Subject: English
Prepared by: Ayman Kamran
OBJECTIVES
By the end of the lesson students
should have:
 reviewed and analysed main
events of the play script
 reconstructed parts of the
play script through a group
activity.
H.W;
Q. Imagine you are in the place
of John Douglas, what would you
do to escape from the Valley of
Fear? Explain your answer in no
more than 100 words.
Topic: Recapitulation of The Valley of Fear Class: VII
PLAN/METHODOLOGY TIME RESOURCE ASSESSMENT
Pre-Reading (Starter): 40 min Students’ will be assessed
 Objectives will be shared with the students. on their ability to:
 Task will be explained and instructions on the activity will be provided to 5 min worksheets
the students.  review and analyse
 The handouts will be shown to the students. main events of the play
Dictionary script
During Reading (Group Work):  reconstruct parts of the
 Differentiation will be done according to tasks and learning abilities of the play script through a
students. Instruction group activity.
 Class will be divided into 6 groups of 4 students in each group, according sheets  through class
to their learning abilities. discussion, illustration,
 Lists will be pasted beforehand on the tables. These lists will be compiled Poster paper presentation and written
according to the students learning abilities. Students will locate their assignment.
names and move to that group table.
 The worksheets and instruction sheets shall be given to the groups.
 Each group member will have numbers 1-4, according to their seating
20 min
lists. The numbers will represent roles. These will be assigned to students
according to their instruction sheets (refer to Appendix ‘A’).
 Each group will be provided with a worksheet, (samples attached),
Students in groups will be designing/drawing an illustration to consolidate
and evaluate their understanding of the play script. Teacher will facilitate
students.
 Group 1: design a new front cover. (low
learner ability group)
 Group 2: draft ten quiz questions. (high
learner ability group)
 Group 3: design a comic strip (average
learner ability group)
 Group 4: timeline (low learner ability group)
 Group 5: design a poster of your favourite
character and write a few lines
about it. (average learner ability 10 min
group; use a poster paper for it)
 Group 6: improvise the story (high learner
ability group)
 Groups will present their work in front of the class as presentations.
 The groups in the audience will ask questions from the presenting group. 5 min
Extension Task
 The following question will be given:
o Write the summary/main idea of a sequel to ‘The Valley of Fear’
in 150-200 words.
Post Reading (Plenary);
 Students evaluate the activity with questions as WWW: “What went well?”
and EBI: “Even Better If…”Teacher will take feedback verbally.
Evaluation of Students’ Learning: Evaluation of teaching:
 What did the students learn in this lesson?  If you were to teach this lesson again, what would you do differently?
Why?
(Comment on any ONE aspect of your teaching or planning)

 What did they actually do?

 What were they not able to do/understand?

 Appendix ‘A’ – Group Instructions

GROUP 1-INSTRUCTIONS
 Observe the front cover of the ‘The Valley of Fear’.
 Think and discuss with your group members how the front cover captures the theme, characters and plot of the story.
 Discuss in groups and design your own new front cover for the play script.
 Explain the changes you have made in the box underneath.
 ROLE 1- SKETCHER
 ROLE 2-WRITER
 ROLE 3- PROOF READER
 ROLE 4-PRESENTER
 Members that are waiting for their turn or role will contribute towards giving ideas to the members that are performing their role currently and vice versa,
for students who have finished their roles. Hence, all group members will contribute towards sharing and giving ideas.

GROUP 2-INSTRUCTIONS
 You have to devise 10 questions based on the second act of the play script.
 Make sure your questions are not too easy and predictable.
 Try make them a blend of analytical, open ended and close ended questions
 ROLE 1-will skim and scan through the play script looking for possible questions
 ROLE 2-WRITER
 ROLE 3-PROOF READER
 ROLE 4-PRESENTER/QUIZ MASTER
 Members that are waiting for their turn or role will contribute towards giving ideas to the members that are performing their role currently and vice versa,
for students who have finished their roles. Hence, all group members will contribute towards sharing and giving ideas.

GROUP 3-INSTRUCTIONS
 You have to depict the main events of act 2 of the play script in the form of a comic strip.
 You can jot down the main events in a rough draft for your assistance.
 Each of the boxes represents a main event.
 Draw a few characters representing the main event, give a caption and write a few lines explaining the main event in the boxes.
 ROLE 1-SKETCHER
 ROLE 2-WRITER
 ROLE 3-PROOF READER
 ROLE 4-PRESENTER
 Members that are waiting for their turn or role will contribute towards giving ideas to the members that are performing their role currently and vice versa,
for students who have finished their roles. Hence, all group members will contribute towards sharing and giving ideas.
GROUP 4-INSTRUCTIONS
 Reflect back on the second act and think of its events step by step.
 Organize your events in the way the happened. i.e. what happened first then second then so on and so forth.
 Now write them down on the Time line provided.
 ROLE 1-will skim and scan through the play script for reference.
 ROLE 2-WRITER
 ROLE 3-PROOF READER
 ROLE 4-PRESENTER/QUIZ MASTER
 Members that are waiting for their turn or role will contribute towards giving ideas to the members that are performing their role currently and vice versa,
for students who have finished their roles. Hence, all group members will contribute towards sharing and giving ideas.

GROUP 5-INSTRUCTIONS
 You have to choose your favourite character from the play script.
 Draw a poster for your favourite character.
 Draw the character and write a few lines about the character, mentioning why you like the character.
 ROLE 1- SKETCHER
 ROLE 2-WRITER
 ROLE 3- PROOF READER
 ROLE 4-PRESENTER
 Members that are waiting for their turn or role will contribute towards giving ideas to the members that are performing their role currently and vice versa,
for students who have finished their roles. Hence, all group members will contribute towards sharing and giving ideas.

GROUP 6-INSTRUCTIONS
 Think of how you can change the story of the play script.
 The characters of the story will remain the same.
 You may add new characters however.
 Your changed story should have a 150-200 word limit.
 ROLE 1-Will make a rough draft.
 ROLE 2-WRITER
 ROLE 3-PROOF READER
 ROLE 4-PRESENTER
 Members that are waiting for their turn or role will contribute towards giving ideas to the members that are performing their role currently and vice versa,
for students who have finished their roles. Hence, all group members will contribute towards sharing and giving ideas.