ELT619 - Teaching Practice Areej Zahra mc180200696

Assignment 4 – week 3

LESSON PLAN
Assignment 4 -Week 3
Total Marks: 5*6-=30

Sr. No Grade/Class Subject Topic

1 7 ENGLISH PUNCTUATION (THE USE OF EXCLAMATION MARK)

2 7 ENGLISH PUNCTUATION (COMMAND AN EXCLAMATION)

3 8 ENGLISH CONTRACTIONS

4 8 ENGLISH QUOTATIONS/USE OF DIRECT SPEECH

5 9 ENGLISH PREPOSITIONAL PHRASES

6 9 ENGLISH PHRASEL VERBS

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Assignment 4 – week 3

(LESSON PLANS GRADE 7)

Sr. No Grade/Class Subject Topic
1 7 LITERACY/ENGLISH THE USE OF EXCLAMATION MARK

LITERACY/ENGLISH
SUBJECT:
OXFORD ENGLISH
TEXT BOOK
PUNCTUATION > THE USE OF EXCLAMATION MARK
TOPIC & SUB TOPIC
GRADE 7
GRADE LEVEL/ CLASS
40MINS
CLASS DURATION
General Objectives
At the end of this lesson, the students will be proficient in using the exclamation mark an end of the sentence, as a
part of punctuation. The emphasis will be correlated to a sentence type, in particular, the exclamatory sentence.
Specific/Instructional Objectives

 Know the importance of punctuation

 Focus on exclamation mark in particular
 determine if a sentence ending in an exclamation mark is exclamatory
 list examples in the notebooks later on
 share their examples with expressions verbally
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Assignment 4 – week 3

Resources/Materials Writing journals & pencils

Procedure
Introduction Teaching Procedures

Bring the students, with their writing journals and a pencil, to Direct the students’ attention to the board by writing the
the class meeting area. Tell them to place their supplies on the following on the board:
floor next to them. Tell the students that today they're going to
learn about sentences that end with an exclamation mark (!), "Exclamatory Sentence types:
known as exclamatory sentences. Tell students that when the  The river is rising!
exclamation mark is used as an end of the sentence punctuation,  I can’t wait for the party!"
the sentence involved is called an exclamatory sentence,
meaning that strong emotion is expressed. State the sentences aloud, making sure to let the students here
the emotion in each.
Student Participation (guided practice) Formative check (check students)
Tell the students to pick up their supplies and write down the Have the students share the emotion the sentence invoked as
information listed on the board. Then tell the students to write well. As the sentences are being shared aloud by the class, write
down “Yes” or “No” if the following sentences are exclamatory a few down on the board. The students will be assessed based
or not. Make up 5-7 sentences and read or say them aloud. Have on the comments and feedback from them during the lesson
students write down, next to the sentences they believe are about the assignment and at the conclusion of the lesson. They
exclamatory, the emotion involved in the sentence. After a few will also be assessed based on the sentences they completed.
minutes, ask for volunteers to raise their hands and share with
the class one of the sentences they noted as a “Yes” to as being
exclamatory.
Independent working time
Send the students back to their seats. Ask the students to write seven to ten exclamatory sentences. Walk around and observe the
students as they work on completing the assignment. Monitor the students as they work, making sure the sentences are done
correctly, in that they are exclamatory or strong, and end in an exclamation mark. During this time, ask questions of the students
to make sure they understand the concept of the exclamation mark as an end of the sentence punctuation. Answer any questions
students may have to help them clarify any misconceptions they may have

Closure/summarizing
Bring the students back to the class meeting area. Ask for volunteers to share their sentences with the rest of the class. As the
sentences are shared aloud in class, by volunteers, ask the rest of the class if the sentences are exclamatory type sentences or not.
A relevant worksheet on the use of exclamation mark
Assignment or Homework
 Sr. No Grade/Class Subject Topic
2 7 LITERACY/ENGLISH COMMAND AN EXCLAMATION
ELT619 - Teaching Practice Areej Zahra mc180200696
Assignment 4 – week 3

LITERACY/ENGLISH
SUBJECT:
OXFORD ENGLISH
TEXT BOOK
PUNCTUATION > COMMAND AN EXCLAMATION
TOPIC & SUB TOPIC
GRADE 7
GRADE LEVEL/ CLASS
40MINS
CLASS DURATION
General Objectives
Interactive lesson to teach students about imperative and exclamatory sentences
Specific/Instructional Objectives

Students will be able to

 identify sentences as commands or exclamations

 Determining corresponding ending marks; for the latter mentioned

Resources/Materials Envelope ●Short note ●Sentence strips with commands and

exclamations written on them (3 command sentences and 3
exclamation sentences) ●Whiteboard and markers
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Assignment 4 – week 3

Procedure
Introduction Teaching Procedures

 Pretend that you are having trouble putting a letter  Explain that the sentences the students gave to
you wrote to your friend into an envelope. explain how to put the letter into the envelope were
 Ask your class to help by telling you what to do. As commands.
 Write the definition of commands, and display the
students guide you with commands, give
sentence strips you created. Ask your students to
exclamations of how you are confused, frustrated, or analyze why each sentence you wrote is a command.
happy about the instructions. If the students don't  Describe a command as a sentence that tells someone
give exact direction, act sad or confused. If they give to do something. Explain that it typically ends with a
great direction, express happiness. period.
 Ask your students to remember the commands they  Have your students turn their attention back to the
gave you. Write the sentences on the board and tell sentences you were saying.
your students to reflect on the types of sentences they  Ask: Are these commands? Why or why not? After
some discussion, explain that these are exclamatory
were saying.
sentences.
 Request that your students remember the sentences  Explain that exclamatory sentences express feelings
you were saying. Write the sentences on the board and end with exclamation marks.
and ask everyone to reflect on the types of sentences
you were saying.
Student Participation (Group Activity) Formative check (check students: independent)
Ask your students to stand quietly behind their desks for Have your class write sentences on sentence strips to label
a game of Simon Says and Simon Feels. For example, call as a command or exclamation. Tell them not to show the
out: Simon Says hop on one foot. Watch as students do punctuation. For example:
the action. Choose students to tell you if they just acted
out a command or an exclamation. Next, call out another  This is a wonderful day
 Come to the park
sentence: Simon feels excited! Ask your students if this
 I'm having so much fun
sentence sounds more like a command or an exclamation
of feeling. Encourage your students to share their sentence strips with
a partner, adding in the appropriate end punctuation. Give
them time to debrief their thinking and compare answers.
Independent working time
Enrichment Instruct advanced students to write a Support Give your students pictures that show a character
command and an exclamatory sentence by themselves. working on something, such as building a house, and a
Introduce these students to the term imperative sentence, character expressing happiness or sadness. Ask these
which are command sentences. students to label the pictures with command or
exclamation.
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Assignment 4 – week 3

Closure/summarizing
Ask students to volunteer to give silly commands to the class for a fun closing to the lesson
Relevant worksheet
Assignment or Homework

(LESSON PLANS GRADE 8)

Sr. No Grade/Class Subject Topic
1 8 LITERACY/ENGLISH CONTRACTIONS

SUBJECT LITERACY/ENGLISH

TEXT BOOK OXFORD ENGLISH

TOPIC & SUB TOPIC CONTRACTIONS

GRADE LEVEL/ CLASS GRADE 8

CLASS DURATION 40MINS

General Objectives
to create contractions and experiment with word forms
Specific/Instructional Objectives

Students will be able to

 Identify the main purpose of sentences requiring the ‘use of contractions’
 Generate various sentences using contractions
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Assignment 4 – week 3

Resources/Materials: Contraction word cards/Glue/Sentence strips /Pocket

charts

Procedure
Introduction Teaching Procedures

Explain to the students that a contraction is a shortened Pass around the contraction cards. Keep two words that
form of two words. Write the words "do not" on the make a contraction, e.g. "she" and "is." Say to the students,
board. Skip a space and explain to the students that you "I have the words "she is." Who has the contraction for
are going to change these two words into contractions. these words? When the student who has the word is
identified, give them your word cards so they can place
Tell them to always keep the first word. Write it. Now be them together.
sure they are watching as you show them how to change
the second word to finish the contraction. Bring attention Write on the board, "She's is a contraction for she is."
to the apostrophe to show that you omitted, or left out, a Highlight the apostrophe. Continue in the same manner at
letter. least three more times.

Read the new word: don't. Make more contractions using

is, not, will, are, and have. Point out that will not is the
only time the first word will change when you change
those words into contractions.
Student Participation (Group Activity) Formative check (check students: independent)
Give each student half a sentence strip. Write two words Give the students another half piece of a sentence strip
that can be made into contractions on the board. Let them
copy it down. Together, change the words into a Write two more words on the board that can be changed
contraction. Remind the students to keep the first word into a contraction. Tell the students to use the list on the
and change the second word. List the changes on the board and to change the words into contractions.
board where the students can see them: is becomes 's. not
becomes n't, have becomes ’ve, are becomes 're, etc.

Independent working time

Enrichment Support
Let these students make more contractions and use each Have struggling students match up different contraction
in a sentence. Ask them to write them down. word card pairs for extra practice.
Closure/summarizing
Let the students turn and talk to each other about what they learned. Encourage them to use words like contraction,
omit, and apostrophe.
Do the given exercise on Contractions
Assignment or Homework
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Assignment 4 – week 3

Sr. No Grade/Class Subject Topic

2 8 LITERACY/ENGLISH QUOTATIONS/DIRECT SPEECH

SUBJECT: LITERACY/ENGLISH

TEXT BOOK OXFORD ENGLISH

TOPIC & SUB TOPIC QUOTATIONS/DIRECT SPEECH

GRADE LEVEL/ CLASS GRADE 8

CLASS DURATION 40MINS

General Objectives
Creating a comic/cartoon strip as an engaging method to help demonstrate the use of quotation marks when writing
Specific/Instructional Objectives
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Assignment 4 – week 3

Students will be able to

 Create diverse items while using direct speech
 Determining an efficient usage of quotation marks

Resources/Materials: ● Chart paper ● paper roll for a comic strip● white

paper● markers● pencils

Procedure
Introduction
 Start the lesson by discussing and demonstrating the
use of quotation marks in writing.
 Display an anchor chart and use it as the focus of
your discussion.
 Have student volunteer read the rules and discuss.
Check for understanding
Student Participation (Group Activity)
Tell students they will be practicing the use of quotation
marks by creating a comic strip/cartoon. Hand out a piece
of white paper to all students. Ask students to fold their
paper in half both ways to create four equal sections. Ask
students to take a black marker and draw over the folded
lines to define sections.
Teaching Procedures
 Emphasize that quotation marks wrap around the part
a person is saying. Remind students of the role
commas and capitalization play when using quotation
marks.
 Select some dialogue from a story the class is reading.
Write several sentences from the text’s dialogue on
the board. Leave the quotation marks out of the
sentences that you write down.
 Demonstrate where and discuss why you would add
quotation marks, commas, and capitalization to the
sentences.
Formative check (check students: independent)
Write down several sentences from a dialogue in a story
the class is reading, again leaving out the quotation marks.
Ask for student volunteers to come up to the board and
add quotation marks, commas, and capitalization as
needed. Discuss student work.

Tell students to create a cartoon within the four sections.

The cartoon should have dialogue bubbles and a Review students’ quotation use in their cartoons. Meet
conversation between two characters. with small groups to discuss and correct any work with
errors. Return cartoons with feedback to students.
Show a sample of a popular cartoon, such as Charlie
Brown/peanuts, and talk about the dialogue and quotation
marks used.
Independent working time
Have students work independently, and collect their cartoons once they're done.
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Assignment 4 – week 3

ENRICHMENT SUPPORT
Allow advanced students to create a slideshow cartoon Struggling students may need to work with a proficient
with dialogue boxes to demonstrate correct use of partner as they create their cartoons. Provide support and
quotation marks. Allow students to show their small group intervention as needed.
slideshows to the rest of the class during Review and
Closing.
Closure/summarizing
If advanced students created a cartoon slideshow, allow them to show it to the class at this time. Ask for student
volunteers to come up and show and read the cartoons they created on paper. Discuss quotation use and display all
student work once discussion is completed.
Follow up exercise on quotation mark insertion
Assignment or Homework

(LESSON PLANS GRADE 9)

Sr. No Grade/Class Subject Topic
1 9 LITERACY/ENGLISH PREPOSITIONAL PHRASES

SUBJECT LITERACY/ENGLISH

TEXT BOOK PUNJAB TEXT BOOK BOARD

TOPIC & SUB TOPIC PREPOSITIONAL PHRASES

GRADE LEVEL/ CLASS GRADE 9

CLASS DURATION 40MINS

General Objectives
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Assignment 4 – week 3

prepositional phrases to answer comprehension questions in nonfiction texts

Specific/Instructional Objectives

Students will be able to

 Identify Prepositional Phrases to answer comprehension questions in nonfiction texts
 Identify supporting details and examples in an informational text.

Resources/Materials: Paper/pens/ worksheets with relevant content

Procedure
Introduction Teaching Procedures
 Ask the class to choral read the language objective  Explain to students that excellent readers often use
for the lesson. context clues, or the other words and sentences near
the unknown word, to help them figure out its
 Tell students that they will practice finding meaning.
supporting details in texts by specifically looking for  Write the following sentences on the board:
prepositional phrases.
My family could not find work in our country. So we
 Explain that when they read, it is important to pay immigrated to the United States in hopes of a job and a
attention to the details that give them more better life.
information to better understand the text, such as Underline the word immigrated and model how you
details that describe when or where something think aloud and use context clues to figure out the
happened. Usually these details appear in nonfiction meaning of immigrated.
writing in the form of prepositional phrases, or For example, "Since the family could not find work in
phrases that begin with a preposition. their country, they had to travel and move to a
Student Participation (Group Activity) Formative check (check students: independent)
Hand out a sticky note to each student. Write a simple
question on the board, such as, "When does the principal
Ask for three student volunteers to come up to the front make announcements?"
of the class to demonstrate the meaning of prepositions.
Tell students to write a sentence with a preposition that
Tell students to identify the prepositional phrases in the answers the question. For example, "The principal makes
sentences in the given worksheet. announcements before dismissal."

Independent working time

Instruct students to go on a hunt for prepositional phrases in nonfiction books from the classroom library and
record them in their journals.
Closure/summarizing
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Assignment 4 – week 3

use the following sentence stems to complete orally:

"Prepositional phrases help me ____." "Using context clues helps me ____."
Give students a minute to think of their response.
Have students write their own 5 examples of
Assignment or Homework prepositional phrases.

Sr. No Grade/Class Subject Topic

2 9 LITERACY/ENGLISH PHRASAL VERBS

SUBJECT LITERACY/ENGLISH

TEXT BOOK PUNJAB TEXT BOOK BOARD

TOPIC & SUB TOPIC PHRASAL VERBS

GRADE LEVEL/ CLASS GRADE 9
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Assignment 4 – week 3

CLASS DURATION 40MINS

General Objectives
understanding phrasal verbs in the context of a dialogue
Specific/Instructional Objectives

Students will be able to

 Identify the meaning of those phrasal verbs through a vocabulary and meaning matching exercise.
 Gain control over freer writing practice of the phrasal verbs

Resources/Materials: Paper/pencil/worksheet

Procedure
Introduction Teaching Procedures
 Tell students there are around 10,000 phrasal verbs Presentation of phrasal verbs
in the English language and elicit from students why This activity will provide a context for ten phrasal verbs
they are so important. Highlight the following with get which the students will use in later stages of the
information: lesson.
• Tell the students they are going to read a conversation
1) English speakers tend to use the phrasal verb rather between two people. Hold up flashcards of two people
than the Latin based equivalent (e.g. give out and students guess their job.
/distribute, put up with/ tolerate etc) and so they are
high frequency. They are actors. Elicit names for the actor and actress
(e.g. Peter and Susan). Tell the students the two actors
2) Understanding phrasal verbs therefore is very are now working on a film together and are having a chat
important but often it is difficult to understand the about working on their latest film.
meaning of a phrasal verb from their individual
components e.g. put up with. • Write the following questions on the board.

 Put 3 dashes on the board _ _ _. Are Peter and Susan enjoying working on their latest
 Tell student to guess the verb (get). Elicit an film?
example of a ‘get’ phrasal verb that they know e.g.
get on with.
 Let the students brainstorm phrasal verbs they
already know with get.
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Assignment 4 – week 3

 Write these on the board.

Student Participation (Pair Activity) Formative check (check students: independent)

Discuss with the students that Peter and Susan are not Handout the worksheet to the students. Allow students 5
enjoying working on their latest film. Now ask the minutes to complete the exercise. Feedback answers
students to read the dialogue again and underline all the together.
phrasal verbs with ‘get’.

After completion students compare with their partners

to check they have underlined the same verbs.

Independent working time

Have students work independently and workout to align 10 Phrasal Verbs

Closure/summarizing
As a wrap up, discuss strategies which students have already used when learning phrasal verbs.
Do the given worksheet
Assignment or Homework

TEACHER RESOURCE

READ THE DIALOGUE:

Who: Peter, Susan

Where: On the set of their latest film.

Talking about: working on their latest film

S: What are you getting up to at the weekend?

P: I am going out with Tom and Catherine even though I don’t get on with them that well. How
about you?

S: Not much I guess. I’m still getting over the flu. Do you think I can get away with taking
Monday off?

P: You can ask the director…. but probably not. He’s the worst director I’ve ever worked with.
He’s really getting at us, isn’t he?

S: Yes, I wish we could get rid of him.

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Assignment 4 – week 3

P: Yes, you’re right. I’m glad we got out of doing that last scene today because of the bad
weather. We got off lightly for once.

S: Yes, I’ve tried to get through to him that we are working too hard.

P: I know, but we shouldn’t get too wound up about it. After all we are earning 17 million each
for this film.

Read the dialogue again. Underline all the phrasal verbs with get: E.g.

He’s really getting at us, isn’t he?

WORKSHEET ON PHRASAL VERBS

1) I think criminals __________________ in this country. They never get sent to prison for long
enough. 2) This washing machine is too old. We need to _________________ it.

3) I don’t know how we managed to win. We should never have got that penalty. We really
_________________ it this time.

4) He still hasn’t ___________________ losing his job. I’ve never seen him so depressed.

5) I _____________________ doing that boring project because I said I was too busy.

6) I can’t _______________ my students about the importance of speaking English. They only
want to do written grammar exercises.

7) I didn’t __________________ much last weekend. I just stayed in and watched DVDs.

8) I _________________ by the neighbor’s dog. He’s always barking and keeps me awake at
night. I’m getting really angry.

9) I don’t_______________ my mother – in- law. She’s always telling me what to do and she is
really annoying.
ELT619 - Teaching Practice Areej Zahra mc180200696
Assignment 4 – week 3
ELT619 - Teaching Practice Areej Zahra mc180200696
Assignment 4 – week 3
ELT619 - Teaching Practice Areej Zahra mc180200696
Assignment 4 – week 3