Long Term Plan Template

To ensure your Long Term Plan achieves its purpose, you should be able to articulate the answers to the following key
reflections.

1. Student Achievement - How does your plan lead your students to the achievement of the transformational
goal(s)?

2. Rigorous Content- Do you have a clear picture of the rigor of each standard/what knowledge, skills, level of
thinking and depth of knowledge is involved with each standard?

3. Organization/Sequence of Units – Can you explain how the learning goals within each unit logically fit
together? What sequence or connection between unit goals are you planning for across units? How are the unit
goals connecting to the overall larger transformational goal(s)?

4. Timing – Does the timing of your units (each unit and the course as a whole) take into account your school
calendar?

COURSE OVERVIEW & TIMING

This section is designed to help you see the flow of your units/topics across the entire school year.
Unit Unit Length
Unit 1: Great caliphs of Islam 15
Unit 2: Beauty of nature 14
Unit 3: The journey of chocolate 9
Unit 4: The pride of Pakistan 10
Unit 5: Thank you, Lord 11
Unit 6: Valuing others 8
Unit 7: Colors of Pakistan 10
Unit 8: Good study habits 11
Unit 9: Manners 7
Unit 10: Be aware, be safe 10
Unit 11: The Fox and the Stark 13
Unit 12 Time to think 11
Unit 13 Little things 10
Unit 14

OVERALL COURSE TIMING

This section is designed to help you compare the number of available instructional days/weeks to the
number of days/weeks you have accounted for in your Long Term Plan.
 Course Length

Total number of instructional weeks/days in school year: ___126___ days ____ weeks

Total number of instructional weeks/days for all units

______ days ____ weeks
included in Long Term Plan:

*Note: Be sure to account for all instructional days in the school year, including those after end-of-year
testing (if any).

UNIT 1: Great Caliphs of Islam UNIT 1 LENGTH: 16 Days/126

Mastery and Grit
 Spelling Mastery: I want my students to become confident
spellers, being able to write the words given in the SNC book
correctly.

Phonics Awareness: I aim for my students to identify words that

start with vowels and pronounce them accurately. Additionally,
they should understand the concept of syllabic division and
apply it to different words.

Letter Patterns and Sounds: I want my students to recognize

diagraphs, trigraphs, and silent letters within words, helping
them decode and read words more effectively.

Grammar and Language Usage: My students should grasp the

proper use of articles ("a" vs. "an") and understand their
Description/Notes
significance in sentence structure. They should also improve
What knowledge
their ability to identify countable and uncountable items and
and skills do you
recognize different types of words (Naming, Action, Describing)
hope your students
in texts.
will acquire in this
unit? In what ways
Writing Skills: Through self-made curriculum activities, I intend
will students be
for my students to enhance their writing skills. They should be
developing their
able to express their thoughts clearly and coherently, whether
larger vision and
writing about their favorite TV show or favorite game/sport.
classroom goals?
Language Mechanics: Correcting sentences using capitalization
(This will help you
rules will help my students polish their language mechanics,
make your unit goal
ensuring proper writing conventions.
in unit plans)
Vocabulary Enrichment: I want my students to learn the
meanings of the words presented in Unit 1, broadening their
vocabulary and understanding of language.

Adjective Knowledge: My students should not only know what

adjectives are but also be familiar with some of their types as
listed in the SNC book. This will enhance their ability to describe
and express themselves more vividly.

Synonym and Contextual Understanding: The practice of

replacing words or phrases with synonyms will help my
students grasp word relationships and the importance of
context in language.

SLOs / Objectives:
What academic and
non-academic learning
objectives will be
covered in this unit?
Do students need any
pre-requisite
knowledge for any of
the SLOs?
Can any of these SLOs
be split or merged to
improve students’
mastery?
Spiraling:
What connections to
previous and ● The SLOs are designed in a manner that takes students from low
forthcoming learning literacy to higher literacy while also learning the concepts from
are you making across the SNC book.
the units?
1. SWBAT learn the spellings of words given in the SNC
book.
2. SWBAT identify words that start with vowels and
correctly pronounce the words.
3. SWBAT carry out syllabic division of given words.
4. SWBAT identify diagraph, trigraph, and silent letters in a
word.
5. SWBAT correctly use articles (a vs an) and identify
correct usage of articles in a text.
6. *SWBAT write about their favorite TV show.
7. SWBAT correctly identify countable and uncountable
items in a text.
8. SWBAT identify Naming, Action, and Describing words in
a given text.
9. *SWBAT write about their favorite game or sport.
10. SWBAT correct a sentence by using capitalization rules.
11. SWBAT learn what adjectives are and some of their six
types.
12. SWBAT replace words or phrases with a single word
having the same meaning.
13. SWBAT learn the meaning of the words given in Unit 1.
14. Revision.
15. Unit Test.
16. Discussion.

Remedial (R)
(to be completed
after receiving
diagnostic
assessment results)
What additional
learning ● To be administered after the diagnostic assessment.
time/support will
you create to bridge
the learning gap of
all samples of your
students based on
their need?
 ● Picture-Based Grammar: Use picture cards to illustrate the
concept of articles (a vs. an). Have students match the correct
article with a picture, fostering a visual understanding of
grammar rules.
Enrichment (E) ● Sorting Countable and Uncountable: Bring in everyday objects
What exercises or and group them into categories of countable and uncountable
activities will create items. This hands-on approach makes grammar more relatable.
spaces for enrichment ● Editing Adventures: Create sentences with capitalization errors.
for the students? Challenge students to find and correct these errors, turning it
into a treasure hunt for proper capitalization.
● Word Meaning Charades: Assign each student a word from Unit
1. Without saying the word, they act it out, and classmates guess
the word's meaning. This makes vocabulary learning interactive.

UNIT 2: Beauty of Nature UNIT 2 LENGTH: 14 Days/110

Mastery, Grit, Collective responsibility
Description/Notes Students will often be divided into groups for GPs and be asked to
What knowledge produce one work. This work will be the work of all. If the teacher
and skills do you rewards them for high quality of the work, it will not be one or two
hope your students individuals who will receive that praise, but rather the entire group
will acquire in this as a unit.
unit? In what ways As part of building strong habits in the classroom, each group will
will students be be expected to follow listening and speaking rules. If an individual
developing their does not follow the rule, the entire group will have received lesser
larger vision and points on the CRM tracker (rather than just the individual). This will
classroom goals? allow them to learn that at times, individual differences are to be set
aside to achieve a common goal. Everyone in a group will take
collective responsibility to make sure their group gets the highest
marks.

Recognition of Silent Letters: I hope students will learn to identify

words with silent letters and understand that these letters are
present in words but not pronounced.

Comprehension Skills: Students should be able to read a dialogue

and answer comprehension questions, demonstrating their ability
to understand and interpret written text.

Vocabulary Understanding: I aim for students to grasp the meanings

of new words introduced in the chapter, expanding their vocabulary
and enhancing their reading comprehension.

Rhyming Words: I hope students will be able to identify correct

rhyming words for a given word, fostering phonemic awareness and
language play.

Spelling Mastery: By the end of the unit, students should have

learned the correct spellings of words provided in Unit 2, enhancing
their written communication skills.

Collective Noun Usage: I intend for students to learn the concept of

collective nouns and how to use them to create meaningful
sentences.

Understanding Articles (a/an): Students should revise the concept

of using articles "a" and "an" appropriately in sentences, ensuring
proper grammar usage.

Writing about Their Area: With the self-made curriculum focusing

on writing about their area, I hope students will develop the skills to
express themselves effectively in writing and share information
about their environment.
Application of Adjectives of Origin: Students should be able to apply
the concept of adjectives of origin by correctly identifying and using
them in sentences.

Capitalization Rules: I expect students to understand and apply the

rules of capitalization, enabling them to identify and correct errors
in written text.
 1. SWBAT learn more words with silent letters and identify the
SLOs / Objectives silent part.
What academic and 2. SWBAT read a dialogue and answer comprehension questions.
non-academic learning 3. SWBAT learn the meaning of vocabulary given in the chapter.
objectives will be 4. SWBAT identify the correct rhyming words for a given word.
covered in this unit? 5. SWBAT learn the spellings of words given in unit 2.
6. SWBAT learn the concept of collective nouns and use these to
Do students need any make sentences.
pre-requisite
7. SWBAT revise the concept of articles (a/an).
knowledge for any of
the SLOs? 8. SWBAT write about the area they live in (self-made curriculum).
9. SWBAT apply the concept of adjectives of origin by correctly
Can any of these SLOs identifying them in sentences.
be split or merged to 10. SWBAT underline errors of capitalization in a paragraph.
improve students’ 11. SWBAT write about the city they live in (self-made curriculum).
mastery? 12. Revision
13. Unit test
14. Discussion of the test
Spiraling The unit will begin mostly with phonetical concepts – though a
What connections to little more challenging than in Unit 1. Once that is done, students
previous and (after learning from their mistakes in the previous writing
forthcoming learning exercises) will learn how to express the city they live in.
are you making? Students are expected to use the grammar rules they will learn
after the first two writing exercises in the “area” SLO
Remedial (R)
(to be completed
after receiving
diagnostic
assessment results)
What additional
learning ● To be administered after the diagnostic assessment.
time/support will
you create to bridge
the learning gap of
all samples of your
students based on
their need?
● Activity: Create a silent letter scavenger hunt. Provide a list of
words with silent letters. Students find examples of these words
Enrichment (E) in a passage and mark the silent letters.
What exercises or ● Activity: Organize a "Reader's Theater" where students take on
activities will create character roles and read a dialogue. Then, they create their own
spaces for enrichment comprehension questions for their classmates to answer.
for the students? ● Activity: Create a "Capitalization Challenge." Provide a
paragraph with intentional capitalization errors. Students
correct the errors and explain the rules.
UNIT 3: UNIT 3: The Journey of Chocolate UNIT 3 LENGTH: 11/96 Days
UNIT 3 Mastery, Grit, Collective responsibility
 This unit has a clear increase in the level of complexity. While
the first two had focus on phonics, this unit focused more on
important grammar rules. This time – assuming that students
will have improved their writing scores at least till 50% on
average – grammar will be taught first to allow students to use
them in their writing. For mastery, students are expected to
show stronger results in writing than before. In terms of grit,
students are expected to strengthen their capacity to show how
tough they are in times of challenging situation.

Diphthongs Understanding and Pronunciation: I aim for

students to understand the concept of diphthongs and develop
the ability to correctly pronounce words containing diphthongs.
This will enhance their oral communication skills and phonetic
awareness.

Graph Reading Skills: I hope students will grasp the concept of

reading pie charts and bar graphs. They should be able to
interpret data presented in these formats and answer questions
Description/Notes
based on the information presented. This skill is essential for
What knowledge
understanding visual data representation.
and skills do you
hope your students
Anagram Creation: I intend for students to comprehend the
will acquire in this
concept of anagrams and be able to create new words by
unit? In what ways
rearranging letters. This will promote vocabulary expansion and
will students be
critical thinking.
developing their
larger vision and
Noun Pluralization: I hope students will learn about regular and
classroom goals?
irregular nouns and understand how to form their plurals
correctly. This knowledge will improve their grammar and
writing skills.

Preposition of Position Understanding: Students should

understand the concept of prepositions of position and apply it
by accurately drawing the position of a ball based on
instructions. This fosters spatial awareness and language
comprehension.

Capitalization Rules Revision: I aim for students to review and

reinforce their understanding of capitalization rules, ensuring
that they can correctly capitalize words in sentences. This will
contribute to their writing accuracy.

Country Description and Communication: Through the self-

made curriculum focusing on talking about their country, I hope
students will develop the skills to express themselves
confidently and share information about their nation. This
 enhances their oral communication and cultural awareness.
1. SWBAT learn the concept of diphthongs and be able to verbally
SLOs / Objectives pronounce them (verbal exit ticket).
What academic and 2. SWBAT learn the concept of pie charts and bar graphs (i.e., how
non-academic learning
objectives will be
to read them) and use it to answer questions.
covered in this unit? 3. SWBAT learn the concept of anagrams and be able to write an
anagram of a given word.
Do students need any 4. SWBAT learn the concept of regular and irregular nouns, and
pre-requisite correctly produce the plurals of a given noun.
knowledge for any of 5. SWBAT learn the concept of preposition of position and draw
the SLOs? the position of a ball by reading instructions about its position.
6. SWBAT revise capitalization rules (exit ticket to be taken
Can any of these SLOs combined).
be split or merged to 7. *SWBAT talk about the country they live in.
improve students’
mastery?
8. Revision
9. Unit test
10. Discussion
● The rules are taught by starting with rules that are relatively
Spiraling easier. This chapter will have more advanced topics that are
What connections to built on the basis of similar but easier SLOs. For instance, by the
previous and
forthcoming learning
end of this chapter, students will be expected to understand
are you making? what verbs, nouns, subjects etc. are, making it easy for them to
intuitively understand sentence syntax.

Remedial (R)
(to be completed
after receiving
diagnostic
assessment results)
What additional
learning ● To be administered after diagnostic assessment.
time/support will
you create to bridge
the learning gap of
all samples of your
students based on
their need?
Enrichment (E) ● Students are exposed to several reading materials that they can
What exercises or emulate while writing. This will give them an exemplary sample.
activities will create Students will also be shown movies and speak English at an
spaces for enrichment increasing rate – which is likely to translate into better reading
for the students? and writing scores.
 UNIT 4 LENGTH: 11 Days /85
UNIT 4: The Pride of Pakistan
Days
Mastery, grit, collective responsibility
In this unit, I hope my students will acquire the following
knowledge and skills:

Synonyms and Antonyms: I aim for students to expand their

vocabulary by learning synonyms (words with similar meanings)
and antonyms (words with opposite meanings). This will enrich
their language use and comprehension.

Nouns with Unchanging Plurals: I hope students will understand

and recognize nouns that remain the same in both singular and
plural forms. This knowledge will enhance their grammatical
accuracy.

Auxiliary Verb Usage: I intend for students to grasp the concept of

helping (auxiliary) verbs and their role in forming different tenses.
Description/Notes They should be able to construct sentences using these verbs
What knowledge accurately.
and skills do you
hope your students Prepositions of Time Review: Building upon their prior knowledge, I
will acquire in this aim for students to reinforce their understanding of prepositions of
unit? In what ways time, enabling them to accurately express time-related concepts.
will students be
developing their Degrees of Adjectives Application: Students should be able to apply
larger vision and the concept of degrees of adjectives (comparative and superlative
classroom goals? forms) by describing pictures. This will refine their descriptive
language skills.

Capitalization Rules Review: I hope students will review and

consolidate their understanding of capitalization rules, ensuring
that they can appropriately capitalize words in sentences.

Writing About Favorite Food: Through the self-made curriculum

activity of writing about their favorite food item, I intend for
students to develop descriptive writing skills and express personal
preferences effectively.

Writing About Favorite Restaurant: Similarly, through the self-made

curriculum activity of writing about their favorite restaurant, I hope
students will enhance their writing abilities by describing a specific
place in detail.
SLOs / Objectives 1. SWBAT know the synonyms and antonyms of given words.
What academic and 2. SWBAT learn nouns that do not change upon becoming plural
non-academic learning
objectives will be
(exit ticket to be taken in combination).
covered in this unit? 3. SWBAT learn the concept of helping (auxiliary) verbs and make
sentences using it.
Do students need any 4. SWBAT revise the concept of preposition of time (already done
pre-requisite in Grade 3).
knowledge for any of 5. SWBAT apply degrees of adjectives by looking at pictures.
the SLOs? 6. SWBAT revise the concept of capitalization.
7. *SWBAT write about their favorite food item.
Can any of these SLOs 8. *SWBAT write about their favorite restaurant.
be split or merged to 9. Revision
improve students’
mastery?
10. Unit test
11. Discussion
● Preposition of Time (Grade 3): I am revisiting the concept of
preposition of time that my students learned in Grade 3. By
Spiraling reviewing and applying this knowledge, students can build on
What connections to their understanding of how to express time-related concepts
previous and accurately.
forthcoming learning
are you making? ● Capitalization Rules (Ongoing Skill): I am revisiting the concept
of capitalization, which students have been learning and
applying throughout their language learning journey. This
reinforces their understanding of grammatical conventions.
Remedial (R)
(to be completed
after receiving
diagnostic
assessment results)
What additional
learning ● To be administered after the diagnostic test.
time/support will
you create to bridge
the learning gap of
all samples of your
students based on
their need?
Enrichment (E) Students are exposed to several reading materials that they can
What exercises or emulate while writing. This will give them an exemplary sample.
activities will create Students will also be shown movies and speak English at an
spaces for enrichment increasing rate – which is likely to translate into better reading
for the students? and writing scores.
UNIT 5: Thank you, Lord UNIT 5 LENGTH: 11/76 Days
Mastery (Creativity)
Expressive Role-Play: By engaging in role plays with their peers,
I aim for students to develop their expressive communication
skills, use appropriate tone and gestures, and work
collaboratively in groups.

Playwriting and Dialogue Creation: Through the task of writing a

play about their favorite animal, students will practice creative
writing skills, character development, and dialogue
construction.

Analog Clock Reading: I intend for students to learn how to read

time from an analog clock in both numerical and verbal forms,
enhancing their time-telling abilities and reinforcing numeracy
skills.
Description/Notes
What knowledge
Homophones Understanding and Application: By grasping the
and skills do you
concept of homophones and writing homophones for given
hope your students
words, students will expand their vocabulary and demonstrate a
will acquire in this
nuanced understanding of language.
unit? In what ways
will students be
Gender of Nouns: I hope students will identify the correct
developing their
gender of nouns in English, helping them to use nouns
larger vision and
accurately in writing and speech.
classroom goals?
Auxiliary Verb Negation: Students should understand that
auxiliary verbs can have negative forms and apply this
knowledge to change positive forms to negative ones. This
strengthens their grasp of verb usage.

Verb Identification: I aim for students to identify verbs in

sentences, improving their understanding of sentence structure
and grammar.

Apostrophe Usage: Through understanding the concept of

apostrophes and applying it by editing sentences, students will
refine their punctuation skills and learn how to show possession
correctly.
 1. SWBAT carry out, with expression, a role play in a group of five
by reading a given script.
SLOs / Objectives 2. SWBAT write a play (minimum of 10 dialogues) on the topic of
What academic and "favorite animal."
non-academic learning 3. SWBAT learn how to read time from an "analogue clock" in both
objectives will be numerical and verbal forms.
covered in this unit? 4. SWBAT understand what homophones are and write
homophones of given words.
Do students need any 5. SWBAT identify the correct gender of nouns in the English
pre-requisite language.
knowledge for any of
the SLOs?
6. SWBAT understand that auxiliary verbs can have negative
forms, and change a positive form to a negative one for "be, do,
Can any of these SLOs have."
be split or merged to 7. SWBAT identify verbs in a given sentence.
improve students’ 8. SWBAT understand the concept of the apostrophe and apply the
mastery? concept by editing given sentences.
9. Revision
10. Unit test
11. Discussion of the test.
Spiraling
What connections to ● After rigorously going through grammar rules in the past four
previous and chapters, this unit will expose students to new and more
forthcoming learning advanced grammar rules. They will then be expected to use it in
are you making? their paragraph writing (long-term spiraling).

Remedial (R)
(to be completed
after receiving
diagnostic
assessment results)
What additional
learning ● To be administered after diagnostic assessment.
time/support will
you create to bridge
the learning gap of
all samples of your
students based on
their need?
Enrichment (E) ● Students are exposed to several reading materials that they can
What exercises or emulate while writing. This will give them an exemplary sample.
activities will create Students will also be shown movies and speak English at an
spaces for enrichment increasing rate – which is likely to translate into better reading
for the students? and writing scores.
UNIT 6: Valuing others UNIT LENGTH: 9/65 Days
Mastery (creativity)
 ● owel Sound Variation with "the": I aim for students to
understand that the pronunciation of the word "the" can change
when it comes before words with vowel sounds at the start. This
will enhance their pronunciation accuracy and phonetic
awareness.
● Inflectional Endings: By introducing the concept of inflectional
endings and applying them to sentences with unfinished words,
Description/Notes
I hope students will grasp how these endings modify words to
What knowledge
convey tense, number, and other grammatical features.
and skills do you
● Compound Word Formation: I intend for students to learn how
hope your students
to create compound words from given words. This skill fosters
will acquire in this
vocabulary expansion and understanding of word relationships.
unit? In what ways
● Common and Proper Nouns Distinction: I hope students will
will students be
understand the distinction between common and proper nouns.
developing their
This will help them use nouns accurately and capitalize them
larger vision and
appropriately.
classroom goals?
● Auxiliary Verb Sentences: By making sentences using "be, do,
have" auxiliary verbs, I aim for students to practice forming
sentences and gain a deeper understanding of verb usage.
● Punctuation Correction: I intend for students to practice
identifying and rectifying punctuation errors in sentences. This
skill enhances their writing clarity and grammatical accuracy.

SLOs / Objectives
What academic and 1. SWBAT understand that "the" has a different sound for words
non-academic learning
objectives will be
having "vowel sounds" at the start.
covered in this unit? 2. SWBAT learn the concept of inflectional ending and apply it to
sentences with unfinished words.
Do students need any 3. SWBAT make compound words from given words.
pre-requisite 4. SWBAT understand the difference between common and proper
knowledge for any of nouns.
the SLOs? 5. SWBAT make sentences of "be, do, have" auxiliary verbs.
6. SWBAT rewrite a given sentence by using correct punctuation.
Can any of these SLOs 7. Revision
be split or merged to 8. Unit test
improve students’
mastery?
9. Discussion

Spiraling
What connections to ● After rigorously going through grammar rules in the past four
previous and chapters, this unit will expose students to new and more
forthcoming learning advanced grammar rules. They will then be expected to use it in
are you making? their paragraph writing (long-term spiraling).
Remedial (R)
(to be completed
after receiving
diagnostic
assessment results)
What additional
learning ● To be administered after the diagnostic assessment.
time/support will
you create to bridge
the learning gap of
all samples of your
students based on
their need?
● Enrichment Activity for Advanced Auxiliary Verb Sentences:
Activity: "Auxiliary Verb Story Challenge." Provide students with
a list of auxiliary verbs and a theme (e.g., time travel). They
Enrichment (E) write a creative story using the given auxiliary verbs in different
What exercises or tenses.
activities will create
spaces for enrichment
● Enrichment Activity for Punctuation Analysis and Correction:
for the students? Activity: "Punctuation Detective." Provide paragraphs with
complex punctuation errors. Students identify the errors,
explain the correct usage, and rewrite the sentences correctly.

UNIT 7: Colors of Pakistan UNIT 7: 10/56 days

UNIT 7 Student Learning Outcomes
 Long and Short Vowel Sounds Differentiation: I aim for students to
understand the distinction between long and short vowel sounds.
This knowledge will improve their reading accuracy and phonemic
awareness.

Reading Comprehension: By reading a dialogue and answering

questions, I hope students will enhance their comprehension skills,
including extracting information from text and inferring meanings.

Dialogue Writing and Direction Giving: Through writing a dialogue

involving giving directions, I intend for students to practice effective
Description/Notes communication, descriptive language, and understanding spatial
What knowledge relationships.
and skills do you
hope your students Compound Word Expansion: By learning new compound words
will acquire in this ("fingerprint" and "toothpaste"), I hope students will expand their
unit? In what ways vocabulary and demonstrate an ability to recognize and create
will students be compound words.
developing their
larger vision and Pronoun Conjugation Revision (External Topic): I hope students will
classroom goals? review and reinforce their understanding of pronouns and their
conjugations, contributing to their grammatical accuracy and
language usage.

Conjugation and Pronoun Application: By applying the concepts of

conjugations and pronouns, I aim for students to accurately
construct sentences using "be, do, have" verbs. This skill builds on
their understanding of verb usage.

Punctuation Editing: Through the task of editing sentences with

incorrect punctuation, I hope students will refine their punctuation
skills and develop an eye for detail in their writing.
 1. SWBAT understand the difference between long and short
SLOs / Objectives vowel sounds.
What academic and 2. SWBAT read the dialogue on p. 72 and answer questions.
non-academic learning
objectives will be
3. SWBAT be able to write a dialogue using methods of giving
covered in this unit? directions.
4. SWBAT increase their list of compound words by learning
Do students need any "fingerprint" and "toothpaste" (exit ticket to be taken
pre-requisite combined).
knowledge for any of 5. SWBAT revise the concept of pronouns and their conjugations
the SLOs? (external topic).
6. SWBAT apply the concept of conjugations and pronouns to
Can any of these SLOs correctly make sentences with "be, do, have" verbs.
be split or merged to 7. SWBAT edit a sentence with incorrect punctuation.
improve students’
mastery?
8. Revision
9. Unit test
10. Discussion
Spiraling
What connections to ● After rigorously going through grammar rules in the past four
previous and chapters, this unit will expose students to new and more
forthcoming learning advanced grammar rules. They will then be expected to use it in
are you making? their paragraph writing (long-term spiraling)

Remedial (R)
(to be completed
after receiving
diagnostic
assessment results)
What additional
learning ● To be completed after receiving diagnostic assessment results
time/support will
you create to bridge
the learning gap of
all samples of your
students based on
their need?
 ● Enrichment Activity for Vowel Sounds Differentiation: Activity:
"Vowel Sound Explorer." Provide a list of words with both long
and short vowel sounds. Students sort the words into categories
and create sentences to showcase the differences.
● Enrichment Activity for Advanced Dialogue Analysis: Activity:
"Dialogue Inference Challenge." Provide a more complex
dialogue. Students analyze character motivations, implied
meanings, and underlying themes, and then discuss their
findings.
● Enrichment Activity for Complex Dialogue Writing: Activity:
"Multi-Perspective Directions." Students write a dialogue
involving multiple characters giving and following directions.
Enrichment (E) This challenges them to manage dialogue flow and spatial
What exercises or relationships.
activities will create ● Enrichment Activity for Compound Word Creativity: Activity:
spaces for enrichment "Compound Word Storytelling." Students choose complex
for the students? compound words and create short stories that incorporate these
words in meaningful ways, expanding their vocabulary and
narrative skills.
● Enrichment Activity for Pronoun Conjugation Exploration:
Activity: "Pronoun Conjugation Challenges." Provide sentences
with complex pronoun conjugations. Students analyze the usage
and rewrite the sentences to demonstrate mastery.
● Enrichment Activity for Advanced Sentence Construction:
Activity: "Verb Manipulation Challenge." Students create
sentences using "be, do, have" verbs in different tenses, moods,
and forms, showcasing a sophisticated understanding of verb
conjugations.

UNIT 8: Good Study Habits UNIT 8 LENGTH: 10/46 Days

UNIT 8 Student Learning Outcomes
 Short Vowel Sounds Review: By revisiting short vowel sounds, I
aim for students to reinforce their understanding of phonics and
improve their reading and pronunciation accuracy.

Punctuation Rules and Editing: Through revising punctuation

rules and editing incorrect sentences, I intend for students to
enhance their writing mechanics and attention to detail.

Possessive Pronoun Usage Review: I hope students will revise

the correct usage of possessive pronouns, ensuring accurate
expression of ownership and relationships in their writing.

Alphabetical Order Arrangement: By organizing words into

Description/Notes alphabetical order based on the second letter, I aim for students
What knowledge to improve their alphabetization skills and familiarity with
and skills do you language patterns.
hope your students
will acquire in this New Adjective Acquisition and Usage: Through learning new
unit? In what ways adjectives and using them in sentences with nouns, I intend for
will students be students to expand their descriptive vocabulary and enhance
developing their their sentence variety.
larger vision and
classroom goals? Subject and Object Pronoun Differentiation: I hope students will
grasp the distinction between subject and object pronouns and
apply them accurately in various contexts, improving their
grammar and communication skills.

"Can" / "Cannot" and "May" / "May Not" Understanding: By

understanding the differences between "can" and "cannot," as
well as "may" and "may not," students will develop clearer
communication skills and usage of modal verbs.

New Adverb Learning and Application: I aim for students to

learn new adverbs and use them in sentences, expanding their
vocabulary and improving their ability to provide additional
details in their writing.
 1. SWBAT revise the short vowel sounds.
SLOs / Objectives 2. SWBAT revise the rules of punctuation to edit an incorrect
What academic and sentence.
non-academic learning 3. SWBAT revise the use of possessive pronouns.
objectives will be 4. SWBAT organize words into alphabetical order according to the
covered in this unit? second letter of a word.
5. SWBAT learn new adjectives and use them in sentence making
Do students need any (with nouns).
pre-requisite 6. SWBAT understand the difference between subject and object
knowledge for any of
the SLOs?
pronouns and be able to use the correct pronoun in a given
scenario.
Can any of these SLOs 7. SWBAT know the difference between "can" / "cannot" and
be split or merged to "may" / "may not".
improve students’ 8. SWBAT learn new adverbs and make sentences.
mastery? 9. Revision
10. Unit test
11. Discussion
Spiraling
What connections to
previous and ● Revision SLOs are to come first, followed by the enriching SLOs
forthcoming learning like “learning new adjective words”.
are you making?

Remedial (R)
(to be completed
after receiving
diagnostic
assessment results)
What additional
learning ●
time/support will
you create to bridge
the learning gap of
all samples of your
students based on
their need?
Enrichment (E)
What exercises or
activities will create ●
spaces for enrichment
for the students?

UNIT 9 LENGTH: 8 /38 days

UNIT 9: Manners
Mastery
 Simile Comprehension and Creation: By learning about similes
and practicing their use in sentences, I aim for students to
understand the concept of comparing two things using "like" or
"as" and to enhance their descriptive language skills.

Correct Possessive Pronoun Usage: Through exercises involving

possessive pronouns, I hope students will master the correct
selection and usage of possessive pronouns to accurately
indicate ownership and relationships in sentences.

"Should" and "Should Not" Understanding and Application: I

intend for students to comprehend the appropriate usage of
"should" and "should not." By practicing these in sentences,
Description/Notes
students will learn how to give advice and express
What knowledge
recommendations.
and skills do you
hope your students
Adverbs of Manner Usage: By understanding adverbs of manner
will acquire in this
and applying them in sentence making, I hope students will
unit? In what ways
enhance their ability to describe actions and events in a more
will students be
detailed and nuanced manner.
developing their
larger vision and
Punctuation Practice and Correction: Through editing incorrect
classroom goals?
sentences for punctuation, I aim for students to reinforce their
understanding of punctuation rules and improve their writing
mechanics.

Through these knowledge and skill acquisitions, students will

further develop their language proficiency, writing clarity, and
the ability to express themselves in more varied and
sophisticated ways.
SLOs / Objectives
What academic and
non-academic learning 1. SWBAT learn the concept of similes and make sentences.
objectives will be 2. SWBAT use the correct possessive pronoun in a Sentence
covered in this unit? completion exercise and later make correct sentences.
3. SWBAT be able to correctly use "should" and "should not" in a
Do students need any sentence completion exercise and later make correct sentences.
pre-requisite 4. SWBAT understand the use of adverbs of manner and be able to
knowledge for any of
the SLOs?
use them in sentence making.
5. SWBAT practice punctuation by editing an incorrect sentence.
Can any of these SLOs 6. Revision
be split or merged to 7. Unit test
improve students’ 8. Discussion
mastery?

Spiraling
What connections to
previous and ● This unit is more of revision and enriching, which is why this
forthcoming learning comes after all (or almost all) the important concepts are taught.
are you making?

Remedial (R)
(to be completed
after receiving
diagnostic
assessment results)
What additional
learning ● To be completed after receiving diagnostic assessment results
time/support will
you create to bridge
the learning gap of
all samples of your
students based on
their need?
Enrichment (E) ● Students are exposed to several reading materials that they can
What exercises or emulate while writing. This will give them an exemplary sample.
activities will create Students will also be shown movies and speak English at an
spaces for enrichment increasing rate – which is likely to translate into better reading
for the students? and writing scores.

UNIT 10 LENGTH: 8 /30 days

UNIT 10: Be Aware, Be Safe
Mastery
 Simile Comprehension and Creation: By learning about similes
and practicing their use in sentences, I aim for students to
understand the concept of comparing two things using "like" or
"as" and to enhance their descriptive language skills.

Correct Possessive Pronoun Usage: Through exercises involving

possessive pronouns, I hope students will master the correct
selection and usage of possessive pronouns to accurately
indicate ownership and relationships in sentences.

"Should" and "Should Not" Understanding and Application: I

intend for students to comprehend the appropriate usage of
"should" and "should not." By practicing these in sentences,
Description/Notes
students will learn how to give advice and express
What knowledge
recommendations.
and skills do you
hope your students
Adverbs of Manner Usage: By understanding adverbs of manner
will acquire in this
and applying them in sentence making, I hope students will
unit? In what ways
enhance their ability to describe actions and events in a more
will students be
detailed and nuanced manner.
developing their
larger vision and
Punctuation Practice and Correction: Through editing incorrect
classroom goals?
sentences for punctuation, I aim for students to reinforce their
understanding of punctuation rules and improve their writing
mechanics.

Through these knowledge and skill acquisitions, students will

further develop their language proficiency, writing clarity, and
the ability to express themselves in more varied and
sophisticated ways.
SLOs / Objectives
What academic and
non-academic learning 1. SWBAT learn the concept of similes and make sentences.
objectives will be 2. SWBAT use the correct possessive pronoun in a Sentence
covered in this unit? completion exercise and later make correct sentences.
3. SWBAT be able to correctly use "should" and "should not" in a
Do students need any sentence completion exercise and later make correct sentences.
pre-requisite 4. SWBAT understand the use of adverbs of manner and be able to
knowledge for any of
the SLOs?
use them in sentence making.
5. SWBAT practice punctuation by editing an incorrect sentence.
Can any of these SLOs 6. Revision
be split or merged to 7. Unit test
improve students’ 8. Discussion
mastery?

Spiraling
What connections to
previous and ● This unit is more of revision and enriching, which is why this
forthcoming learning comes after all (or almost all) the important concepts are taught.
are you making?

Remedial (R)
(to be completed
after receiving
diagnostic
assessment results)
What additional
learning ● To be completed after receiving diagnostic assessment results
time/support will
you create to bridge
the learning gap of
all samples of your
students based on
their need?
Enrichment (E) ● Students are exposed to several reading materials that they can
What exercises or emulate while writing. This will give them an exemplary sample.
activities will create Students will also be shown movies and speak English at an
spaces for enrichment increasing rate – which is likely to translate into better reading
for the students? and writing scores.
 UNIT 11 LENGTH: 13/22 days
UNIT 11: The Fox and the Stork
Mastery
Description/Notes This unit will help students become story tellers. They will learn
What knowledge the parts of a story and use the mind map to come up with a
and skills do you creative story. With that, they will learn more advanced
hope your students grammatical concepts. These concepts will be taught again in the
will acquire in this next unit, so even if some students struggle with these, the next
unit? In what ways unit will allow them to achieve mastery in it.
will students be
developing their
larger vision and
classroom goals?
1. SWBAT learn the parts of a story (fable) and write a story.
SLOs / Objectives 2. SWBAT read the passage at the beginning of the chapter and
What academic and answer the questions (exit ticket only).
non-academic learning 3. SWBAT know all the eight parts of grammar (part of speech) and
objectives will be correctly identify them in a given paragraph.
covered in this unit? 4. SWBAT learn that words can be organized into "Alphabetical
order".
Do students need any 5. SWBAT learn the use of object pronouns.
pre-requisite 6. SWBAT learn the use of possessive pronouns.
knowledge for any of
the SLOs?
7. SWBAT correctly identify a sentence’s tense.
8. SWBAT revise the use of prepositions "and, but, or, because, so".
Can any of these SLOs 9. SWBAT revise the meanings of command words and correctly
be split or merged to use them in Fill in the blank exercise.
improve students’ 10. SWBAT revise the use of Apostrophe
mastery? 11. Revision
12. Unit test
13. Assessment
● This unit provides students the opportunity to tackle topics that
Spiraling are otherwise basic yet are complex in terms of explanation. For
What connections to instance, when to change the forms of pronouns are something
previous and that might pose a little bit of a challenge. However, since the LTP
forthcoming learning incorporated a lot of reading and writing before this unit, it is
are you making? likely that students might be quick to pick the concepts since
they would have already seen it in the writing exercises they
receive.
Remedial (R)
(to be completed
after receiving
diagnostic
assessment results)
What additional
learning ● To be completed after receiving diagnostic assessment results
time/support will
you create to bridge
the learning gap of
all samples of your
students based on
their need?
Enrichment (E) ● Students are exposed to several reading materials that they can
What exercises or emulate while writing. This will give them an exemplary sample.
activities will create Students will also be shown movies and speak English at an
spaces for enrichment increasing rate – which is likely to translate into better reading
for the students? and writing scores.

UNIT 12 LENGTH: 9 /9 days

UNIT 12: Time to think
Agency
 By this time, students will likely have developed a very strong
Description/Notes
intuitive understanding of syntax, usage of words, tenses, and
What knowledge
other grammatical rules. Provided this will indeed be the case,
and skills do you
students will find it easy to tackle complex tense rules like past
hope your students
continuous. Teaching them at this time will now shift their
will acquire in this
understanding from “intuition” to “reasoning” (i.e., they will now
unit? In what ways
be able to explain logically why they are using a tense).
will students be
developing their
larger vision and
classroom goals?

SLOs / Objectives 1. SWBAT learn how to write a formal letter.

What academic and 2. SWBAT read a dialogue and answer questions (testing
non-academic learning
objectives will be
comprehension).
covered in this unit? 3. SWBAT revise preposition of position by deducing the position
of a given object in a picture.
Do students need any 4. SWBAT know how spellings change for regular and irregular
pre-requisite nouns.
knowledge for any of 5. SWBAT revise the use of pointing words by identifying them in
the SLOs? sentences and by making sentences of their own.
6. SWBAT learn the concept of past continuous tense.
Can any of these SLOs 7. SWBAT learn the use of sequential connectors and be able to use
be split or merged to them in paragraph writing.
improve students’
mastery?
8. Unit test
9. Discussion
Spiraling
What connections to
previous and ● This unit is more of revision and enriching, which is why this
forthcoming learning comes after all (or almost all) the important concepts are taught.
are you making?

Remedial (R)
(to be completed
after receiving
diagnostic
assessment results)
What additional
learning ● To be completed after receiving diagnostic assessment results
time/support will
you create to bridge
the learning gap of
all samples of your
students based on
their need?
 Enrichment (E) ● Students are exposed to several reading materials that they can
What exercises or emulate while writing. This will give them an exemplary sample.
activities will create Students will also be shown movies and speak English at an
spaces for enrichment increasing rate – which is likely to translate into better reading
for the students? and writing scores.

● Continue copying and pasting boxes for additional units

End of Year Unit Assessment

Question Related SLO

Section A: Objective Questions (45 marks) Learn the

spellings of the
words given in
SNC
Dictation (5 words to be decided by the end of the year) (1 mark each | 5
marks total)

Multiple choice questions (2 marks each | Total: 20 marks) Identify words

that start with
vowels and
correctly
pronounce the
words (Unit 1)
1. Which of the following word starts with a vowel?
a. Bat
b. Silent
c. Ants
d. Drum
 2. From the following words, circle the uncountable noun: correctly identify
countable and
a. Girl uncountable in a
text (Unit 1)
b. water
c. Bring
d. Boy

3. Which word has a diagraph in it? Identity

diagraph,
a. Amazing trigraph, and
silent letters in a
word
b. Children
c. Sing
d. Behind

learn what are

adjectives and
4. From the following words, select an adjective. some of their six
types
a. Ahmad
b. People
c. White board
d. Truthful

5. Which of the following is a Naming word (Noun)? identify Naming,

Action, and
a. Large Describing words
in a given text
b. Chair
c. Fly
d. Colourful
 6. Which of the following is an adjective of origin? Apply the concept
of adjectives of
a. Balochi origin by
correctly
b. Short identifying them
in sentences
c. Tiny
d. Triangle

Look at the following Pie Chart Learn the concept

7.
of pie charts and
bar graphs (i.e.,
how to read
Which movie is watched by most students in Grade 4? them) and use it
to answer
a. Lion King questions
b. Aladin
c. Frozen
d. Kung Fu Panda

8. What is the synonym of “War”? know the

synonyms and
a. Defeated antonyms of
given words
b. Peace
c. Battle
d. Brave
9. From the following words, select a verb identify verbs in a
given sentence
a. Classroom
b. Crowd
c. Bring
d. Cricket

10. Use the correct word for the following sentence revise the
concept of
She the best football in my school pronouns and
their
conjugations
(external topic)

a. Play
b. Sun
c. Chart paper
d. plays

Fill in the blanks know the

difference
Fill in the blanks (2 marks each: Total 20 marks) between do and
does

1. He a lot of work (does/do)

use the correct

command word
2. apples will you bring tomorrow? (How many/where/why) to form questions
 revise the use of
possessive
3. This bag belongs to you. This bag is (you/yours) pronouns

4. My friend always runs to class. He goes to class learn new

(hurriedly/beautifully) adverbs and
make sentences

5. Do not enter my house without permission. You enter my be able to

house without correctly
permission (should/should not) use should and
should not in
sentence

6. The ball is the wall (in front/behind) use the correct

possessive
pronoun in
Sentence
completion
exercise and later
make correct
sentences

7. Revise the
concept of
I will come to school 7:45 AM (At/on) preposition of
time
8. Ali climbing the tree (is/are) Learn the concept
of helping
(auxiliary) verbs
and make
sentences using it

9. My bag is the in the class (Heavier/heaviest) Apply degrees of

adjectives by
looking at
pictures

10. Marwa goes to the market every day. loves to go to the market use the correct
(He/She) pronoun for the
given noun
(pronoun-antece
dent Agreement)
Section B: Short answers (40 marks) Self-made
curriculum:
SWBAT write
about their city
Word meaning Questions. Write meaning of the following (1 marks for
each | Total: 5 marks)

River

Tunnel

Amusement Park

Live

Visit

Make sentences of the following words. Also mention if the word is a noun, Self-made
verb, preposition, or an adjective (10 marks) curriculum:
SWBAT write
about their
favorite Movie

1. Largest

2. Old know all the eight

parts of
3. Choose grammar (part of
speech) and
4. Become correctly identify
them in a given
5. Sun paragraph
Look at the given clock and write the time (in words). The first one has
been done for you.(5 marks)

Quarter past Seven

Choose the correct object pronoun in the following incomplete sentences (5 learn the use of
marks) object pronouns

1. This book is mine, please give it back to .

2. This is Mehr’s last exam. summer vacations will start after these

3. They broke my bat, but please don’t be angry at

4. Hashir and I are going to watch a movie. Will you go with ?

5. This is a big table. will not break that easily.

The following paragraph has punctuation errors. Please underline the practice
errors and write the correct word above it. (1 mark for correcting each punctuation by
error | 5 marks) editing an
incorrect
I go to swimming every day because I like it My favorite swimming pools sentence
are in Lahore and Islamabad and Karachi. i go to swimming with my
brother. his name is asim.
Converting tenses (10 marks) practice
punctuation by
Change the following into future simple tense: editing an
incorrect
1. I go to school with my sister sentence

2. They reach home at 7 PM

3. He is cooking

Change the following into past simple tense:

1. Skyrim belongs to the Nords.

2. The boy is crying

3. The bat flies high up in the air

Change the following into present continuous

1. She walks on the footpath

2. You study hard for the exam

3. They work in the office

4. They watch television

Section C: Reading and Writing (15 marks)
Self-made
Read the following paragraph and answer the qusetions curriculum:
SWBAT talk
Hi, I am Sarah, and I would love to talk about what I eat in breakfast, lunch, about their food
and dinner. Every morning at 8 AM, I make my own breakfast. I cook egg routine
sandwiches and drink it with milk. After that, I leave home for my job. After
coming back to home in the afternoon, I order food from a restaurant
because I am too tired to cook. Usually, I order beef, chicken, or lentils. I eat
dinner at 9 PM before I go to sleep at 10 PM. Self-made
curriculum:
1. What will Sarah talk about in this reading? (1) SWBAT talk
about their city
2. What does Sarah eat for (1)
a. breakfast
b. Lunch
3. Why does she not cook food in the afternoon? (2)
4. What time does Sarah sleep at night? (1)

Writing (10 marks)

Write about the city you live in. You can talk about:
· The city you live in?
· How does your city look? (Big, small, beautiful?)
· What is your favourite place in the city and what does it have?
· What are the other places in your city?
· Why do you like your city?
· Who do you live with?