DAILY LESSON PLAN (DLP)

Session 2023-24
Subject: English Term II

Topic: Unit 6: Saving lions in Tanzania, Subject and Predicate, Paragraph Writing Class: VI Week: 01

Learning Objectives Plan (Methodology) Time Resources Assessment

By the end of this Saving lions in Tanzania 80 mins Textbook Students will be
lesson students will be Introduction: assessed on their ability
able to:  Begin the lesson by introducing the unit and let students infer. to:
 Discuss the term ‘endangered’ and explain that the term literally means seriously
1. infer the text and at risk of extinction. 15 mins  answer questions
answer the  Ask students what they understand by endangered species/animals. through analyzing
questions.  Take their responses and elaborate that an endangered species is a kind that is the text.
likely to disappear between 10-50 years.
 Inform students that the Ruaha Carnivore Project (RCP) is a conservation initiative
focused on the protection and research of carnivores, including lions, cheetahs,
leopards, and wild dogs, in the Ruaha landscape of Tanzania. The project aims
to promote the coexistence of humans and carnivores through scientific research,
community engagement, and conservation strategies. Here are some key aspects
of the Ruaha Carnivore Project:
 Research and Monitoring: RCP conducts extensive research on carnivore
populations in the Ruaha landscape. This includes monitoring their
movements, behavior, population dynamics, and interactions with local
communities and livestock. By gathering data, RCP can better understand the
ecological needs of carnivores and implement targeted conservation
measures.
 Conservation and Anti-Poaching Efforts: RCP works closely with local
communities, government authorities, and wildlife management entities to
combat poaching and protect carnivores. They collaborate with anti-poaching
units and provide support for law enforcement efforts. RCP also engages in
initiatives to reduce human-wildlife conflicts, such as predator-proofing
livestock enclosures and implementing early warning systems.
 Community-Based Conservation: Recognizing the importance of local
communities in carnivore conservation, RCP actively involves them in their
initiatives. They engage in community outreach programs, provide training
on predator-friendly livestock management techniques, and support
community-based organizations. By empowering communities, RCP aims to
foster a sense of stewardship towards carnivores and promote sustainable
coexistence.

Form No.: ACA-WI-3(02)A; Rev. No.: 02; Date: 31-1-2013 English Class VI Week: 01 Page 1 of 6
This is a CONTROLLED & CONFIDENTIAL document of “THE EDUCATORS”. Its unauthorized disclosure or reproduction shall be liable for prosecution under the copyright
act and any other law.
 Learning Objectives Plan (Methodology) Time Resources Assessment
 Education and Awareness: RCP conducts educational programs in schools and
communities to raise awareness about carnivore conservation. They organize
workshops, seminars, and awareness campaigns, highlighting the ecological
significance of carnivores and the importance of their protection. By fostering
a sense of appreciation and understanding, RCP aims to reduce negative
attitudes towards carnivores.
 Wildlife Corridors and Land Use Planning: RCP advocates for the
establishment and preservation of wildlife corridors, which enable carnivores
to move freely between protected areas, promoting genetic diversity and
population connectivity. They collaborate with government agencies and local
stakeholders to incorporate carnivore conservation into land-use planning,
ensuring that important carnivore habitats are protected.
 Capacity Building and Collaboration: RCP collaborates with local researchers,
conservation organizations, and government agencies to build local capacity
in carnivore research and conservation. They provide training opportunities,
share expertise, and facilitate collaborations to strengthen the overall
conservation efforts in the region.
 The Ruaha Carnivore Project plays a vital role in safeguarding the carnivores of
the Ruaha landscape and promoting their coexistence with local communities.
Through their multidisciplinary approach, RCP contributes to the long-term
conservation and protection of these iconic species.

Development:
 Ask students to take turns and read the article on pgs. 78-80. 25 mins
 Instruct students to highlight new/difficult vocabulary and find their meanings.
 Ask the following questions to assess students’ understanding of the text:
 What are the main threats to lion populations in Tanzania, and how can they
be effectively addressed?
 What are some of the key conservation initiatives currently in place in
Tanzania to protect lions? How successful have they been?
 How does the loss of habitat impact lion populations in Tanzania, and what
strategies can be implemented to mitigate this issue?
 Take their feedback and give necessary feedback.
 Discuss the answers of questions given reading for understanding and reading
for detail exercises given on pg. 81.

Form No.: ACA-WI-3(02)A; Rev. No.: 02; Date: 31-1-2013 English Class VI Week: 01 Page 2 of 6
This is a CONTROLLED & CONFIDENTIAL document of “THE EDUCATORS”. Its unauthorized disclosure or reproduction shall be liable for prosecution under the copyright
act and any other law.
 Learning Objectives Plan (Methodology) Time Resources Assessment
Written work:
 Students will complete exercises reading for understanding and reading for detail
in the notebook. 35 mins

Wrap Up:
 Ask students to name a few examples of endangered species. 5 mins

Homework:
 Assign any ten words from the article for sentence construction.
By the end of this Subject and Predicate 80 mins The Students will be
lesson students will be Introduction: Grammar assessed on their ability
able to:  Begin the lesson by reviewing the concept of a sentence and its basic parts, Tree to:
emphasizing the subject and predicate. 5 mins
1. identify and  Ask students to provide definitions for the subject and predicate, and write their identify and
differentiate responses on the board. differentiate
between the subject  Clarify any misconceptions and provide a clear definition of each term: between the
and predicate in a  Subject: The person, thing, or idea that the sentence is about. subject and
sentence.  Predicate: The part of the sentence that tells what the subject is doing or predicate in a
provides information about the subject. sentence.
 Give examples of sentences and ask students to identify the subject and
predicate in each sentence.

Development:
 Invite students to focus their attention on the board where ample sentences will
be written. Examples: Monkeys eat bananas. She plays chess. He reads novels. 25 mins
 Ask students to find subjects, verbs, and objects in these sentences. Examples:
(subjects: Monkeys, She, He), (verbs: eat, plays, reads), and (objects: bananas,
chess, novels).
 Underline subject and predicate on the board. Examples: Subject: Monkeys
Predicate: eat bananas. Subject: She Predicate: plays chess. Subject: He
Predicate: reads novels.
 Explain in detail:

Subject: Sentences are made up of two main parts: a subject and a predicate.
The subject is the noun (person, place, or thing) that is doing the action.

Form No.: ACA-WI-3(02)A; Rev. No.: 02; Date: 31-1-2013 English Class VI Week: 01 Page 3 of 6
This is a CONTROLLED & CONFIDENTIAL document of “THE EDUCATORS”. Its unauthorized disclosure or reproduction shall be liable for prosecution under the copyright
act and any other law.
 Learning Objectives Plan (Methodology) Time Resources Assessment
 Ask students that in the example above, who is performing the action?
Both Jim and Andy are playing the game, so Jim and Andy is the subject.
Remember:
 Subjects can be compound, meaning they can include more than one
noun.
 The whole noun phrase - the nouns and the words that modify
them - are included in the subject.
 The subject can be a pronoun. For example: They are playing a video
game.
Predicate: The predicate is the part of the sentence that tells us what the subject
is doing.
Like the subject, it also includes all the words that go with it.
In our example, the complete predicate is: played an intense game on Jim's new
PS4.
Remember:
 Predicates can be compound. For example, we could say: The boys
played video games, ate pizza, and fell asleep.
 The whole predicate phrase has to be included - the verbs and the
words and/or phrases that modify them, and any prepositional phrases
that go along with it. For example: The boys played tirelessly for
three hours.
 The predicate can start with a being verb or helping verb also. For
example: The girls are going to the mall.
 Read and explain the information given on pgs. 69-73.
 Discuss and explain the instruction of exercises A-F.

Written work: 45 mins

 Students will complete exercises A, B, C, E, & F.

Wrap up:
 Ask volunteers to share their responses with the class. 5 mins

Homework:
 Students will complete Exercise D on pg. 71.

Form No.: ACA-WI-3(02)A; Rev. No.: 02; Date: 31-1-2013 English Class VI Week: 01 Page 4 of 6
This is a CONTROLLED & CONFIDENTIAL document of “THE EDUCATORS”. Its unauthorized disclosure or reproduction shall be liable for prosecution under the copyright
act and any other law.
 Learning Objectives Plan (Methodology) Time Resources Assessment
By the end of this Paragraph writing 80 mins Textbook Students will be
lesson students will be Introduction: assessed on their ability
able to:  Ask students to open OPE on pg. 78 and read the first paragraph. 10 mins to:
 Ask the students to identify the main sentence of the paragraph (The lion
1. write a paragraph population in Africa has been decimated.)  write a paragraph
on a given topic.  Don’t correct the students. Ask their class fellows to give the correct answers. on a given topic.
 Tell students that paragraphs are comprised of sentences, but not random
sentences. A paragraph is a group of sentences organized around a central
topic.
 In a paragraph, students should write a topic sentence, supporting details and a
concluding sentence.

Development: 30 mins
 Write the following topic on the board: “My favourite game”.
 Discuss the three main components of a paragraph.
1. The introduction
2. The internal or supporting information
3. The conclusion
 Ask students to write a topic sentence that clearly indicates what the whole
paragraph is going to be about.
 Have students compose several supporting sentences that give more
information about the topic.
 Instruct students on ways to write a concluding sentence that restates the topic
sentence.
 Take rounds of the class and help the learners.

Classwork: 35 mins
 Write a paragraph on “My favourite game.”

Wrap up: 5 mins

 Invite a few students to read aloud their paragraphs to the class.

Homework:
 Write a paragraph on ‘My House.’

Form No.: ACA-WI-3(02)A; Rev. No.: 02; Date: 31-1-2013 English Class VI Week: 01 Page 5 of 6
This is a CONTROLLED & CONFIDENTIAL document of “THE EDUCATORS”. Its unauthorized disclosure or reproduction shall be liable for prosecution under the copyright
act and any other law.
 Learning Objectives Plan (Methodology) Time Resources Assessment
By the end of this Oral communication skills 40 mins Students will be
lesson students will be Preparation: assessed on their ability
able to: a. Prepare a set of story prompts or pictures. Each prompt should be a starting to:
point for a story.
1. develop listening b. Number the story prompts for easy reference.  develop listening
comprehension, Procedure: comprehension,
storytelling, and a. Divide the class in groups. 20 mins storytelling, and
speaking skills. b. Explain the activity: The goal is to create a story together, with each speaking skills.
student adding a sentence or two to continue the narrative based on the
given story prompt.
c. Choose one student to start the storytelling chain. Provide them with the
first story prompt or picture.
d. The student begins the story by creating a sentence or two that builds upon
the given prompt. For example, if the prompt is "Once upon a time, in a
magical forest," the student may start with, "Once upon a time, in a magical
forest, there lived a curious fairy named Lily."
e. The next student in the group continues the story by adding their own
sentence or two, building on what was previously said. Encourage students
to listen carefully and maintain the coherence and flow of the story. 20 mins
f. Continue passing the storytelling to each student, allowing them to add
their own contribution to the narrative.
g. Encourage creativity and imagination, while also emphasizing the
importance of listening and paying attention to what has been said before.
Variation:
a. To add an extra challenge, introduce a time limit for each student to
continue the story. For example, each student has 20 seconds to add their
sentence before passing it on.
b. Use different story prompts for each round to create a variety of stories.
c. Encourage students to incorporate descriptive language, dialogue, and
sensory details to make the story more engaging.
Note: It's important to create a supportive and inclusive environment where all
students feel comfortable participating and contributing to the storytelling chain.
Revision or cover backlog. 40 mins

Form No.: ACA-WI-3(02)A; Rev. No.: 02; Date: 31-1-2013 English Class VI Week: 01 Page 6 of 6
This is a CONTROLLED & CONFIDENTIAL document of “THE EDUCATORS”. Its unauthorized disclosure or reproduction shall be liable for prosecution under the copyright
act and any other law.