Name of Teacher Aasia Mushtaq Subject English

Topic White Dolphin (Chapter 3-4) Date 2.3.2022

Class 7 R, B, G Duration 80 min (F2F)

Attainment Target  Use skimming, scanning, extensive and interpretive reading strategies to comprehend meaning.
 Write for a wide range of purposes and audiences to narrate and persuade by drawing on their knowledge of conventions of
genre.

Learning Outcomes
 Restate the important events of the first and second chapter.
 Answer the focused questions derived from the opening chapters.
 Elicit ideas and thoughts on devices authors use to sustain audience’s interest.

Content and teacher activity Student activity Time Learning materials and Formative
resources assessment
The students will be asked to narrate the White board Use of adjectives and
10
Starter: incidents of the previously read chapters sensory details in
mins
Review and recap of the first two chapters briefly. The first two chapters will be description of the
reviewed. novel.

Confidence and
fluency in speaking.
 Content and teacher activity Student activity Time Learning materials and Formative
resources assessment
Ask them to read Chapter 3 and 4. The synonyms Students will skim through the table of
5 mins White board Accuracy of
for the difficult words will be written on board. contents and try to guess what this novel may
description of events
Ask them to match the synonym to the appropriate be about. The students will be asked about the
verbally.
difficult word they can find in the text. feeling they get after getting a preview of the
story through the blurb.

Refine the ideas and share the criteria to write the White board
They will note down the criteria in the 5 mins
summary on the white board. Notebook
notebooks after the preparation of the notebook
for the class work to be followed.

Sequencing of story events to help them Students will read the first chapter. Jigsaw will 6 mins Novel: The White Dolphin Notes taking
understand the plot. be applied as groups are going to read different note books
texts and then present their findings to the
whole class.
Thematic, analytical, inferential and personal After Reading 5 mins Notebooks Post reading
response questions based on Chapter 3 and 4 discussion
They will answer the following questions
of ‘White Dolphin’ will be asked.
verbally: Answer focused
1. Why does Kara dislike Felix? questions
2. What happens that brings the two of
them together?
3. What are the physical challenges that
both of them have to overcome?
Refine the ideas and share the criteria to write the  List of adjectives
They will write the summary according to the 25 Adherence to the
summary of chapter 4 on the white board.  White board
given criteria. They will use as many adjectives mins criteria
as possible to make the writing impressive to  Note books Use of adjectives
read.
Grammatically correct
sentences
Choose the students randomly to share their They will narrate the summary with intonation 14 Notebooks Fluency and
summary and confidence to make the readers feel mins confidence
 Content and teacher activity Student activity Time Learning materials and Formative
resources assessment

interested in listening. The corrections will be Intonation and

noted by them for further editing. pronunciation

Allocate time for editing and making They will edit the summary and make certain 5 mins Notebooks Suitable editing of the
corrections already pointed out. corrections which are already pointed out. text.

Wrap up They will share their responses with reasons 10 Relevance and
Ask them the given wrap up questions to using as many sensory details. mins accuracy of
check their comprehension of the first interpretation
chapter. Thematic, analytical, inferential and 1. Discuss ‘The White Dolphin’ as a
personal response questions based on Chapter symbol of hope for Kara.
3 and 4 of ‘White Dolphin’ will be asked.

2. Which literary devices are used in the

description of sea in novel?

3. Why does Kara jump out of the boat

into the sea?
Home work
Write down the summary of the fourth
chapter. (70-80 words)
 How did you meet the individual learning needs of your students?

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Name of Teacher Aasia Mushtaq Subject English

Topic Unit No. 6: Setting the Scene Date 3-3-2022

Class 7 R,B,G Duration 80 min (F2F)

Attainment Target  Explore and derive information from a variety of resources.
 Discuss main events using a range of vocabulary appropriate to meaning and context.
 Use relative pronouns, connectives and past participles in writing as per the need.

Learning Outcomes  Read the text with correct pronunciation, intonation and fluency.
 Search the difficult words in dictionary.
 Participate in interpretive reading, recitation, role-play and drama. 

Content and teacher activity Student activity Time Learning materials and Formative
resources assessment
Starter  Students to read the first sentence of Oxford International
7 mins Correct formation of
The teacher will give instructions to observe the a book they are reading to share Approach PG: 92
with their groups. grammatically correct
pictures on the Page No. 92
sentences verbally.
 Content and teacher activity Student activity Time Learning materials and Formative
resources assessment
Loud Reading: 15 Oxford International Pronunciation,
mins Approach PG: 92 intonation and fluency
Focusing upon the struggling students, ask the Students will read the passage loudly one
of reading.
students to read the passageson page 92 . Ask by one focusing on the pronunciation,
them to underline the difficult words. intonation and fluency.

They will highlight the difficult words found

in the passages.

List all the difficult words on the board. Assign Oxford International Using contextual clues
20
the words to students to look for their meanings in They will search the meanings of the Approach PG: 93 to find meanings
mins
the dictionary. words in the dictionary. They will keep it verbally.
in mind that the meaning should match the
context.

They will depict the meanings of the given 15

White board,
Selection of suitable
Introduce the words written in bold in the
words and suggest a suitable synonym for mins dictionary synonyms of the given
passage on the board and ask the students to
the given words written on board. Then, words.
come up with the synonyms of the given
they will check whether their prediction is
words. correct or not. Having the words checked,
they will write a suitable synonym for the
given word.
Oxford International
Ask the students to summarize the main The three groups will share their feedback of 15 Logical support to
the text and the main points of each article with mins Approach PG: 94, inference in writing
points for the other group.
 Content and teacher activity Student activity Time Learning materials and Formative
resources assessment
English Language
the other group. Students to individually
notebooks.
answer Q 4 Parts a, b and c and Q 5. (Page 80-
83)
Cambridge Checkpoint
Reinforcement Elicitation 10 Grammatically correct
English Workbook.
mins structured sentences in
Reinforce the concept of connectives, relative  Group discussion about why the writing.
pronouns and past participles. opening sentences are impactful.
Make a list of the ingredients that
Homework are needed for a gripping opening
scene.
Do Ex. 6 on page 42.
 Students  place their sentences
around the class for other groups to
read and comment upon. 5 mins

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Name of Teacher Aasia Mushtaq Subject English

Topic Poem: The Pied Piper by Robert Browning Date 10.3.2021

Class 7 R,B,G,Y Duratio 80 mins RTI

n

Read and recognize organizational patterns in different genres of poetry.

Attainment Target

Read critically through recognising a range of poetic conventions and understand how they have been used.

Learning Outcomes  Read the poem with correct pronunciation and intonation.
 Critically appreciated the poem.
(Knowledge, Skills and
 Inferred the distinctive features of the poem.
Attitudes)
 Identified the impact of poetic devices in the poem.

Content and teacher Student activity Time Learning Formative assessment

activity materials and
(Day to day
resources
assessment)

How are you explaining
and demonstrating the
topic? (The teaching
strategies/ methodology
selected)
What are the students doing to help What resources will How do you plan to
them understand the topic? you use that will assess learning as it is
support the happening?
teaching and
learning activities?
Starter activity
Focusing upon the
struggling students, ask the
students to read the stanzas
of the poem one by one.
Ask them to underline the
difficult words.
Introduce the words written
in bold in the passage on
the board and ask the
students to come up with
the synonyms of the given
words.
Explain the four stanzas of
the poem one by one.
Ask them to go through the
word list and find the
figurative language or
poetic devices.(
Revise the criteria to write
the central idea of the
poem.
Facilitate students in
8 mins White board Fluency and confidence.
Students will read the passage loudly
one by one focusing on the An Anthology of
pronunciation, intonation and mood, English Poetry
rhyme and fluency.
They will highlight the difficult words
found in the poem.
They will depict the meanings of the 5 mins White board Selection of suitable
given words and suggest a suitable synonyms of the given
An Anthology of
synonym for the given words written on words.
English Poetry
board. Then, they will check whether
their prediction is correct or not. Having
the words checked, they will write a
suitable synonym for the given word.
The students will critically appreciate the An Anthology of
10 mins Logical support to
poem by inferring the theme and the poet’s English Poetry
inference verbally.
message in the poem. White board.
An Anthology of
They will skim and scan by using a quick 10 mins Identification of poetic
English Poetry
survey of the text to identify the from the poem.
White board
figurative language or poetic devices.
(simile, metaphor, alliteration,
assonance, personification etc)
They will suggest the key features to 5 mins White board Listing of key
write the central idea which will be listed An Anthology of features to write
on the board in the form of key points. English Poetry the central idea.
The students will answer the following 10 mins Notebooks Logical support to
 answering the questions by
writing the key words on
board.
questions related to the poem: inference in
writing.
1. Why did the Pied Piper step into
the street with a smile?
2. Describe the effect of the Piper’s
pipe on the rats.
3. What happened when the rats
reached river Weser?
4. What did the rats imagine as
they heard the music of the
piper?

Review/ recap of the poem They will elaborate the points already 20 mins Notebooks Adherence to the criteria
with students. written in the notebooks to write the
Use of vocabulary
summary of the poem.
Sensory details
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Name of Teacher Aasia Mushtaq Subject English

Topic Formal Letter Writing Date 11-3-2021

Class 7 R,B,G,Y Duratio 80 mins RTI

 n

Attainment Target Analyse and compare various formal and informal letters to note differences of conventions, style and tone.
Follow conventions of formal letter writing with respect to layout and solution.
Establish and maintain a formal style in writing while attending to the conventions of the discipline of writing.

Learning Outcomes  Recognize and demonstrate use of proper vocabulary, style and tone in formal letter.
 Write a formal letter to a newspaper editor to complain about not having proper waste disposal system in
(Knowledge, Skills and the neighbourhood.
Attitudes)

Content and teacher activity Student activity Time Learning Formative assessment
materials and
(Day to day
resources
assessment)

How are you explaining and What are the students doing to help them What resources will How do you plan to
demonstrating the topic? (The teaching understand the topic? you use that will assess learning as it is
strategies/ methodology selected) support the happening?
teaching and
learning activities?
Starter: Students will prepare a table of differences in Adherence to the criteria
8 White board
their notebooks.
Elicit the difference between formal and mins Notebooks
They will note down the criteria of writing a
informal letters.
formal letter. They will prepare a concept web
List characteristics of formal and informal in their notebooks on the basis of class
letters on board. discussion.
Brainstorm the students about reasons for  The students will be given the 10 Notebooks. Relevance and accuracy
writing the formal and informal letters. topic to draft the formal letter. mins of interpretation
 They will be asked to write a
formal letter to a newspaper
editor to complain about not
having proper waste disposal
system in the neighbourhood.

The students will use the right style of writing in

Read aloud an example of formal letter Fluency, pronunciation
different paragraphs with organized use of
writing. and intonation
language.
Ask them to write the letter in the 25 Notebooks Logical support to
Parts of the formal letter:
notebooks mins inference in writing
Sender’s address
Grammatically correct
Recipient’s address
sentences in writing
Salutation
Body
Closing
They will write the formal letter according to
the given criteria.
Ask them to edit their letters and include The students will exchange letters and 5 mins Notebooks Suitable editing of the
any elements that are missing. compare experiences with one another. text
White board
Ask students to read the written letter with Students will write a sentence that sums up 5 mins Notebooks Pronunciation and
proper intonation. their partner’s experience and turn in the intonation
White board
paper for the teacher to review along with the
 written letter.

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