AlHuda International School

Daily Lesson Planning

Unit 1: Story Time

Week: 1 TERM 1
Teacher’s Name: Date: 4th-8th Session 1.1: What makes a story a story? Grade: 4
Shifa Sajid September 1.2: Extend your reading range English
2023 1.3: Read and present an extract Lesson 1+2
1.4: Check you understanding

Ti F. Activities: W: whole class; G: group; I: individual Evidence of

mi W Achievement
Learning
n Success Description of Reso
objectives
g Criteria Description of Teacher Activity / Islamic Integration Learner Formative urces
Activity Assessment

To greet Session Joining and greetings Learners will Learners’ active Circle
5 each other greet each participation in time
min and recite *Students will settle down in class, take out any other. One of greeting and dua will
dua of Can I greet stationary needed for the lesson and take out any the learners be assessed
knowledge teachers and books/notebooks from their bags and put them in will recite dua
fellows and the rack. of knowledge.
recite dua of *Teacher will greet the students and the teacher
knowledge? will ask the learners to recite dua of knowledge.
Names of Allah SWT will be recited by all the
students. Teacher will talk about one of the great
names of Allah.
5 To use Understand ‘story talk’ Learners will Q: Do you know what
min specialized Teacher will make pairs and let the partners match the match the key type of story is a Learn
story Can I use key words with definitions and pull together a class words with tale? er’s
vocabulary specialized discussion. Learners should be familiar with the terms definition. book
story but may need to revise them. Circle
vocabulary time.

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 5 To find Can I find Synonyms Circle
min synonyms synonyms for Teacher will discuss about synonyms and explain how Learners will Learners will be Time
for “story” “story” and synonyms work. Then ask the learners to find at least find one assessed on the Thesa
and discuss shades one synonym for the noun “story” in their thesaurus. synonym for basis of their ability urus
discuss of meaning? the noun to find a synonym for book
shades of “story”. “story”.
meaning
5 To discuss Am I able to Speaking Learners will be Learn
min and discuss and The teacher will invite personal responses and build a assessed on the er’s
Learners will
analyze analyze stories discussion. Explain that stories learners can recall can basis of using book
speak about
stories I I have been be fiction, facto or based on fact with invented details specialized story
the stories
have been told? added for interest. Encourage the use of the word genre. vocabulary. Circle
they have
told Explore the significance of where learners heard the Time
heard and use
stories and who told them: stories can teach something,
the specialized
reinforce a place within a culture, religion or family, or
story
simply entertain.
vocabulary.
Remind learners about good manners in discussion,
taking turns and listening as well as talking
7 To talk Can I talk Activity Q: In which story did Strips
min about what about what I The teacher will distribute sets of strips among all the you see/read that with
I enjoy in a enjoy in a students, on which different features of as story would feature? differe
book book? be mentioned such as nt
• Characters similar to me or my age featur
• Animals that talk or act like people es
• An adventure or exciting events and
• Historical setting Learners will two
• Unusual, quirky characters decide what jars
• Unexpected or unlikely events they like and
• Happy endings don’t like in a
Etc story.
The teacher will put out two jars in the middle of circle
labeled with “what I like in a story” and “what I don’t like
in a story”. Ask the learners to read silently and the
strips and decide what they like in a story and what they
don’t like and put the strips in the respective jars. The
teacher will then read out the strips to check which
feature is like the most in a story by the students.
5 To know I know about Reading log Learners will Q: Which story or Learn
min about reading log The teacher will demonstrate how to start a reading log try to book are you er’s
reading log and I can and explain what does a reading log contain and how to comprehend currently reading? book
and create and be ready
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 my own create my own fill it. Students will be encouraged to start their own to start their Q: what would you
reading log reading log reading log in their notebooks as homework. own reading add to the comment
log. section for this book?

3 To know Can I name a Talk about Legend Q: who do you think Circle
min and legend or a Ask learners what a legend is. Then ask the is a legend in your Time
comprehen story legend? characteristics of a story that is a legend-they have Learners will country these days?
d the already learned about myths and legends. Discuss tell what they Q: why do you think
meaning of legends as stories from a long time ago, often with a think a legend he/she is a legend?
the word hero having superhuman qualities. If they identify a is and name a Q: can a legend be a
Legend legend as a person, ask them to think of examples of few modern- story?
and speak modern-day legends. Differentiate being a legend for day legends.
about any being famous and being a legend because of
legend achievements.
20 To use Can I use Reading and Listening Q: What is the Audio
min keywords keywords and Set the context by explaining that it is the school difference between a resour
and phrases to holidays and Mum is trying to think of activities ti keep play and a novel? ces
phrases to establish main the boys occupied. Q: Who is the Learn
establish point Learners will read aloud the extract. Allow learners to narrator of this story? er’s
main point work out on their own that Will is the narrator of the Learners will Q: How did you work book
story. read aloud the this out?
Remind them that when skimming for key words and extract and
phrases, they do not need to read every word; scanning listen to the
is reading for specific information. They are looking for explanation by
characters, setting and what is going on. the teacher.
Encourage predictions, building on discussions about
genre.
Read the Language focus box to remind learners of the
difference between narrative and dialogue.
Explain the glossary.
25 To answer Can I answer Comprehension Learners will be
min questions questions The teacher will ask the learners to write the questions assessed on the use
Learners will
about the about the story about the story in their notebooks and answer all the of proper grammar, Learn
write questions
story using using evidence questions on their own. (Q punctuation and er’s
and answers in
evidence from the text? Infer information about characters and express a correct answers book
their
from the personal response. and
notebooks.
text noteb
ooks

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 Islamic Integration
Ibrahim Ibn al-Junayd said, “A wise man said to his son,
'Learn the art of listening as you learn the art of
speaking. '” Listening well means maintaining eye
contact, allowing the speaker to finish the speech and
restraining your urge to interrupt his speech.
Organization/differentiation
Extension opportunities and homework:
Q 1 c, d.
Complete reading log worksheet

Evaluation

Lesson 3
Session 1.5 Work with verbs and tenses

To greet Session Joining and greetings Learners will Learners’ active Circle
5 each other greet each participation in time
min and recite *Students will settle down in class, take out any other. One of greeting and dua will
Can I greet stationary needed for the lesson and take out any
dua of teachers and the learners be assessed
knowledge books/notebooks from their bags and put them in will recite dua
fellows and the rack.
recite dua of of knowledge.
*Teacher will greet the students and the teacher will ask
knowledge? the learners to recite dua of knowledge. Names of Allah
SWT will be recited by all the students. Teacher will talk
about one of the great names of Allah.
30 To revise I can Starter activity Q: What another verb Learn
min verb understand Make partners and allow partners to explain the can you use in place ers
tenses and can use difference between the verb forms I laughed, I laugh and Learners will of “said”? book
Explore different verb I will laugh and explore the other verbs provided in the revise past, Q. How would that White
and tenses same way. present and verb change the board
understand I can see how Point out that different pronouns require different future tense impact of the Noteb
tenses in tenses are suffixes but only in the present tense. and learn how sentence? ooks,
narrative used differently to form past Q. What are spellings Learn
and in narrative Work with verb tenses tense for rules for changing a ers
dialogue and dialogue Revise verbs and what they do especially to be and to regular verbs. verb into its past book
Explore I can choose have. Read the first paragraph of the Spud Murphy tense?
more more powerful extract to identify verbs.
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 powerful verbs to give Learners are likely to be familiar with the past tense as a
verb and writing impact story tense. Encourage them to notice it more
their consciously and remember it as the narrative tense.
impact

Form the Past Tense

5 Islamic Integration
min
Organization/differentiation:
Visit less confident learners often while
they are working and explain them
individually the task to be done.
Evaluation:
Learners should be familiar with adding the suffix -ed to
regular verbs. Revise this structure and reinforce the use
of past tense in narrative. Three spelling rules for past
tense are revised write a few more examples on the
board and let the learners copy them in their notebooks.
Let the learners match each present tense to its irregular
past tense partner.
Allah talks about the order of day and night in the
Quran.The heavens and the earth are all His creation
and He alone have the power to bring about night after
day. Allah says in the Quran: “He wraps the night over
the day and wraps the day over the night.” (Surah Az-
Zumar, verse 5). Have you ever in your whole life woken
up from sleep and realized it’s not day time? Have you
ever had a long day at work and see that night has not
come even after hours? Certainly not. Because the
power and control of all of that is in Allah’s hand, a
power of which He keeps reminding us again and again.
Extension opportunities and homework:
Q2. b and e in HW notebook

Lesson 4
Session 1.6 Explore Beginnings

To greet Can I greet Session Joining and greetings Learners will Learners’ active Circle
5 each other teachers and greet each participation in time
min and recite *Students will settle down in class, take out any other. One of greeting and dua will
fellows and stationary needed for the lesson and take out any
dua of recite dua of the learners be assessed
knowledge books/notebooks from their bags and put them in
knowledge? the rack.
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 *Teacher will greet the students and the teacher will ask will recite dua
the learners to recite dua of knowledge. Names of Allah of knowledge.
SWT will be recited by all the students. Teacher will talk
about one of the great names of Allah.

30 To explore I can discuss Starter activity Q: What information Learn

min the and talk about Make up a story and narrate it to the students not from is usually given in the ers
beginning the features in the beginning but from the middle. Ask the learners to first two paragraphs book
of the story the start of a think of a beginning for the story. of a story?
story Ask the what information do you usually expect in the Q. Suggest a
To express first two paragraphs of a story. begging for this
a viewpoint I can give specific story?
about a opinions and Explore the beginning of Spud Murphy Q. What are the
Learners will
character views on Allow the students to summarize their ideas about the character, plot and
suggest a
characters opening. setting of the story
beginning of
Create a Remind them that ‘predicting’ is not the same as Spud Murphy?
the story told
story map I can draw up a ‘guessing’. They should use clues from the text to help Q. How would you
by the teacher.
to describe story map to them predict. make a story map for
Learners will
the describe a plot, Prompt them to use their own knowledge of story Spud Murphy?
predict story
characters, characters and structure and features when giving their viewpoint on
beginning for
setting and setting whether Spud Murphy will be more like Marty and Will
Spud Murphy.
plot say or like Mum says.
Students will
Offer your ideas to model how to summarize.
comprehend
about Story
Create a story map
map.
Only key words and short phrases should be used.
Prompt appropriate words by asking questions (e.g.
What do you think Will is like? What does he enjoy? Do
you think he exaggerates? Where else might the action
take place?)
The story map does not need detail-just what learners
have established on plot, characters and setting.

5 Islamic Integration
min They increase our belief in good and affirm that evil has
a bad ending. They promise a good reward for those on
Allah's path. They are about people who are excellent in
conduct and character. they are real and relatable.
Organization/differentiation: Extension opportunities and homework:
Make sentences of List 1 in HW notebook
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 Visit less confident learners often while
they are working and explain them
individually the task to be done.
Evaluation:

Lesson 5
Session 1.1-1.6
Workbook Pages 5-16
To greet Session Joining and greetings Learners will Learners’ active Circle
5 each other greet each participation in time
min and recite *Students will settle down in class, take out any other. One of greeting and dua
Can I greet stationary needed for the lesson and take out any
dua of teachers and the learners will be assessed
knowledge books/notebooks from their bags and put them in will recite dua
fellows and the rack.
recite dua of of knowledge.
*Teacher will greet the students and the teacher will ask
knowledge? the learners to recite dua of knowledge. Names of Allah
SWT will be recited by all the students. Teacher will talk
about one of the great names of Allah.
30 To answer Can I answer Workbook
min the the questions Workbook Students
Students will
question in in workbook? The teacher will read aloud the questions in workbook answers will be
complete
workbook and encourage the students to write the answer assessed
workbook
themselves. The teacher will help the learners in writing
answers.
correct answers.

5 Islamic Integration
min
Organization/differentiation:
Visit less confident learners often while
they are working and explain them
individually the task to be done.
Evaluation:
Islamic stories increase our belief in good and affirm that
evil has a bad ending. They promise a good reward for
those on Allah's path. They are about people who are
excellent in conduct and character. they are real and
relatable.
Extension opportunities and homework:
Workbook

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 Lesson 6
Session 1.6 Explore Beginnings

To greet Session Joining and greetings Learners will Learners’ active Circle
5 each other greet each participation in time
min and recite *Students will settle down in class, take out any other. One of greeting and dua will
Can I greet stationary needed for the lesson and take out any
dua of teachers and the learners be assessed
knowledge books/notebooks from their bags and put them in will recite dua
fellows and the rack.
recite dua of of knowledge.
*Teacher will greet the students and the teacher will ask
knowledge? the learners to recite dua of knowledge. Names of Allah
SWT will be recited by all the students. Teacher will talk
about one of the great names of Allah.
30 To write a Can I write a Creative Writing Can you make links Noteb
min different different Explain that learners should use their story map to guide between what you ooks
beginning beginning? them to an alternative idea for how the story could have read , your own
started. Learners will knowledge and the
Use questions to encourage creative thinking. What write a predictions you
other hobby could they have tried? Could Marty and Will beginning for make?
suggest the library as a good idea? the story. Assess learners
Ask learners to think of an attention-grabbing first keywords and
sentence and to make their beginnings lively and phrases
interesting.
5 Islamic Integration
min They increase our belief in good and affirm that evil has
a bad ending. They promise a good reward for those on
Allah's path. They are about people who are excellent in
conduct and character. they are real and relatable.
Organization/differentiation: Extension opportunities and homework:
Visit less confident learners often while Handwriting Script
they are working and explain them Workbook
individually the task to be done. Dictation List 1
Evaluation:

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