DAILY LESSON PLAN (DLP)

Session 2023-24
Subject: English Term II

Unit 6: Snow leopards caught on camera, Sentence kinds: based on function, Essay Writing Class: VI Week: 02

Learning Objectives Plan (Methodology) Time Resources Assessment

By the end of this Snow leopards caught on camera 80 mins Textbook Students will be
lesson students will be Introduction: assessed on their ability
able to:  Begin the lesson by discussing the concept of endangered species and their to:
importance in biodiversity.
1. snow leopards and  Introduce snow leopards as an endangered species and explain that they are  snow leopards and
their habitat in the native to the Hisper Valley. 10 mins their habitat in the
Hisper Valley.  Discuss the importance of biodiversity and the role of keystone species, such as Hisper Valley.
2. infer the text and snow leopards, in maintaining ecosystem balance.  answer questions
answer the  Introduce the Snow Leopard Foundation Pakistan as an organization dedicated to through analyzing
questions. the conservation of snow leopards and their habitat. the text.

Development:
 Randomly choose students to read the report on pgs. 89-91. 30 mins
 Instruct students to highlight new/difficult vocabulary and find their meanings.
 Ask relevant questions to assess students’ understanding of the text:
 Take their feedback and give necessary feedback.
 Discuss the vocabulary exercise on pg. 91.
 Discuss the answers of questions given in reading for understanding exercise on
pg. 91.

Written work:
 Students will complete Vocabulary task in notebooks. 35 mins
 Students will complete exercise Reading for Understanding 1-6 in notebooks.

Wrap Up:
 Summarize the key points discussed during the lesson, emphasizing the 5 mins
importance of snow leopard conservation and the role of the Snow Leopard
Foundation Pakistan.

Homework:
 Assign any ten words from the text for sentence construction.

Form No.: ACA-WI-3(02)A; Rev. No.: 02; Date: 31-1-2013 English Class VI Week: 02 Page 1 of 5
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 Sentence Kinds: Based on function 80 mins The Students will be
lesson students will be Introduction: Grammar assessed on their ability
able to:  Begin the lesson by explaining to students that sentences can be categorized into Tree to:
different types based on their purpose and structure. 10 mins
1. identify and  Write the five types of sentences on the board: declarative, interrogative,  identify and
differentiate imperative, exclamatory, and optative. differentiate
between the five  Provide a brief definition for each type: between the five
types of sentences:  Declarative: Makes a statement or provides information. types of sentences:
declarative,  Interrogative: Asks a question. declarative,
interrogative,  Imperative: Gives a command or makes a request. interrogative,
imperative,  Exclamatory: Expresses strong emotions or excitement. imperative,
exclamatory, and  Optative: Expresses a wish or desire. exclamatory, and
optative.  Give examples of each sentence type and ask students to identify the purpose of optative.
2. understand the each sentence.  understand the
purpose and purpose and
structure of each Development: structure of each
sentence type.  Have students create their own sentences for each type and share them with the 30 mins sentence type.
class, explaining the sentence type.
 Play a sentence type review game, where students take turns creating sentences
and their classmates identify the type.
 Assign a writing task where students are required to write a short paragraph using
sentences of different types.
 Read and explain the information given on pgs. 74-77.
 Explain the task instructions of exercises A-D.

Written work:
 Students will complete exercises B, C and D. 35 mins

Wrap Up:
 Discuss answers and ask students to do the corrections. 5 mins

Homework:
 Students will complete exercise A.

Form No.: ACA-WI-3(02)A; Rev. No.: 02; Date: 31-1-2013 English Class VI Week: 02 Page 2 of 5
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 Story Writing 80 mins Students will be
lesson students will be Introduction: assessed on their ability
able to:  Begin the lesson by discussing the elements of a story. to:
1. plan and write a  Write each element on the board and briefly explain its purpose and importance 5 mins  write a story
story using a writing in a story. covering all the
prompt.  Show examples of well-known stories and ask students to identify the elements.
characters, the setting, the plot, the conflict, the resolution and the ending in
each one.
 Involve students in a brief discussion about their favourite stories and why they
enjoy them.
Development: 35 mins
 Engage students in a brainstorming session to recall their prior knowledge about
literary elements and devices found in short stories.
 Revise that a story has five basic but important elements. These five
components are: the characters, the setting, the plot, the conflict, the resolution
and the ending.
 Emphasize that these essential elements keep the story running smoothly and
allow the action to develop in a logical way that the reader can follow. The
characters are centre of all action. The setting tells where and when the story
takes place. There is always a problem in a story (meaning the basic reason to
write a story) and finally a solution to the problem is found towards the end of
the story. Every story has a beginning, middle and end.
 Revise the terms protagonist and antagonist: The protagonist is the main
character of the story and the antagonist is the force in opposition of the
protagonist; this person may not be “bad” or “evil”, but he/she opposes the
protagonist in a significant way.
 Write the following topic on the board:
 “A Frightening Experience”
 Inform students that the word limit is 150-200 words.
 Write the following questions on the board and advise students to consider all
of them:
 What is the beginning of the story? The middle? The end?
 Who are the characters?
 What do you like about them?
 Where does the story take place?

Form No.: ACA-WI-3(02)A; Rev. No.: 02; Date: 31-1-2013 English Class VI Week: 02 Page 3 of 5
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
 Is there a problem that occurs in the story? If so, how does it get resolved?
 What do you think about the ending?
 Divide students in mixed ability groups.
 Brainstorm different ways the story could start. Ask questions to prompt ideas,
such as:
 Who could be the main character in your story? An animal? A person? A
make-believe character?
 What problem might need to get solved?
 When does the story happen? One winter? Last Tuesday? Yesterday?
 Where does the story take place? In the kitchen? Under your bed? At the
soccer field? On a strange planet?
 Listen to their responses.
 Allocate time and allow students to brainstorm ideas and prepare a rough draft. 30 mins
 Encourage creativity and imagination, and remind them to think about how the
characters and settings can interact to create an engaging story. 10 mins
 Circulate around the classroom to provide guidance and support as students
brainstorm.
Written work:
 Students will write the second draft of the story in their notebooks,
independently.
Wrap Up:
 Provide an opportunity for students to share their stories with the class.
By the end of this Oral communication skills 40 mins Students will be
lesson students will be Speech: assessed on their ability
able to:  Begin the lesson by discussing the concept of thinking outside the box. Ask to:
students what it means to think creatively and encourage them to share their
1. practice oral ideas.  practice oral
communication  Explain that today's lesson will focus on thinking outside the box by giving communication
skills through giving speeches on their favourite animals or a great movie they've seen. 20 mins skills through giving
speeches.  Mention that this will also be an opportunity to practice persuasive writing. speeches.
2. strengthen  Divide the class into small groups or pairs and provide each group with a piece  strengthen
persuasive writing of chart paper or a whiteboard. persuasive writing
skills by composing  Instruct students to brainstorm as many animals or movies as they can think skills by composing
opinion texts. of, emphasizing the importance of choosing something unique or unusual. opinion texts.

Form No.: ACA-WI-3(02)A; Rev. No.: 02; Date: 31-1-2013 English Class VI Week: 02 Page 4 of 5
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
 After the brainstorming session, have each group share their ideas with the rest
of the class. Write the ideas on the board or chart paper for everyone to see.
 Instruct them to choose one animal or movie from the list or come up with their
own idea.
 Encourage students to select something they feel strongly about or find
interesting.
 Instruct students to write a short opinion text or persuasive speech supporting
their chosen animal or movie.
 Emphasize the importance of providing reasons and evidence to back up their
opinions.
 Encourage students to think outside the box and present unique perspectives.
 Divide the class into smaller groups and provide each student with an
opportunity to practice delivering their speech. 20 mins
 Instruct students to focus on using persuasive language, maintaining eye
contact, and speaking clearly and confidently.
 Encourage their peers to provide constructive feedback on the content and
delivery of the speeches.
 Bring the class back together and allow each student to present their speech to
the entire group.
 Encourage active listening and engagement by asking follow-up questions or
allowing brief discussions after each speech.
 Provide positive feedback and praise for each student's effort and creativity.
 Lead a class discussion about the experience of thinking outside the box and
the importance of considering different perspectives.
 Ask students to reflect on the process of researching and presenting their
opinions, as well as the challenges they encountered.
 Wrap up the lesson by summarizing the key takeaways and reinforcing the idea
of embracing creativity and diverse viewpoints.
Revision or cover backlog 40 mins

Form No.: ACA-WI-3(02)A; Rev. No.: 02; Date: 31-1-2013 English Class VI Week: 02 Page 5 of 5
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.