Unit 9 Take Care

DAILY LESSON PLAN
ENGLISH FORM 2
WEEK Choose an item. TIME
DAY Choose an item. CLASS
DATE 01.01.2018 LESSON 94
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Speaking
TOPIC Take Care
THEME Health and Environment
LANGUANGE/GRAMMAR FOCUS Vocabulary related to health
MAIN CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
MAIN LEARNING STANDARD 2.1.2 Ask for and respond appropriately to simple suggestions
COM. CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
COM. LEARNING STANDARD 2.1.4 Express opinions about simple spoken or written advice given to themselves or others
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. Learn/ revise words related to personal issues
2. Ask and answer questions about lifestyle
ACTIVITIES PRE-LESSON Teacher writes healthy diet and not so healthy diet on the board. Teacher puts
students into pairs. Teacher asks them to make a list of as many words as they can
for different foods in English under these headings. Seta a time limit of 2 minutes.
Teacher listens to their ideas as a class and makes a list on the board.
LESSON DELIVERY Activity 1 (SB page 94)
1. Students read the web page. ( YOU TUBE ). Students listen and repeat the
words in blue. Students repeat the words chorally and individually.
Teacher makes sure they pronounce the words correctly with the correct
stress, especially diet, vegetarian and bullying.
Activity 2 (SB page 94)
1. Teacher explains the task. Students work individually and note down
their answer to the questions in their notebooks. They compare answers
in pairs. Teacher listens to their ideas as a class.
Activity 3 ( SB page 94)
1. Students read the definitions. They work individually and find the words
in blue in the text match the definitions. They compare answers in pairs.
Teacher checks answers as a class.
1. Teacher checks that students understand all the questions. Teacher
makes sure they know the word worry. Students work individually and
answer the questions, writing notes in their notebooks. Teacher monitors
while they are writing and give help if necessary.
POST LESSON A healthy menu ( refer to SOW page 153)
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Choose an item. iThink Map Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy Choose an item.
Element Across the Curriculum (EMK) EMK - Languange
Moral Values – Choose an item.
ASSESSMENT Choose an item.
SUCCESS CRITERIA
REFLECTION Attendance:__/__
_____ pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
DAILY LESSON PLAN
ENGLISH FORM 2
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Reading
TOPIC Information leaflet on cyberbullying
LANGUANGE/GRAMMAR FOCUS
MAIN CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning
MAIN LEARNING STANDARD 3.1.1 Understand the main points in simple longer texts on a range of familiar topics
COM. CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
COM. LEARNING STANDARD 3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics 2.1.1 Ask about
and explain key information from simple texts
1. Read a text about cyber bullying
2. Discuss the advantages and disadvantages of social networking sites
ACTIVITIES PRE-LESSON Teacher writes social networking sites on the board. Teacher checks students
understand the meaning of the phrase. Teacher elicits examples of well-known
social networking site, eg Facebook, Tuenti. Teacher asks students if they use social
networking sites. If so, which one s do they use? If not, why not?
1. Students read the questions. They look at the picture and note down
their answers in their notebooks. Students compare answers in pairs.
Teacher listens to their ideas as a class.
1. This exercise gives students practice in reading and listening for gist. Key
words in each paragraph will quickly tell them what the topic of each
paragraph is. This is an important skill for effective reading and listening,
especially when reading or listening to longer pieces of authentic text.
2. Students read the questions. Teacher plays the CD. Students listen and
follow the text in their books. They write the answers to the questions in
their notebooks. Students compare answers in pairs. Teacher check
answers as a class.
POST LESSON My Favorite Website! ( refer to SOW page 153)
SUCCESS CRITERIA
DAILY LESSON PLAN
ENGLISH FORM 2
TOPIC Information leaflet on cyberbullying
LANGUANGE/GRAMMAR FOCUS
MAIN LEARNING STANDARD 3.1.1 Understand the main points in simple longer texts on a range of familiar topics
COM. LEARNING STANDARD 3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics 2.1.1 Ask about
and explain key information from simple texts
1. Read a text about cyber bullying
2. Discuss the advantages and disadvantages of social networking sites
ACTIVITIES PRE-LESSON
LESSON DELIVERY Activity 3( SB page 95)
1. Students read the questions carefully first. Students look in the text and
find the information. Teacher checks answers as a class.
1. Teacher explains the task. Students work individually and write two
more advantages and two more disadvantages of online social
networking sites in their notebooks.
2. They compare answers in pairs. Teacher listens to their ideas as a class.
Web quest
1. Students choose social networking sites. Teacher highlights the Web
quest tip.
2. Teacher asks students to open an internet web browser and type in the
subject of their search. Students work individually. They find information
about the social networking site and make notes about the history of the
site and where it is popular.
3. Students work in pairs and report on the information they have found
out about their social networking site to their partner. They share their
information with the class.
POST LESSON My Favorite Website! ( refer to SOW page 153)
SUCCESS CRITERIA
DAILY LESSON PLAN
ENGLISH FORM 2
MAIN FOCUSED SKILL Language Awareness COM. FOCUSED SKILL Reading
TOPIC Social networking sites
LANGUANGE/GRAMMAR FOCUS Learn and review should and shouldn’t and must and mustn’t
MAIN CONTENT STANDARD This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
MAIN LEARNING STANDARD This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
COM. CONTENT STANDARD
COM. LEARNING STANDARD
1. Learn / revise should / shouldn’t and must /mustn’t
2. Read a text about rules for social networking sites
ACTIVITIES PRE-LESSON Teacher writes Improve your English on the board. Teacher draws 2 columns with
the headings good advice and bad advice. Teacher elicits from the class some good
advice. The teacher elicits some bad advice.
1. Students copy the table into their notebooks. Teacher highlights the
contraction in the negative short answer. Students answer the question.
Teacher checks the answer as a class.
1. Teacher explains the task. Students work individually and complete the
sentences using should or shouldn’t. They compare answers in pairs.
Teacher checks answers as a class.
1. Teacher read the example question aloud to the class. Teacher points out
that as should is a modal verb, we form the question by inverting the
verb and the subject and we do not use do /does to make the question
form.
2. Students complete the exercise individually. They compare answers in
pairs. Teacher checks answers as a class.
1. Students copy the table into their notebooks. Teacher points out that
must is followed by the infinitive without to and highlights the
contraction in the negative short answer.
2. Teacher introduces the exercise by drawing a no smoking sign on the
board and eliciting the sentence You mustn’t smoke. Students complete
the exercise individually. They compare answers in pairs.
POST LESSON The Hot Chair! ( refer to SOW page 154)
SUCCESS CRITERIA
DAILY LESSON PLAN
ENGLISH FORM 2
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Speaking
TOPIC Health
LANGUANGE/GRAMMAR FOCUS Words related to health
MAIN CONTENT STANDARD 1.1 Understand meaning in a variety of familiar contexts
MAIN LEARNING STANDARD 1.1.2 Understand independently specific information and details in simple longer texts on a range of familiar topics
COM. LEARNING STANDARD 2.1.2 Ask for and respond appropriately to simple suggestions
1. Learn a set of words related to health
2. Listen for specific information
ACTIVITIES PRE-LESSON Teacher revises words for parts of the body. Teacher writes the letter a on the
board. Teacher elicits arm. Teacher continues by writing the first letter of the
words.
1. Students read the health advice. Teacher plays the CD. Students listen
and repeat the health problems in blue.
1. Students read the text again and note down in their notebooks which of
the health problems in blue they have had and never had. They compare
answers in pairs. Teacher listens to their ideas as a class.
1. Students match the pictures with the health problems. They compare
answers in pairs. Teacher listens to their ideas as a class.
1. Teacher puts students into pairs. They state different health problems
and ask for and give advice. Teacher listens to some pairs as a class.
1. Teacher plays the CD. Students write the answer in their notebooks. They
compare answers in pairs. Teacher checks the answer as a class.
1. Students read the doctor’s notes carefully first. Teacher plays the CD
again. Students listen and complete the missing information. Teachers
checks answers as a class.
POST LESSON The disappearing Dialogue ( refer to SOW page 154)
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH FORM 2
TOPIC Australian Outback
LANGUANGE/GRAMMAR FOCUS Giving advice
MAIN LEARNING STANDARD 3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics
COM. LEARNING STANDARD 3.1.1 Understand the main points in simple longer texts on a range of familiar topics
1. Read about the Australian Outback.
2. Give advice to visitors going to a remote area of their country
ACTIVITIES PRE-LESSON Teacher writes Australia on the board. Teacher elicits from the class what they
know about the country, eg famous sights ( Uluru, Sydney Opera House), things to
do (surfing at Bondl Beach), diving at the Great Barrier Reef)
1. Teacher makes sure students understand the task. Students look at the
picture and note down the dangers. Teacher listens to their ideas as a
class.
1. Teacher plays the CD. Students listen and follow the text in their books.
They check their answers to exercise 1. Teacher checks answers as a
class. Teacher focuses on the Fact box. Teacher checks that they
understand the word desert ( a large are with no vegetation and lots
sand and rocks)
1. Students read the questions and the different possible answers carefully.
They read the text again and choose the correct answers. They compare
answers in pairs. Teacher checks answers as a class.
1. Teacher explains the tasks. Students work individually and think about
the advice they would give to visitors going to a remote area of their
country. They make notes in their notebooks. They compare their ideas
in pairs. Teacher listens to their ideas as class.
POST LESSON Giving Advice ( refer to SOW page 155)
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH FORM 2
WEEK 37 TIME 9.30-10.30
DAY TUESDAY CLASS 2 INTELEK
DATE 09.10.2018 LESSON 100
MAIN FOCUSED SKILL Language Awareness COM. FOCUSED SKILL Reading
TOPIC Australia
LANGUANGE/GRAMMAR FOCUS Review of tenses: Present Simple/Continuous, Past Simple/Continuous, Present Perfect, will and going to
1. Review the tenses they have studied so far during the course.
2. Read a short text about Australia
3. Complete a quiz
ACTIVITIES PRE-LESSON Teacher writes 3 incorrect sentences on the board: She is never playing tennis. They
have bought a new car yesterday. I will buy a new computer game next week.
Teacher explains that in each sentence the tense is incorrect. Teacher puts students
into pairs and asks them to rewrite each sentence with the correct tense. Teacher
invites students to come to the board and writes the correct sentences.
1. Students copy the table in their notebooks. They write the negative
examples for each tense. Teacher encourages them to use contracted
forms. They compare answers in pairs. Teacher check answers as a class.
1. Students read the time expressions carefully. They work individually and
add the time expressions to the last column of the table. They compare
1. Students work individually and choose the correct words. They compare
1. Teacher does the first example with the whole class to demonstrate the
activity. Teacher writes a true sentence about yourself on the board.
Teacher elicits that watch is the present simple because it is follows by
every day.
2. Students work individually and complete answers in pairs. Listen to their
answers as a class. Correct any errors in the tense of form of the verb.
POST LESSON Make A Sentence ( refer to SOW page 155)
TEACHING AIDS Textbook, Whiteboard, Marker Pen, Exercise book
21st CENTURY T&L STARTEGY Think, Pair, Share iThink Map Choose an item.
CCE/CE 21st Century Literacy Communicative
High Order Thinking Skills Analysis
Teaching and Learning Strategy Collaborative Learning
Moral Values – Courage
ASSESSMENT Question ( Writing/ Speaking )
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH FORM 2
DATE 01.01.2018 LESSON 101
MAIN FOCUSED SKILL Reading, Listening, Writing and Speaking COM. FOCUSED SKILL Reading, Listening, Writing and
Speaking
TOPIC Holidays and health
LANGUANGE/GRAMMAR FOCUS Talking about health
1.1 Understand meaning in a variety of familiar contexts
4.1 Communicate intelligibly through print and digital media on familiar topics
MAIN LEARNING STANDARD 3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics 1.1.2
Understand independently specific information and details in simple longer texts on a range of familiar topic
4.1.2 Make and respond to simple requests and suggestions
2.1.2 Ask for and respond appropriately to simple suggestions
1. Work on all four skills
2. Read information about first aid on holiday
3. Listen to a conversation about first aid on holiday
4. Write a personalized dialogue
5. Act out their dialogue
ACTIVITIES PRE-LESSON Teacher highlights Nina’s speech bubble. Teacher writes the question on the board.
Teacher puts students into pairs. Students answer the question and tell each other
about any holiday problems they have had. Teacher listens to some pairs problems
as a class.
1. Students look at the first aid kit and the words in bold in the text. Teacher
makes sure students understand the words. Teacher elicits answers to
the questions as a class.
1. Students read the questions carefully first. They look in the text and find
the answers. They compare answers in pairs. Teacher checks answers as
a class.
1. Teacher explains the task. Students only need to listen for the name of
the app. Teacher plays the CD. Teacher checks progress. If necessary,
teacher plays the CD again. Students compare their answer in pairs.
POST LESSON What Should I Do? ( refer to SOW page 156)
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH FORM 2
DATE 01.01.2018 LESSON 102
MAIN FOCUSED SKILL Reading, Listening, Writing and Speaking COM. FOCUSED SKILL Reading, Listening, Writing and
Speaking
TOPIC Holidays and health
LANGUANGE/GRAMMAR FOCUS Talking about health
1.1 Understand meaning in a variety of familiar contexts
4.1 Communicate intelligibly through print and digital media on familiar topics
MAIN LEARNING STANDARD 3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics 1.1.2
Understand independently specific information and details in simple longer texts on a range of familiar topic
4.1.2 Make and respond to simple requests and suggestions
2.1.2 Ask for and respond appropriately to simple suggestions
1. Work on all four skills
2. Read information about first aid on holiday
3. Listen to a conversation about first aid on holiday
4. Write a personalized dialogue
5. Act out their dialogue
1. Students read the dialogue first. Teacher plays the CD. Students listen
and follow the text in their books. They write answers 1-4 in their
notebooks. They compare answers in pairs. Teacher checks answers as a
class
1. Students work individually. They copy the questions in bold into their
notebook. They choose a different health problem from the text on page
100. Students write answers to the questions.
Activity 9( SB page 101)
1. Students practise their dialogue in pairs. For extra practise, they swap
roles in both dialogues.
1. Teacher chooses some pairs to act out their dialogue for the class.
Students raise their hand if another pair has chosen the same health
problem as the health problem they have chosen. This will encourage
them to listen carefully to their classmates.
POST LESSON What Should I Do? ( refer to SOW page 156)
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH FORM 2
DATE 01.01.2018 LESSON 103
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Speaking
TOPIC Writing an instant message
LANGUANGE/GRAMMAR FOCUS Using different tenses
MAIN CONTENT STANDARD 4.1 Communicate intelligibly through print and digital media on familiar topics
MAIN LEARNING STANDARD 4.1.2 Make and respond to simple requests and suggestions
COM. CONTENT STANDARD 2.1 Communicate information ideas, opinions and feelings intelligibly on familiar topics
COM. LEARNING STANDARD 2.1.4 Express opinions about simple spoken or written advice given to themselves or others
1. Read an instant message
2. Use different tenses
3. Write an instant message
ACTIVITIES PRE-LESSON Teacher writes the word holiday on the board. Teacher puts students into pairs and
asks them to discuss the best possible type of holiday and the worst possible type of
holiday. Teacher listens to their ideas as a class.
1. Teacher explains the task. Teacher plays the CD. Students listen and
follow in their books. Teacher elicits the answer to the question What is
John’s problem? From the class. Students then work in pairs and discuss
whether they agree with Tilda’s advice. Teacher listens to their ideas as a
class.
1. Students read the information in the Writing focus box. Teacher elicits
from the class the different tenses used in the four example sentences
( present simple, past simple, future with will, present perfect)
1. Teacher makes sure students understand the task. Students work
individually and complete the sentences with the correct tense of the
verb in the brackets. They compare answers in pairs. Teacher checks
answers as a class.
POST LESSON Listen And Say ( refer to SOW page 156)
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH FORM 2
DATE 01.01.2018 LESSON 104
MAIN FOCUSED SKILL Literature in Action COM. FOCUSED SKILL Speaking
TOPIC Teacher to select
LANGUANGE/GRAMMAR FOCUS Teacher to select
MAIN CONTENT STANDARD 5.3 Express an imaginative response to literary texts
MAIN LEARNING STANDARD 5.3.1 Respond imaginatively and intelligibly through creating poems, board games, puzzles and quizzes. Other
imaginative responses as appropriate
1. Respond imaginatively and intelligibly through creating poems, board games, puzzles and quizzes. Other
imaginative responses as appropriate
LESSON DELIVERY 1. Find some blank board game templates online –
Possible websites:
http://www.timvandevall.com/templates/blank-board-game-template/
https://www.tes.com/teaching-resource/create-your-own-board-games-6315552
2. Print out one copy per 6 pupils.
3. Put the pupils into groups of 6. Give a template to each group. Ask them to write
the names of characters, places, events or themes on the board.
Alternatively tell them what to write or adapt the board game online and print out
completed.
4. Give each group counters and dice. Explain that the first person to get round the
board is the winner.
5. As the pupils play they throw the dice and move around the board. If they land on
a space with a word, they have to give at least one correct fact about the person,
place or event listed. If they can do this they can stay on the space. If they can’t they
have to move back.
6. Monitor and support as they play.
Alternative: instead of just words, questions or true or false questions could be
added to the board.
POST LESSON
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH FORM 2
DATE 01.01.2018 LESSON 105
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Listening
THEME Science and Technology
MAIN CONTENT STANDARD 1.1 Understand meaning in a variety of familiar contexts
MAIN LEARNING STANDARD 1.1.1 Understand independently the main ideas in simple longer texts on a range of familiar topics
COM. CONTENT STANDARD 1.1 Understand meaning in a variety of familiar contexts
COM. LEARNING STANDARD 1.1.5 Understand with little or no support more complex questions
1. Understand independently the main ideas in simple longer texts on a range of familiar topics
2. Understand with little or no support more complex questions
LESSON DELIVERY 1. Find a listening text.
2. Use any visuals or images from the source material (or use Google and choose
suitable images online) to elicit predictions about the text, e.g. if the text is about a
day at school, show an image of a school.
3. Ask pupils to listen to the text and draw as they listen – they should aim to draw 4
- 5 simple pictures or emojis that represent the key points they hear in the text.
4. Play the listening twice.
5. Pupils work in pairs and compare what they have drawn. They work together and
use their drawings to try and summarise the text.
6. Pairs then report back what they have done. If time they can write a short
summary together.
7. Compare the different summaries and note the key themes on the board.
8. Replay the text. Class decides if their own summary was accurate.
POST LESSON
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH FORM 2
DATE 01.01.2018 LESSON 106
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Speaking
MAIN CONTENT STANDARD 2.4 Communicate appropriately to a small or large group on familiar topics
MAIN LEARNING STANDARD 2.4.1 Communicate opinions or feelings about a story, event or experience
COM. LEARNING STANDARD 2.1.5 Express opinions or feelings about character and personality
1. Communicate opinions or feelings about a story, event or experience
2. Express opinions or feelings about character and personality
LESSON DELIVERY 1. Ask pupils to think about a time they:
-lost some money
-had a surprise
-were disappointed.
Tell them they can choose one of the options.
2. Tell them to draw a picture (or find some pictures online) that demonstrate
something about what happened.
3. Put the pupils in small groups of 3 or 4.
4. Tell each pupil to show their pictures. The others should guess which of the three
options they chose and what they think happened.
5. Once they have all guessed each pupil should explain the event and say how they
felt about it.
6. After all the pupils have finished ask a few pupils to talk about their experiences
for the whole group.
Choose a text – you can access possible texts online or use any suitable print
resources.
Possible websites:
https://newsela.com/
http://dreamreader.net/
https://www.gcflearnfree.org/
http://www.literacynet.org/cnnsf/archives.html
http://learnenglishteens.britishcouncil.org/skills/reading-skills-practice
https://www.newsinlevels.com/
http://busyteacher.org/classroom_activities-reading-worksheets/
POST LESSON
SUCCESS CRITERIA
DAILY LESSON PLAN
ENGLISH FORM 2
DATE 01.01.2018 LESSON 107
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Writing
MAIN CONTENT STANDARD 3.2 Explore and expand ideas for personal development by reading independently and widely
MAIN LEARNING STANDARD 3.2.1 Read and enjoy fiction/non-fiction and other suitable print and digital texts of interest
COM. CONTENT STANDARD 4.1 Communicate intelligibly through print and digital media on familiar topics
COM. LEARNING STANDARD 4.1.3 Summarise the main points of a simple story, text or plot
1. Read and enjoy fiction/non-fiction and other suitable print and digital texts of interest
2. Summarise the main points of a simple story, text or plot
LESSON DELIVERY Project work
1. Put the pupils into small groups and ask them to design a reading record card.
2. Before they start, brainstorm ideas of what might be included with the whole
group, e.g. Name of story or book / author / main ideas of story or article / why it is
good to read.
3. Ask the pupils to present a final version.
4. Now set them some homework. Tell them to choose a story, article or anything
else they think looks interesting and to read it at home. Ask them to fill in the card
after they have finished reading and bring it to the next class.
5. During the next class let them work in pairs and present their reading record to
each other.
6. Once they have done this tell them to mingle for 5 - 10 minutes and speak to at
least 5 other pupils. They should give each other ideas about what they have read
and if they liked it using the cards as prompts.
7. At the end tell them they should choose another thing to read – perhaps one
recommended by their friend. They can do this in class if there is time or at home if
not and fill in a new reading card for this new text.
8. Repeat in the next class.
9. Continue with this cycle and ask the pupils to keep all their reading record cards
as they continue to read different things.
10. If suitable, they can do some of the reading at home and some in class and
report back at the end of the lesson to explain what they have read to their partners.
POST LESSON
SUCCESS CRITERIA
DAILY LESSON PLAN
ENGLISH FORM 2
DATE 01.01.2018 LESSON 108
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Writing
MAIN CONTENT STANDARD 4.1 Communicate intelligibly through print and digital media on familiar topics
MAIN LEARNING STANDARD 4.1.4 Express opinions and common feelings such as happiness, sadness, surprise and interest
COM. CONTENT STANDARD 4.2 Communicate with appropriate language, form and style
COM. LEARNING STANDARD 4.2.1 Punctuate written work with moderate accuracy
1. Express opinions and common feelings such as happiness, sadness, surprise and interest
2. Punctuate written work with moderate accuracy
LESSON DELIVERY Technology based activity: for this you will need a computer room or pupils will
need their own devices.
1. Ask pupils to use a social media platform that is safe and to write up a post
including a picture or video. Tell them to imagine a really interesting event - it
doesn’t have to be true. They should post about the event, good or bad.
2. Once the pupils have finished allow them a few minutes to read through the
posts.
3. Then give the pupils a time limit. Ask them to write comments in response to at
least 5 of the other posts. They can use emoticons and images as well as words but
should express their feelings and opinions clearly.
POST LESSON
SUCCESS CRITERIA
DAILY LESSON PLAN
ENGLISH FORM 2
DATE 01.01.2018 LESSON 109
MAIN FOCUSED SKILL Literature in Action COM. FOCUSED SKILL Choose an item.
MAIN CONTENT STANDARD 5.1 Engage with, respond to and interpret a variety of literary text types
MAIN LEARNING STANDARD 5.1.2 Identify and describe in simple language the key characters and themes in a text
1. Identify and describe in simple language the key characters and themes in a text
LESSON DELIVERY Technology based activity: for this you will need a computer room or pupils will
need their own devices.
1. Ask pupils to work in groups of 4 and discuss a story. Tell them to summarise the
key events.
2. Now tell them to think about the key themes or topics of the story.
3. Tell them to work together and find 3 pictures that they think show the themes.
4. Once they have chosen their pictures get them to create a slide show. Tell them to
put a picture on each slide and add notes explaining why their picture shows the
themes or information about the characters. You can give an example of your own
to model the task.
5. If there is time, once they have finished, ask the pupils to present their slides.
POST LESSON
SUCCESS CRITERIA
DAILY LESSON PLAN
ENGLISH FORM 2
DATE 01.01.2018 LESSON 110
MAIN FOCUSED SKILL Language Awareness COM. FOCUSED SKILL Choose an item.
LESSON DELIVERY
POST LESSON
SUCCESS CRITERIA
DAILY LESSON PLAN
ENGLISH FORM 2
DATE 01.01.2018 LESSON 111
MAIN FOCUSED SKILL Listening, Speaking, Reading, Writing and COM. FOCUSED SKILL Listening, Speaking, Reading,
Literature in Action Writing and Literature in Action
MAIN CONTENT STANDARD Teachers to select appropriate Content Standard(s) based on the specific needs and interests of their pupils.
MAIN LEARNING STANDARD Teachers to select appropriate Learning Standard(s) based on the specific needs and interests of their pupils.
COM. CONTENT STANDARD Teachers to select appropriate Content Standard(s) based on the specific needs and interests of their pupils.
COM. LEARNING STANDARD Teachers to select appropriate Learning Standard(s) based on the specific needs and interests of their pupils.
LESSON DELIVERY
POST LESSON
SUCCESS CRITERIA
DAILY LESSON PLAN
ENGLISH FORM 2
DATE 01.01.2018 LESSON 112
MAIN FOCUSED SKILL Listening, Speaking, Reading, Writing and COM. FOCUSED SKILL Listening, Speaking, Reading,
Literature in Action Writing and Literature in Action
MAIN CONTENT STANDARD Teachers to select appropriate Content Standard(s) based on the specific needs and interests of their pupils.
MAIN LEARNING STANDARD Teachers to select appropriate Learning Standard(s) based on the specific needs and interests of their pupils.
COM. CONTENT STANDARD Teachers to select appropriate Content Standard(s) based on the specific needs and interests of their pupils.
COM. LEARNING STANDARD Teachers to select appropriate Learning Standard(s) based on the specific needs and interests of their pupils.
LESSON DELIVERY
POST LESSON
SUCCESS CRITERIA

Unit 9 Take Care

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit 9 Take Care

Uploaded by

Copyright:

Available Formats

DAILY LESSON PLAN

DAILY LESSON PLAN

DAILY LESSON PLAN

DAILY LESSON PLAN

DAILY LESSON PLAN

DAILY LESSON PLAN

DAILY LESSON PLAN

DAILY LESSON PLAN

DAILY LESSON PLAN

You might also like