing. and intonation
language.
Ask them to write the essay in the 25 Notebooks Logical support to
After planning and drafting the key points,
notebooks. Through guided questions, mins inference in writing
close monitoring and informal They will write the narrative essay according
Grammatically correct
observation; the teacher will be able to to the given criteria.
sentences in writing
assess students’ ability and understanding
of the subject being introduced. Through
individually assessing during independent
practice and reviewing during guided
practice, the teacher will be able to
evaluate students.
Ask them to edit their essay and include The students will exchange narrative essay 5 mins Notebooks Suitable editing of the
any elements that are missing. writing and compare experiences with one text
White board
another ( have peer editing.)
Ask students to read the written narrative Students will write a sentence that sums up 5 mins Notebooks Pronunciation and
essay with proper intonation. their partner’s experience and turn in the White board intonation
paper for the teacher to review along with the
written narrative essay.

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