Teacher’s Name: Daima Hussain

Daily Lesson Plan

th th
Day/Date 25 to 29 Sept, 23 Subject English Class 7 TCSENO

Duration 70 minutes Week 6 Lesson 1 Term 1

Topic: Oxford International Lower Secondary English: Unit 4 (Health) – Fiction: A visit to the bone-setter.
Pages 66 – 68

Learning objectives Learning outcomes (what would learning look like by

the end of the lesson)
By the End of the lesson learners will be able to: By the end of the lesson students must:
 Understand and analyse a larger text to  Identified topic sentence and supporting
recognize each paragraph as an effective and details (LOTs)
separate meaningful unit of expression with  Analysed unity within each paragraph by
its own features. focusing on a single main idea or theme (HOTs)
 Analysed the supporting details within each
paragraph

Learning Activities:
Starter: Introduce the objectives of the day. 5 Min
Preview the text (by surveying the title, illustrations, and unusual text structures) to make predictions about its
content.
Students will discuss predictions about:
1. Analyse the first sentences of paragraphs. Do you notice any common subject vocabulary or keywords
that help establish the main ideas of the text?
2. Are there any subtopics or subthemes that consistently appear within the headings or first sentences of
paragraphs? How do these subtopics contribute to the overall understanding of the text? (HOTs only)
Cross-Curricular Links: Writing Process, Paragraph Writing
Pre-Reading: SIP Strategy Vocabulary focus 10 Min
Students will be instructed to:
1. Identify the meaning of key vocabulary from text:
2. Identify new plotlines being introduced the story
3. They will try to guess the meaning of five of the words above:
Use context to do the guess and compare activity
Word Guess Meaning

Teacher’s Exposition: 15 Min

Paragraphing is an essential aspect of writing, and it serves several important purposes in effective
communication.
1. Definition: A paragraph is a section of text with a single central idea.
2. Structure: Paragraphs break up text for clarity and organization.
3. Unity: Each paragraph revolves around one main idea.
4. Topic Sentences: Most paragraphs start with a topic sentence.
5. Supporting Sentences: The rest of the paragraph supports the topic.
6. Transitions: Used to connect paragraphs and maintain coherence.
Teacher’s Name: Daima Hussain

7. Length: Paragraphs vary in length but balance depth and engagement.

8. Indentation: Marks the beginning of a new paragraph.
9. Dialogue/Quotations: New speakers or quotes start new paragraphs.
10. Shifts: New topics, focus, or time often start new paragraphs.
11. Visual Appeal: Paragraphs make text visually reader-friendly.
12. Reader Comprehension: Well-structured paragraphs aid understanding.
13. Revision: Paragraphs are revised for improved flow.
14. Audience Consideration: Tailor paragraphs to your audience's needs.
15. Skill Development: Proficiency in paragraphing improves with practice.

SIP: Graphic Organizer

Teacher should draw this on board for students.

Paragraph Writing Checklist
Items Yes No
Clear Topic Sentence
Unity of Thought
Supporting Details
Logical Organization
Transitions
Clarity and Conciseness
Teacher’s Name: Daima Hussain

Paragraph Length
Consistency of Verb Tenses
Audience Consideration
Revision and Proofreading

Checked by: _____________________

Optional: Teachers may take students to ICT lab, and use PARAGRAPH WRITNG PPT. for exposition.
Link: Paragraph Writing.pptx

While reading: 10 Min

Students will read through the text in pairs. Their chart will focus on paragraphing and structure.
They will work on a K –W –L Chart as they read: There are three steps in the K-W-L process:
1. What I Know: Before students read the text, ask them as a group to identify what they already know about
the topic. Students write this list in the “K” column of their K-W-L forms.
2. What I Want to Know: Ask students to write questions about what they want to learn from reading the text in
the “W” column of their K-W-L forms. For example, students may wonder if some of the “facts” offered in the
“K” column are true.
3. What I Learned: As they read the text, students should look for answers to the questions listed in the “W”
column and write their answers in the “L” column along with anything else they learn.

Writing Activities 15 Min (LOTs + 10 Min)

Provide the following checklist to students:

 Paragraph writing of 70-80 words will be done regarding one of the following topics:
o Write about the significance of access to healthcare and the role of exercise and healthy eating in
maintaining good health for everyone. (LOTs) CCL: Medicine man, SDG #3 - Good Health and Well-
being
o Explain why quality education is essential for personal growth and community development.
Discuss any challenges your community faces in achieving this goal. CCL: SDG #4 - Quality
Education
o Explain why reducing inequalities is essential for social harmony and economic progress. Share
your thoughts on promoting inclusivity in your community. CCL: SDG #10 - Reduced Inequalities
Teacher’s Name: Daima Hussain

 HOTs: Extension Task: (10 Min) Have students create a continuation or extention parapgraph for the
story they just read in 70-80 words. Reference: Oxford International Lower Secondary English: Unit 4
(Health) – Fiction: A visit to the bone-setter. Pages 66 – 68

Plenary: Students note the homework diary. Students will cooperate in pairs to peer check via the checklist and
2 stars 1 wish. 5 Min
Assessment Opportunities:
AFL: Student Responses, questions during and at the end of the lesson, Writing, Peer-checking

AAL: Editing

Homework: incomplete classwork cannot be assigned as homework:

Watch video and take notes: https://youtu.be/ASjIY-xxFIs

Lesson Evaluation: reflect on what went well and what needs to be improved in the next lesson vis-à-vis
students’ progress:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

TCS SIQA Handbook/Lesson plan format/AY 2023-24

Daily Lesson Plan

th th
Day/Date 25 to 29 Sept, 23 Subject English Class 7 TCSENO

Duration 35 minutes Week 6 Lesson 2 Term 1

Topic: Verbs and Participle Tenses

Learning objectives Learning outcomes (what would learning look like by

the end of the lesson)
By the End of the lesson learners will be able to: By the end of the lesson students must:
 Demonstrate the use of different types of  Used different types of verbs
main and helping verbs, and their present,  Used appropriate verb forms based on the
past and perfect participles. tense and subject-verb agreement

Learning Activities:
Starter: Think-Pair-Share 5 Min
Give students a paragraph and ask them to identify the different types of verb tenses being used in the
paragraph. Give students a few minutes to individually reflect on and write down their responses. Then, have
them pair up with a classmate to discuss their thoughts and share their prior knowledge.
Reference: Oxford International Lower Secondary English: Unit 5 (Health) – Page 61
Teacher’s Name: Daima Hussain

Cross-Curricular Links: SDG # 3 - Health and Well Being

Teacher Exposition: Write explanation of Types of Tenses, on board, and have students take notes. 5 Min

Writing Activities: 15 Min

In mixed ability pairs, students will be asked to complete two tasks together, with HOTs responsible for one, and
LOTs for another
1. Write an opinion response to the quote on page 61, using only the present tense in 70 words. (HOTs)
a. Reference: Oxford International Lower Secondary English: Unit 5 (Health) – Page 61
2. Students will solve the following W.S: (LOTs three sentences, HOTs five)
 I ................................ cricket after a long time yesterday. (past tense of play)
 Shaheen ................................ all her homework already. (present perfect of finish)
 By the time you reach the station, the train ................................ (future perfect of leave)
 I ............................... back home when it began to rain. (past continuous of walk)
 Saman ................................ the lead role in the play to be staged next Friday. (future continuous of
 play)
 I ................................ a lot of trouble with my car lately. (present perfect continuous of have)
 The doctor told her that she ................................ wrong medicines for about a year. (past perfect
 continuous of take)
 It ................................ to rain early in the morning and it went on till evening. (past perfect
 of start)
Teacher’s Name: Daima Hussain

 There ................................ no need to tell her about this. (simple present of be)
 He ................................ many plays but never published them. (simple past of write)
Cross-Curricular Links: Descriptive Writing
Plenary: Pairs will check each other’s work with 2 stars and 1 wish. 5 Min
Assessment Opportunities:
AFL: Student Responses, questions during and at the end of the lesson, Writing, Peer-checking

Homework: incomplete classwork cannot be assigned as homework:

Read chapter 5, 6 of Treasure Island and write a summary in points.

Lesson Evaluation: reflect on what went well and what needs to be improved in the next lesson vis-à-vis
students’ progress:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

TCS SIQA Handbook/Lesson plan format/AY 2023-24

Daily Lesson Plan

Day/Date 25th to 29th Sept, 23 Subject English Class 7 TCSENO

Duration 70 minutes Week 5 Lesson 3 Term 1

Topic: Treasure Island by Robert Louis Stevenson – Part 1, Chapter 7 and 8

Learning objectives Learning outcomes (what would learning look like by

the end of the lesson)
By the End of the lesson learners will be able to: By the end of the lesson students must:
 Analyse in detail how a key individual, event,  Clearly identified the key individual, event and
or idea is introduced, illustrated, and idea
elaborated in a text.  Evaluated how the text introduces
 Analyzed how the text provides specific details
(HOTs)

Learning Activities:
Starter: How would the story change if you were the main character. Have the students write a 50 word
response on a sticky note and then pass it to a class fellow, who gives their feedback. 10 Mins
Cross-Curricular Links: Realia

Pre-Reading: Students will be instructed to: 10 Mins

1. Identify the meaning of key vocabulary:
lash v. to tie down with a rope or cord
 Teacher’s Name: Daima Hussain

pretext The person in charge of calling the ship's crew to their duties
boatswain n. a betrayal; an act of hurting someone who trusts you
unison n. agreement; the same way at the same time
taunt v. to make fun of or tease
n. the leader of a group that causes trouble or gets involved in illegal
ringleader activity
insolence n. rude behavior or speech
brooded Dwelled, pondered
calumnies Lies, curses
figurehead
s The figures carved into the front of a ship
indomitabl
e Invincible, unable to be conquered
2. Identify new characters being introduced the story
3. Identify any other storyline being introduced in the novel
Students will be instructed to:
They will try to guess the meaning of five of the words above
Use context to do the guess and compare activity
Word Guess Meaning

Play audio: Treasure Island by Robert Louis Stevenson – Part 1, Chapter 5, 6 audio will be played: 20 Mins
https://youtu.be/KKdaijTE1os, https://youtu.be/Uqty91sJGHA (OPTIONAL as per discretion of teacher – alternatively,
make a mind map summary of both chapters on board – 10 Mins).

While Reading: Students will take careful notes while reading: They will note each plot point mentioned and
make a tree diagram as they go, noting main, side and sub plots.

After reading: 5 Mins

They will discuss and answer such questions as:
1. What do they think is the main plot of this chapter?
2. Are there any new plot points that emerge in this chapter?
3. What potential directions will the plot take?

Value addition: For the value of honesty, discuss the character of Jim, and his actions in this chapter.

Production: Write the following questions on board and assign students to pick two to answer each. 20 Mins
Differentiation: Guide working toward students to pick easier questions, while working beyond and at students
tackle the difficult ones,
Reference-Based Questions: (HOTs)
1. In the chapter, who is responsible for finding the ship Hispaniola, and how did they acquire it?
2. Describe the character of Long John Silver and his role in the upcoming voyage. How did he become a
part of the crew?
Vocabulary-Based Short Answer Questions: (LOTs)
3. What does the term "tarpaulins" refer to in the context of the letter from John Trelawney?
Teacher’s Name: Daima Hussain

4. In the chapter, what does the phrase "pipings boatswain" mean?

Tenses-Based Questions:
5. Create a sentence that summarizes the timeline of events related to the ship Hispaniola, indicating the
past and future actions mentioned in the chapter. (HOTs)
6. In the chapter, Dr. Livesey ___________ (be) mentioned as someone who ___________ (go) to London
for a physician.
7. In the letter, John Trelawney ___________ (buy) and ___________ (fit) the ship Hispaniola.
8. At the beginning of the chapter, the characters ___________ (make) plans for their upcoming sea voyage,
but they ___________ (not carry out) their intended plans as expected.
9. While Jim Hawkins ___________ (live) at the hall, he ___________ (brood) over the map and
___________ (explore) imaginary islands.
10. According to John Trelawney's letter, the ship Hispaniola ___________ (sail) tomorrow on their treasure-
seeking adventure.
Plenary: Students will check each other’s work with 2 stars 1 wish. 5 Min
Assessment Opportunities:
AFL: Student Responses, questions during and at the end of the lesson, Writing, Peer-checking

AAL: Editing

Homework: incomplete classwork cannot be assigned as homework: -

Lesson Evaluation: reflect on what went well and what needs to be improved in the next lesson vis-à-vis
students’ progress:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Daily Lesson Plan

Day/Date 25th to 29th Sept, 23 Subject English Class 7 TCSENO

Duration 70 minutes Week 6 Lesson 4 Term 1

Topic: Letter Writing

Learning objectives Learning outcomes (what would learning look like by

the end of the lesson)
By the End of the lesson learners will be able to: By the end of the lesson students must:
 Write formal and informal letters to people in  Clearly stated the purpose of the letter
extended social and academic environments  Used appropriate formal/informal language
for various purposes.  Presented ideas and information in a clear,
concise, and logical manner (HOTs)
Teacher’s Name: Daima Hussain

Learning Activities:
Starter: Review the concept of the Writing process from the last class. Ask students to write a few verbs they
can use to enhance their writing. 5 Min
Curricular Links: The Writing Process, Verbs
Materials:
 Whiteboard and markers
 Projector and screen
 Handouts with letter-writing guidelines
 Famous letter excerpts (pre-selected)
 Computers/tablets (optional, for electronic practice)

Activity: Analyzing Famous Letters (20 minutes):

WAGOLL: Ask students to read the passage on page # 51, as an example of good letter writing.
 Share excerpts from famous letters in literature. The Letters are attached as an appendix.
 Discuss whether each letter is formal or informal and the purpose behind it.
 Define informal letters: written for personal, friendly, or casual communication.
 Discuss the format (sender's address, date, salutation, body, closing, signature).
 Define formal letters: written for professional, academic, or official purposes.
 Discuss the format (sender's address, date, recipient's address, salutation, body, closing, signature).
 Ask students to identify elements of the letters (format, tone, purpose) that make them formal or
informal.
Differentiation: WB will be provided formal letters, WA will be given informal and WT will be given a simpler
version.
Curricular Links: History, Literature

Success Criteria: 5 Min

Reading, discussing, and understanding the checklist provided for letter writing in the student’s resources.
Teacher will write the following checklists on the board.

Formal Letter Writing Checklist

Items Yes No
1 Proper Heading (Sender's address, date)
2 Recipient's Address (if applicable)
3 Formal Salutation (e.g., "Dear Mr. Smith")
4 Clear and Concise Opening Paragraph
5 Polite and Professional Tone
6 Clearly Stated Purpose
7 Organized Body Paragraphs
8 Use of Formal Language and Vocabulary
9 Polite Closing (e.g., "Sincerely" or "Yours
faithfully")
10 Signature (handwritten or electronic)
Teacher’s Name: Daima Hussain

11 Proper Formatting and Spacing

12 Free from Informal Language or Slang
13 No Personal Opinions or Emotional
Language
14 Appropriate Length for the Purpose (not
overly lengthy)
15 Grammatically Correct and Free from
Spelling Errors

Checked by: __________________________

Informal Letter Writing Checklist
Items Yes No
1 Proper Heading (Sender's address, date)
2 Recipient's Address (if applicable)
3 Formal Salutation (e.g., "Dear Mr. Smith")
4 Clear and Concise Opening Paragraph
5 Polite and Professional Tone
6 Clearly Stated Purpose
7 Organized Body Paragraphs
8 Use of Formal Language and Vocabulary
9 Polite Closing (e.g., "Sincerely" or "Yours
faithfully")
10 Signature (handwritten or electronic)
11 Proper Formatting and Spacing
12 Free from Informal Language or Slang
13 No Personal Opinions or Emotional
Language
14 Appropriate Length for the Purpose (not
overly lengthy)
15 Grammatically Correct and Free from
Spelling Errors

Checked by: __________________________

Students will note the above checklist on their notebook. They will be paired in mixed ability pairs.
Cross-Curricular Links: Paragraph Writing,

Brainstorming/outline: This part will be done using methods learned in Writing Process lesson in pairs, students
will also make a list of five interesting words from the letters provided (refer to vocabulary tree or CCL in their
copies).
Writing Activities: 35 Min
Teacher’s Name: Daima Hussain

Writing Activities:
Differentiation: Allow students to choose between writing a formal or informal letter if they feel more
comfortable with one type.
1. Write a formal letter of 150 to 180 words on the given topic: ‘Heavy rainfall could spur series of famines
in Pakistan’ Write a letter to ministry of climate change on the concern of heavy rainfall could spur series
of famines in Pakistan.
a. Include the followings:
 Explain the reasons of heavy rainfall and its immediate impact on agriculture
 Describe your personal experience with climate change
 Suggest ways to lessen climate change
2. You have been chosen to represent your school in a general knowledge competition. You must choose
one friend to be in your team. Write a letter to your friend inviting him or her to be in your team. You
must include the following points.
 when and where the competition will take place and prizes involved
 a request to your friend to join you in the team and why you think your friend is the best
choice for your team
 what preparation you should both do.
You must cover all three points in detail. You may also add further details if you wish. Make your
letter friendly and enthusiastic. Start with 'Dear .....’
The teacher may assign the written work using any writing strategy such as individual work or pair work.
Production: The students will each now write a letter of 180 words. They will refer back to the notes on writing
process to help them compose better. (CCL: Paragraph Writing)
Review: Students will check each other’s work in pairs using the checklist and 2 stars 1 wish method.
Plenary: Students will self-edit and then switch copies and check each other’s work. 5 Min
Assessment Opportunities:
AFL: Student Responses, questions during and at the end of the lesson, Writing, Peer-checking

AAL: Editing

Homework: incomplete classwork cannot be assigned as homework:

As homework, students can write a reflection on the experience of writing both formal and informal letters.
They should discuss the challenges they faced, what they learned, and how they can apply this knowledge in
the future.

Lesson Evaluation: reflect on what went well and what needs to be improved in the next lesson vis-à-vis
students’ progress:
__________________________________________________________________________________________
__________________________________________________________________________________________
Teacher’s Name: Daima Hussain

__________________________________________________________________________________________
__________________________________________________________________________________________

TCS SIQA Handbook/Lesson plan format/AY 2023-24

Daily Lesson Plan

Day/Date 18th to 22nd Sept, 23 Subject English Class 7 TCSENO

Duration 35 minutes Week 5 Lesson 5 Term 1

Topic: Formal and Informal Letters

Learning objectives Learning outcomes (what would learning look like by

the end of the lesson)
By the End of the lesson learners will be able to: By the end of the lesson students must:
 Write formal and informal letters to people in  Clearly stated the purpose of the letter
extended social and academic environments  Used appropriate formal/informal language
for various purposes.  Presented ideas and information in a clear,
concise, and logical manner (HOTs)

Learning Activities:
Starter: Begin by briefly reviewing the concepts of formal and informal letters, reminding students of the key
differences between the two types. 5 Min

Activity: Writing the Other Letter Prompt (20 minutes):

 Explain to students that today, they will write the letter they did not write in the previous lesson. If they
wrote a formal letter in the previous lesson, they will now write an informal letter, and vice versa.
 Provide a quick recap of the prompt they will be addressing. For example, if they wrote the formal letter
in the previous lesson, remind them of the informal letter prompt: "You have been chosen to represent
your school in a general knowledge competition. You must choose one friend to be in your team. Write a
letter to your friend inviting him or her to be in your team."
 Distribute notebooks or paper for writing.
 Encourage students to use the formal or informal letter writing checklist as a guide for their writing.
Remind them to consider the format, tone, and purpose of the letter.
 Set a timer for 20 minutes for students to complete their letters.
Peer Review (5 minutes):
 After the writing activity, have students exchange their letters with a partner. Each student should review
their partner's letter using the checklist provided.
 Encourage constructive feedback and suggestions for improvement.
Teacher’s Name: Daima Hussain

Plenary: Ask a few students to share their experiences in writing the other type of letter (formal or informal)
and any challenges they faced. Emphasize the importance of being versatile in writing both formal and informal
letters, as it is a valuable skill in various real-life situations. 5 Min
Assessment Opportunities:
AFL: Student Responses, questions during and at the end of the lesson, Writing, Peer-checking

Homework: incomplete classwork cannot be assigned as homework:

Read Treasure Island Chapter 7 and 8 and makes notes.

Lesson Evaluation: reflect on what went well and what needs to be improved in the next lesson vis-à-vis
students’ progress:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

TCS SIQA Handbook/Lesson plan format/AY 2023-24