Class II English Week 3 Term II 2023 24

DAILY LESSON PLAN (DLP)
Session 2023 – 24
Subject: English Term II
Unit 7: Ali Baba and The Forty Thieves Class: II Week: 03
Learning Objectives Plan (Methodology) Time Resources Assessment

By the end of this lesson Unit 7: Textbook, Page # 79 and Workbook Ex. E – F, Page # 46 80 mins Students will be assessed on their
students will be able to: Day 1 ability to:
1. identify and use Test: 10 mins • identify and use adjectives to

adjectives to describe • Take the written test of the word meanings from the unit Ali Baba and The describe nouns during
nouns. Forty Thieves, given as homework last week. activity and while completing
exercises.
Introduction:
15 mins
• Write several phrases with adjectives on the board. For example: ‘a fuzzy
caterpillar’, ‘scruffy pirate’, ‘happy puppy’, or ‘sweet apple’.
• Encourage students to differentiate the nouns and adjectives among the words
in all of the phrases.
• Take their feedback by underlining nouns and circling adjectives.
• Ask the students tell: What kind of words are adjectives? (Adjectives are
words that describe, or tell about nouns.)
• Encourage students to tell phrases using nouns and adjectives.
Development 20 mins
Whole Class Activity (see strategy # 6; English Teaching Strategies)
• Paste the picture of a parrot on the board and write a word that better
pictures of
describes it. For example, you may write "colourful" underneath a picture of various objects,
a parrot. animals,
• Now, place some more pictures of various objects, animals, people etc. on the
people etc.
board. Now, randomly ask students to give words that describe these pictures.
• Encourage them to use sentences while describing the shown pictures.
For example, "The parrot has a very sharp beak."
OR
Form No.: ACA-WI-3(02)A; Rev. No.: 02; Date: 31-1-2013 English Class II Week: 03 Page 1 of 12
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.
Pair Activity (see strategy # 7; English Teaching Strategies)
• Divide the students in pairs and ask them to come up with “Who am I?”
riddles using adjectives to describe animals, people, places, things and other
nouns.
• Instruct each pair to select a noun (any) and write a riddle by using creativity
and understanding of adjectives. Read that riddle to the class and let them
guess.
Main Task 25 mins
• First, ask the students to complete Ex. B – Let’s Learn Grammar, given on
Textbook
page # 79 of textbook by matching adjectives with their nouns correctly.
• Then ask them to complete Ex. E and F, given on page # 46 of workbook by Workbook
writing appropriate adjectives.
Wrap Up 10 mins
• Randomly ask students to describe their friends.
By the end of this lesson Unit 7: Workbook Ex. G, Page # 47 80 mins Students will be assessed on their
1. use past (-ed) and Recap 5 mins • use past (-ed) and present
present (-ing) tenses • Randomly call out students and ask them to write sentences using adjectives. (-ing) tenses for the actions
for the actions taking place at the time of
Introduction
taking place at the 8 mins speaking and writing.
• Recall what a verb is by performing some actions in front of the students.
time of speaking
For example singing, clapping, standing, sleeping etc. Take their feedback
and writing.
and write it down on the board.
• Ask them to tell what we call these action words (verbs).
Development (see strategy # 6; English Teaching Strategies) 15 mins
• Tell students the difference between past and present tense by writing an
example on the board such as, “I walked to school.”, “I am walking to school.”
• Explain them that in these sentences, “I walked to school.” is used in context
of past tense and “I am walking to school.” is used in context of present tense.
• Add on, when we talk about present tense the verb ends in ‘ing’ and we use,
am, is and are as helping verbs.
• However; when we talk about past tense the verb ends in ‘ed’.
• Write simple sentences on the board and call out students to change them
into present or past tense.
Pair Activity (see strategy # 7; English Teaching Strategies)
• Divide the students in pairs and provide them with cards of action words 22 mins
ending in ‘ing’ (see appendix, item # 1), A4 sheets and pencils. Flashcards and
• Ask them to first rectify the spellings of the words written on those cards by
cut outs of
writing them correctly on A4 sheets and then change the tense of these words activities
by writing them again into past tense ends in ‘ed’. (attached)
OR
• Provide the students with cutouts of action words and the matching words
ending in ‘ing’ or ‘ed’ (see appendix, item # 2), in a way that each student
will get only one cutout,
• Ask them to first find their partner and after finding, sit along with your
partner and write 3-4 sentences using those words both in present and past
tense.
Main Task 25 mins
• Ask the students to complete Ex. G, given on page # 47 of workbook by fill Workbook
in the blanks using action words ending in -ing and -ed independently.
Wrap Up
5 mins
• Randomly ask students to describe their friends.
By the end of this lesson Unit 7: Textbook, Page # 80 80 mins Students will be assessed on their
1. listen to the text Recap: 8 mins • listen to the text and guess the
and guess the • Ask 4-5 students to tell a few sentences using action words ending in ‘ing’ correct metal by unscrambling
correct metal by and ‘ed’ that they learnt in the previous lesson. the words given on page # 80
unscrambling the • Take their responses and write them down on the board. of the textbook independently.
words. • speak to each other about
2. speak to each other Introduction - Let’s Listen (see strategy # 6; English Teaching Strategies) 20 mins Textbook ‘What happens if you are
about ‘What • Talk about different metals (refer to listening text at the end of the textbook,
too greedy’ with the help of
happens if you are page # 133) along with students.
the hints given on page # 80
too greedy’. • Ask students to guess the correct metal by unscrambling the words given on of the textbook.
3. write eight - ten page # 80 of the textbook independently.
• write eight - ten sentences
sentences about the Development - Let’s Speak (see strategy # 7; English Teaching Strategies) 20 mins about the topic ‘If you are
topic ‘If you are too
• Divide the students into pairs and ask each pair to discuss about the question, too greedy’ in their notebooks
greedy’ in their independently.
given on page # 80 of textbook i.e. “What happens if you are too greedy?”
notebooks.
• Ask them to take help from the hints given on the same page
• As the pairs complete their discussion, take their responses and write them on
the board.
Main Task - Let’s Write 25 mins
• Ask students to write eight - ten sentences about the discussed topic in their Notebooks
notebooks.
Wrap Up: 7 mins
• Randomly ask the students to read the sentences they wrote.
By the end of this lesson Reading Comprehension Passage 40 mins Students will be assessed on their
1. draw a sketch or Introduction 2 mins • draw a sketch or illustration

illustration of the • Write down the reading passage on the board or it can be written on a of the sentences from the
sentences from the flipchart. passage on sticky notes.
passage. • Share the objective of the lesson by telling them that they are going to read • identify the main idea in the
2. identify the main the comprehension and answer the questions. text and read to answer the
idea in the text and given questions, from the
read to answer the Development:
Pair Activity: comprehension passage.
given questions. 20 mins
• Divide the students into pairs and provide sticky notes or some pieces of paper sticky notes or
to each pair. some pieces of
• Teacher will read the passage sentence wise (slowly) with clarity, intonation paper
and expressions and meanwhile each pair will draw a sketch or illustration
regarding that sentence.
• Later, pairs will do a think-pair-share activity with the other pair and
prompt questions about their sketches or illustrations.
• After the think-pair-share activity (see strategy # 7; English Teaching
Strategies), teacher will take students feedback about the passage through a
web.
Going to the
library
Main Task 15 mins Comprehension
• Ask students to read the passage in the worksheet and answer questions Worksheet
individually. Notebook
• Later the worksheet can be pasted in their notebooks.
Wrap Up: 2 mins
• Ask 2-3 students to recap the main points of the story.
By the end of this lesson Unit 5: Handwriting Book 2, Page # 43 - 44 40 mins Students will be assessed on their
Oracy Time
1. listen and respond • Ask the students to tell: Which folk story they like most? Give reason. 20 mins • listen and respond to the
to the question by • Make students talk about the asked question by sharing their opinion about question by sharing their
sharing their opinion their choice. opinion about their choice.
about their choice. • improve their handwriting
2. improve their Introduction
skills by practicing
handwriting skills. • Begin the lesson by talking about the words given in the handwriting book, 5 mins handwriting script on page #
which are to be done in this particular lesson (page # 43 – 44). Handwriting 43 – 44 of the Handwriting
• Discuss the pronunciation and meaning of those words and take feedback of Book 2 Book 1.
students.
• Encourage them to participate by taking turns.
Main Task
• Ask the students to follow the Handwriting script and complete writing on 14 mins
pages.
• Monitor the class to facilitate during the lesson and spot check their letter
formation.
• Encourage them to make corrections for better presentation of their work.
Wrap Up 1 min
• Ask 2-3 students to share their work with the whole class.
appendix # 1
appendix # 2

Class II English Week 3 Term II 2023 24

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DAILY LESSON PLAN (DLP)

Learning Objectives Plan (Methodology) Time Resources Assessment

1. identify and use Test: 10 mins • identify and use adjectives to

1. draw a sketch or Introduction 2 mins • draw a sketch or illustration

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