Beaconhouse School System

Walton Campus
Upper Primary Section Classes VI
English Curriculum Weekly Planner Sheet

Class: VI Topic: Water, Water& Climate

Dates: 28th September – 2nd October, 2015
Month: September, October 2015 - Cycle 5 Lesson Sequence: 2+ 2+ 2+ 1+1
Days Oracy Time Routine Lesson Homework

Day 1 The Turbulent Term of Tyke Tiler

Act II, Scenes-vi-xii
Written Work

Day 2 The Turbulent Term of Tyke Tiler Venn Diagram of

Character sketch of Danny Tyke & Danny’s
Worksheet and Written Work Character traits

Day 3 Unit 1:Water, Water

Direct and Indirect Speech(C/F due to low attendance)
WB. Pg. 7

Day 4 Unit 2: Climate

Lesson 1 Introduction
Comprehension Passage: ‘Early Spring Causes Havoc for the Hedgehogs’
TB pg. 29-30
Comprehension Passage: ‘Early Spring Causes Havoc for the Hedgehogs’ Read TB pgs 34
Day 4 Comprehension Q1, 2, 3 & Looking Closely Q1,2,3 and 35 ‘The Best
Lesson 2 Day of My Life’.

Coordinator: Soondus Omer Planned by: Aalia Usman

Subject: English Topic: The Turbulent Term of Tyke Tiler(Act II Scenes vi-xii) Day 1 Date: _____September, 2015
 Objective Plan (Methodology) Time Resources Assessment
By the end of the Students will be
lesson stds. Listening and Speaking Activity assessed on their
should be able to:  I’ll have a recap of the main events of Act II, Scenes i-v 10 min ability to:

 perform role  Stds will perform a roleplay on Act II Scenes vi-xii 10 min  perform role
play in small  Before stds’ role play, I will explain the reading strategy, “Click and play in small
or large or large
groups from Clunk”. groups from
the play ‘The  Students will apply this strategy using the ‘My Reading Check Sheet’ ‘My the ‘The
Turbulent Reading Turbulent
Term of Tyke while performing the roleplay. Check Term of Tyke
Tiler’ Sheet’–10- Tiler’
Routine Lesson 15 per
 Include  I will ask stds to work in pairs and discuss main events and the main class  Include
relevant 10 min relevant
details while vocabulary. details while
answering  A class discussion will be held on the difficult words and phrases of the 20 min answering
questions questions from
from the text text. the text
 The writer’s use of characters and their relationship with each other will 5min
 indicate key  indicate key
points of Act be discussed. points of Act
II, Scenes-vi- Written Task: II,Scenes-vi-
xii xii
 Students will do the following question in their pamphlets: 20 min

Compare and contrast Dad’s council election with the electionsheld in

Pakistan?
Plenary
 I will ask them to point out various literary devices being used in these
5 min
scenes. 80 min

Subject: English Topic: The Turbulent Term of Tyke Tiler (Act II Scenes vi-xii) Day 2 Date: _____September, 2015
 Objective Plan (Methodology) Time Resources Assessment
By the end of the Students will be
lesson stds. Listening and Speaking Activity assessed on their
should be able to:  I’ll have a recap of the main events of Act II, scene vi-xii 10min ability to:

 Include  I’ll tell stds that today they’llwrite a character sketch  Include
relevant detail relevant detail
while writing while writing
a character Routine Lesson a character
sketch  I will tell stds that they will now work in pairs and discuss the main ‘Character sketch
 Interpreted Map’
 the roles of character traits of Danny using the worksheet ‘Character Map’ – w.sheets
 characters. attached.
  Explored
 I’ll explain the worksheet to the stds and will discusshow they will to 15 min
 Characters
 giving support their point of view by giving evidences from the text.
 personal  I’ll remind stds to search for evidences from Acts I and II only.
 point of
 view.  I’ll now take feedback from each pair on Danny’s character traits and 15min
evidences that they noted down on their worksheets.

Written Task:
35min
 Students will now attempt the following question in their pamphlets:
Q. Write a character sketch of Danny using as many evidences from the
text as possible. *(Word Limit – 150-200 words)
 Stds will exchange their work with their pair for editing.
*Word limit will be reduced for slow writers and the weaker stds.
Plenary
 I will ask them about Tykes character traits. 5 min

HW:Draw a Venn diagram of Danny’s and Tyke’s character traits on A4 sheets. 80 min
Name _____________________Introduction

Class VI- ______________

Opinion
 Subject: English Topic: Water, Water Day: 3 Date: ____September, 2015

Objective Plan (Methodology) Time Resources Assessment

By the end of the Students will be
lesson students Listening and Speaking Activity assessed on their
should be able to:  I’ll introduce concept of direct speech and indirect speech with the 10 min ability to:
help of an example written on the board.
 change  Students will skim the text ‘River Gypsies’ to identify the direct 10 min  change present
present tense speech that reports the character’s words. tense direct
direct speech  I’ll further clarify the concept of direct and indirect speech through 15 min speech into
into indirect board examples and board practice.I’ll also remind stds of the indirect speech
speech following rules when changing from direct to indirect speech:
 Speech marks are not used in indirect speech.  identify the
 identify the  Use of word “that”: W.Sheets punctuation and
punctuation  Change in pronoun word difference
and word  Direct speech in present tense changes to past tense in in direct and
difference in indirect form indirect speech
direct and  The adverb of nearness changes to adverb of distance, e.g.
indirect now/then, here/there, this/that, these/those WkBks
speech
Routine Lesson
 Students will attempt the worksheet on direct and indirect speech in 15 min
pairs.
 Feedback will be taken from the pairs through collaborative 5 min
checking.

Written Task:
 Students will attempt workbook pg. 7 individually. 20 min

Plenary
 Students will share their answers. 5 min
_____
80 min
 Subject: English Topic: Climate Day: 4 Date: ____September, 2015

Objective Plan (Methodology) Time Resources Assessment

By the end of the Students will be
lesson students Listening and Speaking Activity assessed on their
should be able to:  I will introduce the unit ‘Climate’ using TB pg 28. 5 min ability to:
 I will link the topic with the changing climate and global warming. 5 min
 infer and  infer and
deduce Routine Lesson (Individual &Pair Work) deduce
meaning by  Students will read the extract ‘Early Spring Causes Havoc for the 10 min meaning by
recognizing Hedgehogs’ individually. (TB pg. 29-30) recognizing
the writer’s  A discussion on how meaning is constructed within sentences and 10 min the writer’s
intentions across the text as a whole will be held. intentions
 In pairs, students will be asked to discuss the difficult words given in 5 min
 comprehend the Wordpool.  comprehend
how meaning  A class discussion will be held on the respective words. 10 min how meaning
is constructed is constructed
within Written Task within
sentences and  Students will attempt questions 1-3 and Looking Closely Questions 1-3 30 min sentences and
across the text individually. across the text
as a whole as a whole
Plenary
 What conclusion have you reached about the main causes of climate 5 min
change? To what extent are human activities responsible for it? _____

80 min