Unit Plan

Programme title Weather (Eng.Language) Lesson 1

Learner group 13 – 14 yrs (Class 8)

Learning aims - Read texts to appreciate style, scope and richness and exposed to a variety of written features (journals, a
A statement which provides the scope of the subject poem and an account.
and the overall intent of the course

Learning outcomes By the end of the lesson learners would have:

These should be specific and able to be assessed.
 Discussed and shared own opinion about extreme weather changes.
 Read a fictional text and identified specific features using context clues.
 Expressed personal views about a journey, its planning and what defines a great journey.
 Written a journal entry about your own personal experiences.
 Read a poem and identified the use of metaphor.
 Created different categories of poetry (Haiku / acrostic)
 Explored a historical account.
 Written a personal account 200 – 250 words.

Session Date/time Topic and content Teaching and learning Formative assessment Learning materials and Evaluation
activities resources

In this column say what will In this column say what the learners In this column say how you plan to In this column show the resources In this column say how you are
be covered in the learning are doing and what the teacher is assess learning as it is happening. that will support the teaching and planning to evaluate the
session doing learning activities. Ensure that digital learning activities or session.
technologies used are clearly noted.

1. 9th April,  Discussed and Starter Activity:

2018 shared own - Learners will watch a
opinion about video on extreme
2 mins extreme climate conditions
Flipcharts
Session Date/time Topic and content Teaching and learning Formative assessment Learning materials and Evaluation
activities resources
weather around the world.
changes. - Carousel Carousel brainstorming https://youtu.be/yrOYxLt9S
 Read a brainstorming: CI
10 mins fictional text - How has global
and identified warming affected the board markers
specific world so far?
features using - What impacts will
context clues. global warming have
 Answered a in future?
series of - What would happen if
comprehensio the weather / climate
n questions keep changing more
(5). drastically?
- How do we stop
climate change?

Development:
- Now ask learners to
read the Think – Pair - Share
comprehension text :
10 mins The flood.
- Discuss in pairs
keeping in mind the Circle time discussion
questions of Looking
closely.
- In a circle time share
10 mins the responses about
what they read
applying and relating
it to their everyday
lives.
- Ask learners to do the
comprehension
questions on page 135 Written responses
in their language
15 mins
Session Date/time Topic and content Teaching and learning Formative assessment Learning materials and Evaluation
activities resources

copies.

Conclusion:

Exit slip:

5 mins - Will taking action

make our lives better
or safer, or will it only
Exit slips Exit slips
make a difference to
future generations?

How have you provided opportunities for learning to be inclusive?

Lesson Evaluation: Include what you feel went well and what you would like to improve.

What went well:

Areas of Development:
Brain Break:

Tic Tac Toe

Exit Ticket: Exit Ticket:

Will taking action make our lives better or safer, or will it Will taking action make our lives better or safer, or will it
only make a difference to future generations? only make a difference to future generations?