The Educators

A Project of Beacon house School System

Satellite Town Campus
Session 2023-24
Grade: VIII Subject: English Week: 9 Topic: weekly planner Month: May Date: May Term: 1

Period
Class Work (Note Book) Worksheet Book Home Work Resources

Use information from whole text to write a paragraph Unit 4: Conflict Write a paragraph on the given
1-2 under each of the following headings:( See on B. page Topic:
topic: Is war a good take or bad?
no. 67)
Write answers of Reading for understanding Why?
questions)
Ask to think up a new planet and create a travel Unit: OPE Grammar
3-4 brochure describing the planet, using at least 8 to 10 Topic: Participles
participles, where aliens would be wishing to travel. For
example, describe the planet as having smouldering
volcanoes, floating space rocks or sparkling comets.

Complete the writing task given on page no. 69 Unit: Continuous Writing
5-6 Topic: Play Script

Translate first 5 sentences of each exercise on Unit: PTB Grammar

Nbs. Topic: past simple Tense
7-8 Progression
 Daily Lesson Plan (DLP)
Grade: VIII
Term-I
Session 2023-24
Subject: English Unit 3: Mysteries Topic: Bermuda Triangle Lesson: 1-2

Learning Outcomes Methodology Time Resources Assessment

By the end of lesson Introduction: 10mins Oxford By the end of
Progressive
students should be able Starter activity: English
lesson students
to: will be assessed on
• retrieve important Ask a few questions related to the topic. Grade VIII
their ability to:
points from the story Development: Second • retrieve
while reading. 20mins
Edition important points
• find meanings of Give reading of the chapter in groups. Instruct to highlight all the important from the story
unfamiliar words from points of the text. while reading.
dictionary and • find meanings of
Sub heading Activity: 20mins
pronounce them (Oxford English unfamiliar words
correctly. Ask to write a sub heading for each paragraph which tells reader what it is to English from dictionary
• make sentences of the about e.g. paragraph 1: filming war to tell the war. Take feedback on Wb. meanings and pronounce
Dictionary)
unfamiliar words used them correctly.
in the text. Vocabulary building activity: 10mins
• make sentences
• narrate the text in Make a table of two columns on board containing unfamiliar words and their of the unfamiliar
their own words. meanings of the text. words used in the
• answer the questions text.
related to the text. Guide to come and match each word with its meaning as guess after matching • narrate the text
activity explain each word properly and let students pronounce them correctly in their own
while repeating them after you. words.
20mins • answer the
Classwork:
questions related
Use information from whole text to write a paragraph under each of the to the text.
following headings:( See on B. page no. 67)
Write answers of Reading for understanding questions)
Homework: Write a paragraph on the given topic: Is war a good take or bad?
Why?

Evaluation:
 Daily Lesson Plan (DLP)
Grade: VIII
Term-I
Session 2023-24
Subject: English Unit: OPE Grammar Topic: Conjunctive Adverb Lesson: 3-4

Learning Objectives Methodology Time Resources Assessment

By the end of the Introduction: 10mins Students will be

lesson students Oxford assessed on their
Identifying participles activity:
should be able to: Progressive
ability to:
• identify • Write several examples of participles on W board and explain side by side.
English
• identify
participles. Encourage to find their own examples. Grade VIII participles.
• write own
• Give highlighters and copied text from textbooks and challenge them to read Second • write own
examples of
the text, highlighting all examples of participles that they can find. examples of
participles. Edition
• Assess your eighth-graders' understanding of participles by reviewing what participles.
• differentiate
they've highlighted. • differentiate
between present
Difference between present and past participles: 30mins between present
and past
and past
participles.
• Extend the activity further by reviewing the difference between past and participles.
• use participles in
present particles and asking to note what participles they've highlighted are • use participles in
writing.
past and which are present. writing.
• make a brochure
Development: • make a brochure
while using while using
participles. Group activity: participles.

• Assign a writing activity that requires to use participles. Ask to write a short
paragraph that includes at least 5 to 6 participles.
Have them share their paragraph with other groups.
2Omins
Classwork: Ask to think up a new planet and create a travel brochure describing
the planet, using at least 8 to 10 participles, where aliens would be wishing to travel.
For example, describe the planet as having smouldering volcanoes, floating space 20mins
rocks or sparkling comets.

Homework:
Use the participles written in book to make sentences of your own.

Evaluation:
 Daily Lesson Plan (DLP)
Grade: VIII
Term-I
Session 2023-24
Subject: English Unit: Continuous Writing Topic: Opiniated Writing Lesson: 5-6
Learning Objectives Methodology Time Resources Assessment
By the end of the Starter activity: 20mins Oxford Students will be
lesson students Progressive assessed on their
• Hold up a pizza box and ask students if their family has ever ordered pizza English ability to:
should be able to:
over the phone.
Grade VIII
• identify and • Ask students to brainstorm what happened on the phone. Help students identify • identify and
correctly use vocabulary specific to the situation, such as pizza, toppings, delivery person, Second correctly use
vocabulary related vocabulary related
total, etc. Write these words and phrases on the board. Edition to specific scenarios,
to specific scenarios,
• Model a phone conversation to order a pizza by having two students come up places, etc. when
places, etc. when
speaking and writing to the front of the classroom. speaking and writing
• identify appropriate • One person should pretend to be the pizza shop employee taking the phone
• identify appropriate
dialogue used in dialogue used in
order, while the other student is the customer placing the order. different real-life
different real-life
scenarios Development activity: 20mins scenarios
• create a simple • create a simple
narrative based on a
• Involve the class in helping the two students mimic the back-and-forth dialogue narrative based on a
real-life situation between the customer and the pizza shop employee. real-life situation
• define role playing • Ask the class to suggest what each person might say based on the vocabulary • define role playing
and improvisation and improvisation
you identified as a class. When the role play is finished, involve the class in • explain the
• explain the helping you write a simple narrative about what happened in groups.
similarities and similarities and
differences between Discussion Activity: 20mins differences between
scripted acting and scripted acting and
role playing • Discuss the following questions with students: role playing
• demonstrate role • Why is it important to understand vocabulary and phrases specific to different • demonstrate role
play
play scenarios?
• compose a role play • compose a role play
• Describe the steps we used to create a short narrative based on the role play
scenario at the pizza shop. Why would you need to create a summary or retell
something that has already happened?
What strategies can you use to better understand how to communicate, whether
speaking or writing, in different real-life situations? 20mins
Classwork:
Complete the writing task given on page no. 69
Homework:
Write a role play script on given situation. A foreigner stuck at airport as he lost
his passport.

Evaluation:
 Daily Lesson Plan (DLP)
Grade: VIII
Term-I
Session 2023-24
Subject: English Unit: PTB Grammar Topic: Past Simple Tense Lesson: 7-8
Learning Objectives Methodology Time Resources Assessment
By the end of the Introduction 20mins Punjab Text Students will be
Book
lesson students Grade-IX assessed on their
Starter activity:
should be able to: Grammar ability to:
• Write mixed sentences of each type of tense. Let students find out which and
• recall the • recall the
structure of past sentences belongs to Past simple tense. Composition
structure of past
simple tense. • Now ask students to change those sentences in negative and interrogative form
simple tense.
• identify Urdu while using the structure of past simple tense. Structure
• identify Urdu
20mins handout for
sentences of Past Development: teachers sentences of
simple tense. Past simple
Urdu recognition of Past simple tense:
• understand the board markers tense.
• Share your daily routine in Urdu and let students observe what is coming at the
method involved of different • understand the
in translating end of each sentence. colours
method involved
Urdu sentences in • Once they identify the repetitive ending of Urdu sentences use a few sentences
in translating
English while of past simple tense as well to tell them through different types of sentences. Urdu sentences
using past simple • Explain the concept further. in English while
20mins
tense. Translating Urdu sentences into English: using past simple
• translate Urdu • Ask any of your student to tell you a few sentences. Write them on board and tense.
sentences in translate them in English. Now use a basket having past simple sentences folded • translate Urdu
English while sentences in
piece of papers.
using Past simple English while
tense. • Ask students to come take voluntarily and translate the sentences in English while
using Past
using Past simple tense structure. simple tense.
• Add a few sentences in basket of other types of sentences as well to make the
activity a little challenging for the students to understand the concept more
clearly. 20mins
Classwork:
Translate first 5 sentences of each exercise on Nbs.

Evaluation: