KHS Daily Lesson Plan

Subject: Social Studies

Grade 5
Focus: SST/English/Sci/Robotics

Month(s) April-May Term 2nd Term (Unit 6)

Unit/Topic Unit 11: Role of Media 5 Weeks

Unit duration 4 Teaching Weeks
Theme Theme: Where we are in place and time
1 Revision Week
Continuity and change through time: The study of the relationships between people and events through time; the past, its influence on the present
Curriculum Strand
and its implications for the future; people who have shaped the future through their actions.

Establishing the purpose of the unit through exploration

Values Skills
Principled, Caring, Knowledgeable Self-Management Skills & Communication Skills
Summative Assessment Formative Assessment

Exploring the Role of Media in Achieving Sustainable Economic Growth

Objective: To understand the significance of the media in promoting decent work and
economic growth, aligned with the UN Sustainable Development Goal of “Decent Work and -Thinking Routine/AFL Strategies
Economic Growth.”
- Oral Assessment
Goal: Students will demonstrate their understanding of the role of media in fostering - Oral Discussion
economic growth and creating job opportunities.
- Group/Pair Tasks
Role: Junior Reporters - Reading Activities
- Gallery Walk
Audience: Classmates and Teacher
- Presentations
Situation: Aspiring journalists working for a local news organization. Their task is to create
- Projects
a news report highlighting the contributions of the media to achieving SDG 8: “Decent
Work and Economic Growth.”

Product: A multimedia news report consisting of a written article and a presentation.

 KHS Daily Lesson Plan

Learning Outcomes /
Week 1 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: Theme Poster, Images representing ancient cultures, Tools and inventions from the industrial era, Visuals or props to represent potential future
advancements
Day 1 & 2 Must be clear, Main Lesson: What will students be
specific, and Time: 30 minutes able to do/ know by
(Understanding
observable Time Travel Adventure the end of the lesson?
of the Theme)
To enable students Introduction: Explain the theme
to: Begin by discussing the theme “Where we are in place and time” with the “Where we are in place
students. Explain that this theme explores the relationships between individuals and time” and
Articulate the and communities and their connections to time and place. Emphasize that it understand its focus on
theme “Where we involves understanding the past, appreciating the present, and considering the relationships between
are in place and future. individuals,
time” and grasp its
Double Lesson communities, and
emphasis on Activity Setup: connections to
relationships Divide the class into small groups. Provide each group with a “Time Travel different periods and
between Passport” (a simple booklet or sheet of paper). locations.
individuals, Explain that they are about to embark on a time-travel adventure where they
communities, and will explore different periods and locations. Share an interesting
connections to
observation or insight
different periods Time Travel Stations: from our time-travel
and locations. Set up different stations around the classroom, each representing a specific time adventure during the
and place. For example: group discussion.
Express an
engaging Ancient Civilization Station: Decorate with artifacts or images representing Connect my
observation or ancient cultures (e.g., Egypt, Mesopotamia). observations to the
insight from their Industrial Revolution Station: Display tools and inventions from the industrial theme “Where we are
time-travel era. in place and time,”
adventure during Future Station: Use futuristic visuals or props to represent potential future recognizing the
the group advancements. importance of
discussion. Local History Station: Focus on the history of the local community or region. understanding history
At each station, include a brief description and key questions for students to and geography in
Link their consider. For example: shaping our identities
observations to the “You are in ancient Egypt. What do you see? What tools or objects are around and communities.
theme “Where we you? How do people live?”
are in place and “Welcome to the future! What technological advancements do you envision?
time,” How has life changed?”
acknowledging the
 KHS Daily Lesson Plan

significance of In their groups, students rotate through each station with their Time Travel
comprehending Passports. At each station, they jot down observations, thoughts, and questions.
history and
geography in Group Discussion:
shaping identities Bring the class back together for a brief discussion. Ask each group to share one
and communities. interesting observation or insight from their time-travel adventure. Encourage
them to reflect on how different periods and places shape who we are today.

Conclusion:
Wrap up the activity by connecting their observations to the theme “Where we
are in place and time.” Emphasize the importance of understanding history and
geography in shaping our identities and communities. Assign a short reflective
writing task or a creative project for homework, asking students to express what
they found most intriguing during their time-travel adventure.
Learning Outcomes /
Week 1 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: Ancient Codes, Projector and Internet Resource for Video, Notebook
Day 3 Must be clear, Warm up activity: What will students be
specific, and Time: 15 minutes able to do/ know by
(Sending
observable Ancient Codes Exploration the end of the lesson?
Messages)
To enable students Decode messages
§ Begin by introducing the concept of sending messages throughout history.
to: written in ancient
§ Share a brief overview, mentioning that in ancient times, people had creative
codes like Morse code
Decode messages ways of sending messages without the technology we have today.
and hieroglyphics.
effectively in § Divide the class into small groups.
ancient codes like § Provide each group with a set of ancient codes or symbols (Morse code and
Explain what a
Morse code and hieroglyphics) from different cultures and time periods. (Refer to the resource
telegraph is and why it
hieroglyphics, folder – Ancient Codes)
was considered the
showcasing an v Morse Code Description: Morse code is a method of encoding text
first modern
understanding of characters using sequences of dots and dashes. Each letter and numeral is
instrument for sending
symbolic assigned a unique combination of these signals. It was commonly used in
messages over long
communication telecommunication systems, particularly during the era of telegraphs.
distances.
methods. v Hieroglyphics Description: Hieroglyphics are a system of writing that uses
pictorial symbols or glyphs. In ancient civilizations, such as Ancient Egypt,
Identify and describe
Articulate the these symbols were often inscribed on walls or tablets. Each symbol
the key components of
significance of a represents a specific object or idea, making it a visual language.
the telegraph system,
telegraph, justifying
including the Morse
why it was deemed
 KHS Daily Lesson Plan

the inaugural § Instruct the groups to decode a simple message written in one of the ancient key, electromagnet,
modern instrument codes. You can write messages related to the upcoming lesson, like “Hello, we battery, and cable.
for transmitting are learning about ancient message machines today.”
messages across § Encourage discussions within the groups about how they decoded the Compose a short and
considerable messages and what they find interesting about these ancient methods of meaningful message
distances. communication. using Morse code as if I
§ After decoding the messages, have each group share their findings with the am a telegraph
Identify and class. operator.
provide detailed § Discuss as a whole class how these ancient codes were used to send messages
descriptions of the and the ingenuity behind each method.
key components § This activity serves as an engaging introduction to the topic of sending
integral to the messages, setting the stage for exploring ancient communication methods
telegraph system, further in the lesson.
encompassing the
Morse key, Main Lesson:
electromagnet, Time: 10 minutes
battery, and cable.
§ After the warmup activity, play the provided video related to telegraphs and
Create a concise ask the children to observe the working of telegraphs.
and meaningful § Play the video at least twice so that the children can understand the working
message using of the telegraph in a better way.
Morse code,
assuming the role https://www.youtube.com/watch?v=Mvqlsd3prW8&ab_channel=Elearnin
of a telegraph
operator, § After watching the video, discuss the following prompts;
demonstrating v What is the telegraph, and why was it considered the first modern
proficiency in instrument for sending messages over long distances?
encoding messages v Identify and explain the key components of the telegraph.
for efficient v How does the telegraph system work?
transmission. v Why was Morse code an essential part of the telegraph system, and how
does it help in the transmission of messages?
v Discuss the role of the ground (Earth) in the telegraph system. Why is it
used as a conductor?
v Explain how messages are transmitted using Morse code?
v Why was it crucial for the time of contact (dot and line) to be precise in
Morse code transmission?

Wrap up activity:
Time: 15 minutes
 KHS Daily Lesson Plan

Writing Task for Notebook

Imagine You're a Telegraph Operator

§ Role: Pretend you are a telegraph operator during the time when the
telegraph was a primary means of long-distance communication.
§ Compose a Message: Using Morse code, create a short and meaningful
message that you, as the telegraph operator, would send to another location.
You can use the Morse code chart provided in the lesson.
§ Decode a Message: After composing your message, decode a message that is
given to you in Morse code. Write down the decoded message in plain text.
§ Reflect: Reflect on the experience. How challenging was it to compose and
decode messages using Morse code? What do you think were the advantages
and limitations of using the telegraph for communication?
Learning Outcomes /
Week 1 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: Small Boxes, Coloured Sheets, Pens, Art Supplies, Textbook, Notebook
Day 4 Must be clear, Warm up activity: What will students be
specific, and Time: 15 minutes able to do/ know by
(Sending
observable Time Capsule Express the end of the lesson?
Messages)
To enable students Create a mini time
§ Explain to the students that they are going to experience a hands-on activity to
to: capsule with my group,
understand how messages from the past can be preserved for the future.
including a letter and
Work § Introduce the concept of a time capsule, a container that holds items or
items that represent
collaboratively in messages to be opened by future generations.
our lives and interests.
small groups, § Divide the class into small groups and provide each group with materials such
fostering as small boxes, coloured papers, pens, and art supplies.
Recall and discuss how
communication and § Explain that each group will create a mini time capsule by writing or drawing
messages were sent in
teamwork skills. messages to represent their current lives, interests, and aspirations.
the past, like using
§ Instruct the groups to:
runners in the Indus
Spark interest in v Write a two-paragraph letter to someone in the future, sharing thoughts,
Valley.
historical dreams, and details about their current lives.
communication v Draw or include small items that represent their hobbies, favourite things,
Explain the concept of
methods, or current events.
a code and use a
encouraging § Emphasize the importance of making their messages clear and understandable
simple code to write
students to recall for people who might open the time capsule in the distant future.
words.
and discuss past § Allow each group to briefly share what they included in their time capsule and
practices, such as why.
 KHS Daily Lesson Plan

the use of runners § Encourage discussions on what aspects of their lives they think are important Describe how the
in the Indus Valley. to convey to future generations. electric telegraph
§ Conclude the activity with a reflection session. Ask the students: worked, including the
Use a simple code v How did it feel to create messages for the future? role of the telegraph
to encode and v What items or messages did they find important to include, and why? operator and the
decode messages v Discuss the idea that messages from the past help us understand different coded messages.
effectively. time periods.

Provide insights Main lesson:

into the workings Time: 20 minutes
of the electric
telegraph, § Following the warm-up activity, direct the children to explore the section on
elucidating the role “Sending messages” in the textbook on Page 107.
of the telegraph § Prompt the class to recall the historical method of sending mail in the Indus
operator and the Valley, where messages were transmitted by runners—individuals dedicated
intricacies of coded to running between stations carrying messages.
messages, fostering § Reiterate that each runner had a designated route, or run, connecting various
comprehension of stations. If a message needed to travel beyond, it was handed over to another
technological runner.
advancements in § Proceed to read the initial two paragraphs on Page 107 as a collective activity,
communication. shedding light on how the British evolved the mail system and introduced
postage stamps in this region.
§ Next, engage the students in a discussion:
§ Prompt them to recollect information about the electric telegraph,
encouraging them to delve deeper into the topic by reading the remainder of
the page.
§ Pose questions such as, “How were the messages sent using the electric
telegraph?”
§ Clarify that electricity and magnetism were harnessed, and the messages were
conveyed through a code.
§ Introduce the concept of a code, explaining it as a method wherein letters of
a word are substituted with other letters, numbers, or symbols.
§ Emphasize that when transmitted along wires, these electronic signals can be
interpreted as symbols.
§ Provide an example of a simple code, like replacing letters with corresponding
numbers (e.g., A = 1, B = 2, C = 3, D = 4, etc.).
§ Students have the option to fill out a chart, similar to the provided example,
and then proceed to write words using the given code.
§ Alternatively, they can tap out the corresponding numbers for someone
listening, for instance, executing 4 taps to represent the letter ‘D.’
 KHS Daily Lesson Plan

§ Delve into the section titled It’s a Fact together, allowing students to
comprehend how the electric telegraph effectively transmitted coded
messages.
§ Clarify that the telegraph operator employed a tapping mechanism on the
signalling machine to convey each letter of a word, typically using a sequence
of slow and quick taps.
§ The recipient of the message would then reproduce the encoded message,
representing quick taps with dots (.) and slow taps with dashes (–).

Wrap up activity:
Time: 5 minutes

Write any other words you know that have ‘tele’ or ‘graph’ in them along with
their meanings in your notebook.
Reinforcement/ Read the topic of “Sending Messages”again and solve Exercise (A) provided in textbook Page 108. In this exercise, you will copy and complete the given
Homework sentences in your notebook.

Global Goals/ Decent Work and Economic Growth

UNSDG

Assessment Strategies (Formative assessment)

Check if the learning objectives have been achieved through
• Oral quiz
• MCQs
• Pair work
• Group work
Teacher’s Reflection: (This part should be filled by the homeroom/subject teacher)
What went well: (www)
1.
2.
3.
What needs improvement: (WNI)
1.
 KHS Daily Lesson Plan

2.
3.
Learning Outcomes /
Week 2 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: Notebook, Reading Comprehension Document

Day 1 Must be clear, Warm-up activity: What will students be
specific, and Time: 15 minutes able to do/ know by
(Railway
observable the end of the lesson?
Communications) Train Journey & Signal Transformation Reflection
To enable students Reflect on a train
to: § Begin by asking students to close their eyes and imagine a train journey. journey, considering
§ Encourage them to picture the sights, sounds, and feelings associated with the sights, sounds, and
Reflect on a train
traveling on a train. emotions associated
journey, recalling
§ After a brief moment of visualization, have students share their thoughts with with it.
and articulating the
a partner or in small groups. Prompt them with questions like:
sights, sounds, and
v What did you see outside the train window? Reimagine a train
emotions
v How did the train sound? journey without signals
associated with it.
v What emotions did you experience during the journey? and discuss the
§ As a class, discuss the various aspects of a train journey, focusing on the role of potential challenges
Reimagine a train
trains in transportation and communication. and dangers.
journey without
§ Introduce the idea that trains have played a crucial role in connecting people
signals, evaluating
and places throughout history. This sets the stage for exploring the topic of Identify and
and discussing the
railway communications. understand key terms
potential
§ After the initial reflection, add a twist to the activity: related to railway
challenges and
§ Now, ask students to reimagine the train journey, but this time, the trains have communications, such
dangers posed by
no signals! Encourage them to visualize the potential confusion, near misses, as “electric telegraph,
the absence of
and the challenges that come with trains sharing tracks without any signalling signal boxes and
signalling systems.
system. railway
§ After this vivid mental journey, discuss as a class: communications.”
Identify and
v How did the absence of signals impact the train journey in their
comprehend key
imagination? Comprehend the
terms related to
v What challenges could arise when trains don't have signals to historical story on
railway
communicate with each other? railway
communications,
v How do you think people tried to avoid accidents in the early days of communications,
including “electric
trains? focusing on the
telegraph,” “signal
§ Connect this discussion to the evolution of railway communications and chronological order of
boxes,” and
introduce the role of electric telegraphs and signal boxes in preventing events, character roles,
“railway
collisions and ensuring safer train travel. problems and
communications.”
 KHS Daily Lesson Plan

§ Highlight how these inventions transformed the way trains operated and solutions, historical
Comprehend the improved overall railway safety. context, and the
historical story on impact of innovation.
railway Main lesson:
communications by Time: 15 minutes Explore the most
analysing the efficient non-electrical
§ Distribute and affix the reading comprehension worksheet into each child's
chronological order method for
notebook. (Refer to the student resource folder – History of Railway
of events, character communicating a
Communications)
roles, problems and message to my peers.
§ Have every child read a portion of the comprehension and then encourage
solutions, historical
them to share their understanding of what the passage is about.
context, and the
§ Read the comprehension together as a group, with both the teacher and
impact of
children participating.
innovation.
§ While reading the historical story on railway communications, the children
should focus on:
Explore and
v Key Terms: Identify and understand key terms related to the story, such as
discover the most
“electric telegraph, signal boxes, and railway communications.”
efficient non-
v Chronological Order: Pay attention to the sequence of events in the story
electrical method
to understand how railway communications evolved over time.
for communicating
v Character Roles: Identify the roles and contributions of key characters,
a message to peers,
especially Samuel and the operators in the signal boxes.
documenting and
v Problem and Solution: Look for information about the initial problem faced
illustrating the
by the town (train collisions) and how Samuel's invention provided a
chosen method and
solution.
assessing its
v Historical Context: Consider the historical context of the story, including the
effectiveness.
challenges of early railway systems and the impact of technological
innovations.
v Innovation and Impact: Explore how innovation, in this case, the electric
telegraph, can have a significant impact on solving real-world challenges.
§ After reading the story, the children will solve the below given questions in
their notebooks.
1. What challenge did the bustling town face as more trains traversed its
tracks?
2. What was the primary function of the signalling system that Samuel
designed?
3. How did the installation of electric telegraph lines and signal boxes
impact the safety of train journeys?
4. Describe the transformation in the railway system before and after the
implementation of Samuel's solution.
 KHS Daily Lesson Plan

5. What role did operators in the signal boxes play in ensuring the safety of
train movements?
6. What does the story suggest about the significance of innovation and
adaptation in solving real-world challenges?

Wrap up activity:
Time: 10 minutes
§ Ultimately, the students will be tasked with discovering the most efficient non-
electrical method for communicating a message to their peers.
§ They will document their approach, including illustrations and written
descriptions of the process and its effectiveness in their notebooks.
Reinforcement/
Read the topic “Railway Communications” from textbook Pages 108 and 109.
Homework

Learning Outcomes /
Week 2 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: Image of Railway Communication Anecdote, Drawing Paper/Notebooks, Coloured Pencils, Markers, Crayons, Image of Train’s Signal Key
Day 2 Must be clear, Warm-up activity: (Oral Discussion) What will students be
specific, and Time: 5 minutes able to do/ know by
(Railway
observable the end of the lesson?
Communications)
§ Commence the lesson by engaging in a brief oral discussion related to the
To enable students Explain reasons for the
assigned reading task from the homework. Prompt the children with inquiries
to: prevalence of crashes
such as:
on early railways and
Understand the v Provide one reason for the prevalence of crashes on early railways.
how electricity
historical reasons v Explain what facilitated the quicker transmission of messages to trains
contributed to
behind the located further along the track.
enhancing the safety of
prevalence of v Describe the impact of electricity on the evolution of railway signals.
railways.
crashes on early v Discuss how electricity contributed to enhancing the safety of railways.
railways and how
Design an innovative
the introduction of Main lesson:
train communication
electricity Time: 25 minutes
system, including
enhanced railway Design Your Train Communication System
signals and indicators,
safety.
considering safety and
§ Begin by discussing the importance of effective communication in ensuring the
coordination.
Design an safety and efficiency of train travel.
innovative train § Briefly review key aspects of historical railway communication, emphasizing
Examine the train
communication challenges and improvements.
signals key and
system that
 KHS Daily Lesson Plan

incorporates signals § Display the anecdote about modern train communication systems. (Refer to demonstrate an
and indicators, the resource folder – Railway Communication Anecdote) understanding of the
prioritizing safety § Discuss the role of signals, communication between stations, and safety signals—Stop, Caution,
and effective measures in today's railways. and Clear.
coordination. § Ask students to think about the communication challenges trains might face,
considering safety, speed, and coordination. Replicate and interpret
Examine the train § Encourage them to jot down ideas for improving communication between the signals using my
signals key and trains and railway stations. arms during the game.
demonstrate a § Provide drawing paper or notebooks for the design task.
comprehensive § Instruct students to sketch their innovative train communication system. They
understanding of should include elements like signals, indicators, and any other features they
each signal—Stop, believe are essential.
Caution, and Clear. § Encourage creativity and uniqueness in their designs.
§ Allocate time for students to label the different components of their designs
Interpret the and write a brief explanation of how their communication system works.
signals using their § Organize a gallery walk where students display their designs around the
arms during the classroom.
game, ensuring § Each student has the opportunity to briefly present their design to classmates,
accurate explaining the features and benefits.
reproduction and § Conclude the activity with a brief discussion about the variety of innovative
understanding of ideas presented.
each signal's § Emphasize the importance of creativity and problem-solving in addressing
meaning. real-world challenges.

Wrap up:
Time: 10 minutes
Train Signals Key
§ Inform the students that they will gain insights into the functioning of old
railway signals through this activity.
§ Guide them to examine the train signals key, and go through it together,
ensuring their comprehension of the signals. (Refer to the resource folder –
Train Signal Key)
§ Encourage them to practise replicating the signals—Stop, Caution, and Clear—
using their arms.
§ Introduce a playful element by engaging them in a game: call out a signal for
them to emulate with their arms.
§ If a student incorrectly replicates the signal, they should temporarily exit the
game until only one student remains.
 KHS Daily Lesson Plan

§ If all students consistently reproduce the signals accurately, the student

displaying the signal last should exit the game.
Solve the below given questions in your notebooks;
1. Provide one reason for the prevalence of crashes on early railways.
Reinforcement/
2. Explain what facilitated the quicker transmission of messages to trains located further along the track.
Homework
3. Describe the impact of electricity on the evolution of railway signals.
4. Discuss how electricity contributed to enhancing the safety of railways.
Learning Outcomes /
Week 2 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: Textbook, Notebook, Projector and Internet Resources for Video

Day 3 Must be clear, Warm up activity: What will students be

specific, and Time: 15 minutes able to do/ know by
(The News in
observable the end of the lesson?
Print) § Commence the lesson by presenting the provided video to the children without
To enable students disclosing the topic. Watch a video
to: attentively and make
https://www.youtube.com/watch?v=ijl70Zj4pQ4&ab_channel=Flipsnack guesses about the
Observe and
topic.
interpret a video
§ Encourage them to attentively watch the video and make their guesses about
attentively,
the subject matter. After viewing, I can
allowing them to
§ After viewing, inquire about their perceptions and understanding derived from share my insights,
make informed
the video. questions, or
guesses about the
§ Ensure a comprehensive discussion by replaying the video at least twice to interesting facts in a
topic.
facilitate deeper engagement and comprehension. reflection in my
§ Following the video session, the children can participate in a follow-up activity, notebook.
Articulate their
such as writing a reflection in the notebook, where they express their insights,
insights, questions,
questions, or interesting facts they gathered from the video. Discuss and
or interesting facts
understand how
derived from the
Main lesson: people spread news
video by actively
Time: 20 minutes before newspapers,
participating in a
radio, etc., by methods
reflective writing § Following the warm-up activity, inquire with the class about how people used to
like reading news
exercise in their disseminate news in the absence of newspapers, radio, and similar mediums.
aloud, posting notices,
notebooks. § Discuss potential methods, such as reading news aloud in public spaces, posting
and using coded
written notices, or employing coded signals visible or audible from a distance.
signals.
Enhance their § Emphasize that recipients needed to understand the code to comprehend the
comprehension of news.
Analyse the early
historical methods
newspapers in the
of news
 KHS Daily Lesson Plan

dissemination § Pose questions to the class, such as their estimations on when the first subcontinent,
before the advent newspaper was printed, tying it back to their knowledge of printing (It identifying the
of newspapers and originated in Germany in 1609). language used, reasons
radio. § Proceed to direct them to read ‘The news in print’ on Page 109 to explore early for the language
newspapers in the subcontinent. choice, and the role of
Develop analytical § Inquire about the language used in the first newspapers (English) and discuss newspapers in
skills to examine the reasons behind this choice, considering the British influence. expressing opinions
early newspapers in § Highlight that newspapers didn’t merely present facts but also expressed and influencing people.
the subcontinent. opinions or sought to influence readers.
§ Discuss the consequences if these opinions were anti-British, noting that editors
could face dismissal, imprisonment, or even the closure of the newspaper.
§ Next, guide students to read the paragraph on Page 110 and explore details
about the founding of the newspaper Dawn.
§ Ask questions such as who founded it (Mohammad Ali Jinnah), the language it
was printed in (English), and why English might have been chosen (to reach a
wider audience due to the prevalence of English speakers in the subcontinent).
§ Discuss the location of Dawn’s founding (Delhi) and its current publication cities
(Karachi, Lahore, and Islamabad).
§ Explore how the editor of Dawn used the newspaper to influence people in 1946
by urging Muslims to participate in protests supporting the partition of the
subcontinent.
§ Conclude the session by reading It's a Fact at the bottom of Page 110 with the
class.
§ Encourage discussions about what they know about the newspaper Dawn,
whether they have it at home, and if they can name three other Muslim
newspapers from the time of independence (Morning News, Jang, and Anjam),
including the languages in which they were printed (Morning News in English,
Jang, and Anjam in Urdu).

Wrap up:
Time: 5 minutes

In the end, the children will be asked to answer the following question in their
notebook;
Did the newspapers discussed on this page aim to convey factual information or
to express opinions? Provide an explanation.
Learning Outcomes /
Week 2 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment
 KHS Daily Lesson Plan

Resources for the lesson: News Charade Cards, Textbook, Notebook

Day 4 Must be clear, Warm up activity: What will students be

specific, and Time: 15 minutes able to do/ know by
(The News on
observable News Flash Charades the end of the lesson?
Air)
To enable students Grasp the importance
§ Prepare small cards with different news headlines or events related to historical
to: and impact of various
moments in broadcasting. For example, “Moon Landing Announcement,” “First
news events in the
Appreciate the Radio Broadcast,” or “Invention of the Television.”
history of
importance and § News Headlines;
broadcasting, as
impact of various v First Radio Broadcast: The Voice of Reginald Fessenden
demonstrated by my
news events in the v World War II: FDR's Fireside Chats Inspire the Nation
classmates.
history of v Moon Landing Triumph: Neil Armstrong's Giant Leap
broadcasting v Television Debuts: The Birth of Mass Visual Communication
Comprehend the early
through classmates' v JFK Assassination Coverage: A Nation Mourns
development of radio
presentations. v Internet Revolution: News Goes Digital
and its role in news
v CNN Launches: 24-Hour News Changes the Game
broadcasting in the
Understand the v Digital Radio Dawn: The Rise of Podcasting
subcontinent.
early development v Social Media Impact: News in the Age of Twitter
of radio and v Streaming Services Transform News Consumption
Examine the
recognize its § Shuffle the cards and distribute one to each student without revealing the
motivations behind the
significance in news content.
establishment of early
broadcasting within § Instruct the students not to show their cards to others.
radio stations by
the subcontinent. § Explain that they have 10 minutes to convey the news headline or event to the
governments,
class using only charades—no spoken words or writing allowed.
manufacturers, and
Investigate the § Each student takes turns acting out their news flash while the rest of the class
newspapers.
motivations behind guesses what news event is being portrayed.
the establishment § After each round, discuss the importance of the news event and its impact on
Analyse and form
of early radio the history of broadcasting.
opinions about
stations by § Conclude the activity with a brief reflection. Ask the students:
whether radio news
governments, v How challenging was it to convey a news event through charades?
programs in the 1920s
manufacturers, and v What did you learn about the significance of the news events from your
aimed solely at
newspapers. classmates' performances?
presenting facts or also
sought to influence
Analyse and form Main lesson:
people's thinking.
informed opinions Time: 20 minutes
about whether
radio news § Commence the lesson with a series of inquiries:
programs in the v When was the radio first invented?
1920s focused v Did your grandparents have radios?
 KHS Daily Lesson Plan

solely on v Did your great-grandparents have radios in their youth? (It's likely since by
presenting facts or 1947, radios were widespread across the subcontinent.)
also aimed to § Next, read Page 111 collectively and explore:
influence people's v What constituted the first radio programs? (news)
thinking. v Who were the initial radio broadcasters, and what motivated them to
establish radio stations? (governments for news dissemination, radio
manufacturers and department stores for radio sales, newspapers for
broadcasting news and opinions)
§ Engage in a discussion about the evolution of radio in the subcontinent by
asking:
v When did radio arrive in the subcontinent?
v Who was the inaugural broadcaster?
v Who assumed control afterward?
v What name was given to the broadcasting company?
§ Encourage students to examine photographs and read captions. Volunteers can
then articulate their observations about:
v The appearance of radios in the 1940s
v The rationale behind the term 'wireless'
v The location of Radio Pakistan
§ Proceed to read It’s a Fact on Page 111 to uncover how the subcontinent
acquired its first wireless radio transmitter. Then, direct students to the next
page and inquire about:
v The number of radio stations in Pakistan in 1947
v The entity that assumed control of these stations
v The name of the new radio broadcasting company
v The initiation and location of television broadcasting
§ Clarify the concept of public service broadcasting as ‘broadcasting for the
benefit of the people rather than solely for profit.

Wrap up:
Time: 5 minutes

In the end, the children will be asked to answer the following question in their
notebook;
Do you think radio news programmes in the 1920s just told people the facts or
tried to change their way of thinking? Explain!
Reinforcement/
Read the topic “The news on air” and solve Exercise (A) provided in textbook Page 112 in your notebook.
Homework
 KHS Daily Lesson Plan

Global Goals/ Decent Work and Economic Growth

UNSDG

Assessment Strategies (Formative assessment)

Check if the learning objectives have been achieved through
• Oral quiz
• MCQs
• Pair work
• Group work
Teacher’s Reflection: (This part should be filled by the homeroom/subject teacher)
What went well: (www)
1.
2.
3.
What needs improvement: (WNI)
1.
2.
3.
Learning Outcomes /
Week 3 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: Cardboard Sheets, Blank Sheets, Tape (duct tape, masking tape), Markers, Scissors, Rulers, Craft materials (optional), STEM Worksheet
Day 1 & 2 Must be clear, Main lesson: What will students be Reference:
specific, and Time: 80 minutes able to do/ know by
(STEM Challenge)
observable Media Marvels the end of the lesson?
To enable students Design and create a
to: Activity: Railway Communication Relay model of an innovative
railway communication
Craft and construct Challenge: Building an Innovative Railway Communication System system that focuses on
a model of an
improving
inventive railway Objective: To design and create a model of an innovative railway communication communication
communication system that enhances communication between trains and stations, prioritizing between trains and
system, safety and efficiency. stations, ensuring
emphasizing the
safety and efficiency.
enhancement of Instructions:
communication
 KHS Daily Lesson Plan

between trains and § Briefly discuss the importance of effective communication in the railway Collaborate effectively
stations, with a industry. with my group
primary focus on § Emphasize the need for safety and efficiency in train operations. members to
ensuring safety and § Divide the class into small groups of 3-4 students. Encourage diversity in each brainstorm ideas, plan,
efficiency. group to promote collaborative thinking. and build our
§ Allow each group to brainstorm ideas for their innovative railway innovative railway
Cooperate communication system. communication
effectively with § Consider aspects such as signalling, real-time information exchange, and system.
their group safety protocols.
members, engaging § Provide each group with a sheet of paper to sketch a rough plan of their Apply my
in proficient communication system. Highlight key features and how they intend to address understanding of
brainstorming safety concerns. effective
sessions, § Provide groups with the necessary materials, including cardboard, tape, communication, safety
meticulous markers, and any optional craft materials. measures, and
planning, and the § Instruct groups to start building their models based on their plans. Encourage efficiency in the
collective creativity and collaboration within the group. context of designing a
construction of an § Circulate among the groups, offering guidance and answering questions. railway communication
inventive railway Ensure that each group is on track with their design and implementation. system.
communication § Announce the end of the building phase. Instruct groups to wrap up their
system. projects. Analyse and identify
§ Distribute a STEM worksheet among groups and ask them to fill it once they key features in our
Apply their are done with their project. (Refer to the student resource folder – STEM communication system
understanding of Worksheet) that address specific
effective § Each group presents their innovative railway communication system to the challenges in railway
communication. class. communication, such
§ Groups should explain the features, how it enhances communication, and the as signalling and real-
Analyse and discern safety measures incorporated. time information
the pivotal features § Facilitate a class discussion on the different designs presented. exchange.
within their § Encourage reflection on how each system addresses communication
communication challenges in the railway industry.
system.
Reinforcement/ Solve Exercise (A), provided in textbook Page 114 in your notebook. For this exercise, you will find the answers from the whole chapter and will note them
Homework down in your notebook.

Learning Outcomes /
Week 3 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: Collection of Advertisements, Textbook, Notebook

 KHS Daily Lesson Plan

Day 3 Must be clear, Warm up activity: What will students be

specific, and Time: 15 minutes able to do/ know by
(Advertisement)
observable Ad Hunt the end of the lesson?
To enable students Identify
§ Prepare a collection of advertisements from various sources.
to: advertisements in
§ These could include magazines, newspapers, online ads, or even TV
various sources.
commercials.
Recognize § Ensure there is a mix of product advertisements, service promotions, and
Examine
advertisements in public service announcements.
advertisements from
diverse sources. § Here's a list of example advertisements from various sources:
magazines,
v Magazines:
newspapers, online
Scrutinize Fashion magazine ads featuring clothing, accessories, or beauty products.
sources, and TV
advertisements Health and wellness magazine ads for supplements or fitness programs.
commercials.
from multiple Travel magazine ads promoting vacation destinations.
mediums. v Newspapers:
Explore the origins of
Classified ads for local services like plumbing, tutoring, or real estate.
advertising and
Investigate the Car dealership ads showcasing new models or special promotions.
identify surprises in
historical origins of Grocery store ads highlighting discounts on popular products.
historical contexts.
advertising and v Online Ads:
uncover surprises. Banner ads for e-commerce websites offering discounts or sales.
Analyse modern
Social media ads for mobile apps or online services.
advertising techniques
Assess Google search ads for various products and services.
and provide examples.
contemporary v TV Commercials:
advertising Fast-food commercials emphasizing new menu items.
techniques and Car commercials showcasing safety features and performance.
offer illustrations. Public service announcements on topics like environmental conservation or
community health.
§ Begin the lesson by asking the students what they think an advertisement is.
§ Encourage them to share their understanding and examples if they have any.
§ Announce the “Ad Hunt” activity.
§ Distribute the collection of advertisements among the students or display
them on a board/projector.
§ Instruct the students to:
v Examine the advertisements closely.
v Identify the product, service, or idea being promoted.
v Note down any catchy slogans, visual elements, or persuasive language
used.
v Consider the target audience for each advertisement.
 KHS Daily Lesson Plan

§ After a set amount of time, bring the students together for a group discussion.
Ask each group to share their observations. Discuss the common elements
they found and any differences between the advertisements.
§ Transition to a brief introduction to advertisements. Explain that
advertisements are messages designed to persuade or inform people about
products, services, or ideas. They use various techniques to capture attention
and influence the audience.
§ Highlight the essential elements of advertisements, such as visuals, slogans,
and persuasive language. Discuss how these elements contribute to making an
advertisement effective.

Main lesson:
Time: 25 minutes

§ Commence the main lesson with an exploration of the origins of advertising.

§ Prompt students to consider when advertising might have started, with many
likely associating it with the development of 19th and early 20th-century
media such as newspapers, radio, and television.
§ Intrigue them by suggesting that there might be surprises in store on Page 112
of the Pupil’s Book. Direct them to read the ‘Advertising’ section and pose
questions like:
v Were you surprised by anything on this page? (Advertising dates back to
ancient times, employing persuasive messages on media like papyrus,
wood, or stone.)
v Next, encourage students to share their insights into the methods
advertisers use to capture and sustain people's attention—be it through
entertainment, singing, dancing, reciting rhymes, or crafting 'mini
stories.' Prompt them to provide examples from contemporary
advertisements they've encountered in various media.
§ Continue by collectively reading Page 113, encompassing the picture caption
and It’s a Fact. Facilitate discussion with questions like:
v How do public service broadcasters generate funds to finance radio or
television programs without relying on advertisements? (Through people
paying for a licence to access radio and television.)
v In what way did radio transform advertising? (It enabled advertisements
to reach a broad audience simultaneously.)
v When and where did television advertising commence? (In the 1940s, in
the USA)
 KHS Daily Lesson Plan

§ Then, after the brief discussion and reading, ask the children to solve Exercise
(B) in their notebook. In this exercise, the children will think and choose the
type of advertisement if they were advertising in the 1940s in Pakistan.
Collect Old Newspapers:
Your homework task involves collecting several old newspapers. You can find these newspapers online through internet searches. Look for newspapers
from different time periods, and try to gather a diverse selection.
Select Relevant Advertisements:
Once you have the old newspapers, focus on selecting advertisements from them. Choose a variety of advertisements, including those for products,
services, or events. Aim for a mix that represents different industries or sectors.
Compare with Modern Papers:
Reinforcement/
Compare the advertisements you've selected from the old newspapers with those in a modern newspaper. Pay attention to the differences and similarities
Homework
in the strategies used, the visual elements, the language employed, and the overall presentation.
Analyse Changes Over Time:
Consider how advertising techniques have evolved over time. Look for changes in the way products or services are marketed, shifts in visual styles, and any
notable differences in the language used to persuade consumers.
Create a Comparison Chart or Report:
Organize your findings in a comparison chart or a short report. Include categories such as visuals, language, and overall impact. Provide specific examples
from both old and modern advertisements to support your observations.
Learning Outcomes /
Week 3 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: Blank Sheets, Art Supplies, Craft Material
Day 4 Must be clear, Main lesson: What will students be
specific, and Time: 40 minutes able to do/ know by
(Making
observable Create Your Advertisement Poster the end of the lesson?
Advertisement)
To enable students Clearly articulate the
§ Begin by discussing with the students the purpose of advertisements: to
to: purpose of
attract attention, convey messages, and persuade people to take some
advertisements,
action.
identifying their role in
§ Explain that each student will have the opportunity to create their own
attracting attention,
advertisement poster for a product, service, or idea of their choice.
conveying messages,
§ Emphasize the importance of using visuals, catchy slogans, and persuasive
and persuading people
language in advertisements.
to take action.
§ Provide each student with a sheet of paper, coloured markers, crayons, and
any other craft materials available.
Develop my own
§ Ask each student to choose a theme for their advertisement. It could be a
advertisement poster
product they love, a service they find interesting, or an idea they want to
for a chosen product,
promote.
service, or idea, that
 KHS Daily Lesson Plan

§ Instruct students to design their advertisement poster, incorporating the effectively

following elements: communicates the
v Catchy slogan or tagline intended message.
v Visual representation of the product, service, or idea
v Persuasive language to convince the audience Reflect on my creative
§ After the posters are complete, organize a gallery walk where students display process, considering
their advertisements around the classroom. what I learned about
§ Each student briefly presents their poster to a peer or the entire class, the essential elements
explaining the choices they made in design and language. of effective
§ Facilitate a class discussion on the different advertising strategies used by advertisements and
students. how I approached the
§ Discuss the impact of visuals, slogans, and language in conveying messages design and
effectively. presentation of my
§ Conclude the activity with a reflection session. advertisement poster.
§ Ask students to reflect on what they learned about the elements of effective
advertisements and how they approached the creative process.
Reinforcement/ Solve Exercise (B), provided in textbook Page 114 in your notebook. For this exercise, you will think what was good and what was bad about the different
Homework media for news. Then, you will copy and complete the provided chart in your notebook. You must write 2 things about each.

Global Goals/ Decent Work and Economic Growth

UNSDG

Assessment Strategies (Formative assessment)

Check if the learning objectives have been achieved through
• Oral quiz
• MCQs
• Pair work
• Group work
Teacher’s Reflection: (This part should be filled by the homeroom/subject teacher)
What went well: (www)
1.
2.
3.
What needs improvement: (WNI)
1.
2.
3.
 KHS Daily Lesson Plan

Learning Outcomes /
Week 4 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: Chart paper, Markers, Reading Material, Construction paper, Glue, Scissors

Day 1 Must be clear, Main lesson: What will students be

specific, and Time: 40 minutes able to do/ know by
(Class Project)
observable the end of the lesson?
Exploring Sustainable Economic Growth through Railway
To enable students Communications, Advertisement, and Sending Messages Understand the
to: importance of
Objective: To understand the connection between the UN Sustainable economic growth and
Grasp the
Development Goal of “Decent Work and Economic Growth” and various aspects decent work
significance of
of communication and transportation, such as railway communications, opportunities for
economic growth
advertisement, and sending messages. individuals and
and decent work
communities.
opportunities for
Group Size: Small groups of 3-4 students each.
individuals and
Analyse how different
communities.
Introduction: forms of
§ Begin the class by discussing the importance of economic growth and decent communication and
Scrutinize how
work opportunities for individuals and communities. transportation, such as
various forms of
§ Introduce the concept of Sustainable Development Goals (SDGs) and railway
communication and
specifically focus on SDG 8: “Decent Work and Economic Growth.” communications,
transportation,
§ Explain that today, students will explore how different forms of advertisement, and
such as railway
communication and transportation contribute to economic growth and sending messages,
communications,
employment opportunities. contribute to economic
advertisement, and
v Importance of Economic Growth: growth and
sending messages,
Economic growth refers to the increase in the production of goods and employment
bolster economic
services in an economy over time. opportunities.
growth and
employment It leads to higher income levels, improved living standards, and greater
opportunities for employment and entrepreneurship. Conduct research and
prospects.
Decent work opportunities ensure that individuals have access to gather information
productive and meaningful employment under conditions of freedom, about the role of my
Investigate and
equity, security, and human dignity. assigned aspect in
gather information
fostering economic
regarding the role
Group Discussion: development.
of their assigned
aspect in § Divide the class into small groups.
§ Assign each group one aspect to focus on: railway communications, Create a visual
promoting
advertisement, or sending messages. representation, such as
economic
§ Provide some background information on each topic to help students a poster, to illustrate
development.
 KHS Daily Lesson Plan

understand its relevance to economic growth. how my assigned

Generate a visual v Background Information: aspect contributes to
representation, like Railway Communications: Railways have historically been a vital mode of economic growth and
a poster, transportation for goods and people. They facilitate trade, commerce, job opportunities.
elucidating how and tourism, thereby stimulating economic growth and creating job
their assigned opportunities in various sectors. Reflect on what I have
aspect contributes Advertisement: Advertising plays a significant role in promoting learned about the
to economic products, services, and brands to consumers. It influences consumer connection between
growth and behaviour, drives sales, and fosters innovation and competition in the communication,
employment market. transportation, and
opportunities. Sending Messages: Communication technologies, such as telegraphy, economic growth, and
telephony, and modern digital platforms, enable people to exchange consider how I can
Contemplate their information and ideas rapidly. They enhance connectivity, facilitate contribute to achieving
understanding of business transactions, and support economic development. Sustainable
the nexus between § Encourage groups to discuss and brainstorm ideas on how their assigned Development Goal 8 in
communication, aspect contributes to creating job opportunities and fostering economic my own life and
transportation, and development. community.
economic growth.
Reading and Planning:
§ Provide resources such as “Reading Document” related to each topic.
§ Allow groups time to read and gather information about their assigned aspect.
§ Encourage them to take notes and plan how they will present their findings to
the class.

Project Creation:
§ Distribute materials such as construction paper, glue, scissors, and markers to
each group.
§ Instruct groups to create a visual representation of their assigned aspect using
the materials provided.
§ They can create posters to illustrate their findings and the connections to
economic growth.

Reflection:
§ Conclude the activity with a brief reflection session.
§ Ask students to share their thoughts on what they learned about the
connection between communication, transportation, and economic growth.
§ Encourage them to consider how they can contribute to achieving SDG 8 in
their own lives and communities.
 KHS Daily Lesson Plan

Reinforcement/ Prepare chapter 11 “Role of Media” for cumulative

Homework

Learning Outcomes /
Week 4 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: Sticky Notes, Reading Document, Notebook

Day 2 Must be clear, Main lesson: What will students be
specific, and Time: 40 minutes able to do/ know by
(Cumulative
observable to the end of the lesson?
Assessment of § The children will be allotted 5 minutes to review the quiz.
enable students to:
chapter 11) § The assessment is provided in the document titled (Cumulative Assessment) Demonstrate mastery
Explain the § The teacher will thoroughly reinforce the concepts and questions before of content knowledge
significance of the children will start doing their work. and concepts covered.
acquired § After completing the assessment, instruct the children to exchange their
knowledge in papers with their peers for checking and marking. Apply critical thinking
understanding the § Provide assistance to the children as they evaluate the tests of their peers. skills to analyse and
content. solve problems related
to the course material.
Learning Outcomes /
Week 4 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment
Day 3 & 4 Must be clear, Main lesson: What will students be
specific, and Time: 80 minutes able to do/ know by
(Summative
observable the end of the lesson?
Task)
Exploring the Role of Media in Achieving Sustainable Economic
To enable students Comprehend the
Growth
Double Lesson to: significance of media in
Objective: To understand the significance of the media in promoting decent work
promoting decent
Understand the and economic growth, aligned with the UN Sustainable Development Goal of
work and economic
significance of “Decent Work and Economic Growth.”
growth, aligned with
media in promoting
the UN Sustainable
decent work and Goal: Students will demonstrate their understanding of the role of media in Development Goal of
economic growth, fostering economic growth and creating job opportunities.
“Decent Work and
aligned with the UN
Economic Growth.”
Sustainable Role: Junior Reporters
Development Goal
Analyse how different
of “Decent Work Audience: Classmates and Teacher forms of media (e.g.,
and Economic
television, radio,
Growth.” Situation: Aspiring journalists working for a local news organization. Their task is internet) contribute to
 KHS Daily Lesson Plan

Examine how to create a news report highlighting the contributions of the media to achieving creating job
different forms of SDD 8: “Decent Work and Economic Growth.” opportunities and
media (e.g., fostering economic
television, radio, Product: A multimedia news report consisting of a written article and a development.
internet) contribute presentation.
to creating job Work collaboratively
opportunities and Day 1: Research and Planning within my group to
fostering economic Introduction: research, plan, and
development. § Start the class by discussing the importance of the media in society and its role create a multimedia
in shaping public opinion. news report
Cooperate within § Introduce the concept of Sustainable Development Goals (SDGs) and highlighting the
their groups to specifically focus on SDG 8: "Decent Work and Economic Growth." contributions of media
research, plan, and § Explain the task to the students: they will work in groups to research and to achieving SDG 8.
create a create a news report on how media contributes to achieving SDG 8.
multimedia news Research: Create a well-
report highlighting § Divide the class into small groups, with each group focusing on a specific researched and
the contributions of aspect of media (e.g., television, radio, internet). engaging news report,
media to achieving § Provide resources such as articles, videos, and websites related to the role of including a written
SDG 8. media in economic growth. article and
§ Encourage students to conduct research and gather information about how presentation,
Produce a well- their assigned aspect of media contributes to creating job opportunities and demonstrating the role
researched and fostering economic development. of media in sustainable
engaging news Planning: economic growth.
report, including a § Each group will plan their news report, including:
written article and § Selecting key points and examples to include in their report. Reflect on what I have
presentation, § Deciding on the format of their presentation (e.g., written article, slideshow). learned about the role
demonstrating the § Assigning roles within the group (e.g., reporter, researcher, editor). of media in economic
role of media in growth and consider
sustainable Day 2: Creation and Presentation how I can contribute to
economic growth. Creation: achieving SDG 8
§ Students will work collaboratively within their groups to create their news through my own use of
Contemplate on report. media and
what they have § They will write their article, ensuring it is well-researched, informative, and communication.
learned about the engaging.
role of media in § Groups may also choose to create visual aids such as slideshows or posters to
economic growth accompany their presentation.
and consider how Presentation:
they can contribute § Each group will present their news report to the class.
to achieving SDG 8 § Presentations should include:
through their own § An introduction to the topic and its relevance to SDG 8.
 KHS Daily Lesson Plan

use of media and § Examples and evidence of how their assigned aspect of media contributes to
communication. economic growth.
§ Reflection on the importance of media in achieving sustainable economic
development.
§ After each presentation, allow time for questions and discussion from the rest
of the class.
Reflection:
§ Conclude the activity with a reflection session.
§ Ask students to share their thoughts on what they learned about the role of
media in economic growth.
§ Encourage them to consider how they can contribute to achieving SDG 8
through their own use of media and communication.
§ Provide feedback on each group's presentation and overall understanding of
the topic.
Global Goals/
Decent Work and Economic Growth
UNSDG

Assessment Strategies (Formative assessment)

Check if the learning objectives have been achieved through
• Oral quiz
• MCQs
• Pair work
• Group work
Teacher’s Reflection: (This part should be filled by the homeroom/subject teacher)
What went well: (www)
1.
2.
3.
What needs improvement: (WNI)
1.
2.
3.

Learning Outcomes /
WEEK 5 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: Reinforcement Worksheet

 KHS Daily Lesson Plan

Day 1 Must be clear, Main lesson: What will students be

specific, and Time: 40 minutes able to do/ know by
(Reinforcement)
observable to the end of the lesson?
§ In this lesson, the children will solve the reinforcement worksheet 1 provided
enable students to:
in the student resource folder. Demonstrate mastery
Explain the § The teacher will thoroughly reinforce the concepts and questions before of content knowledge
significance of the children will start doing their work. and concepts covered.
acquired § The reinforcement worksheet includes topics from both unit 4, 5 and unit 6.
knowledge in § After completing the worksheet, instruct the children to exchange their papers Apply critical thinking
understanding the with their peers for checking and marking. skills to analyse and
content. § Provide assistance to the children as they evaluate the tests of their peers. solve problems related
to the course material.

Learning Outcomes /
WEEK 5 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: Reinforcement Worksheet

Day 2 Must be clear, Main lesson: What will students be

specific, and Time: 40 minutes able to do/ know by
(Reinforcement)
observable to the end of the lesson?
§ In this lesson, the children will solve the reinforcement worksheet 2 provided
enable students to:
in the student resource folder. Demonstrate mastery
Explain the § The teacher will thoroughly reinforce the concepts and questions before of content knowledge
significance of the children will start doing their work. and concepts covered.
acquired § The reinforcement worksheet includes topics from both unit 4, 5 and unit 6.
knowledge in § After completing the worksheet, instruct the children to exchange their papers Apply critical thinking
understanding the with their peers for checking and marking. skills to analyse and
content. § Provide assistance to the children as they evaluate the tests of their peers. solve problems related
to the course material.

Learning Outcomes /
WEEK 5 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Day 3 & 4 Must be clear, Main lesson: What will students be

specific, and Time: 80 minutes able to do/ know by
(Reinforcement)
observable the end of the lesson?
Reinforcement Lesson: “The Struggle for Independence” and
To enable students “Climate Change” Demonstrate mastery
to: Instructions: of content knowledge
Oral Reinforcement: and concepts covered
during the course.
 KHS Daily Lesson Plan

Utilize appropriate § Begin the lesson with a brief review of key concepts from the chapters on
vocabulary, Struggle for Independence & Climate Change.
language, and § Engage the students in a class discussion. Pose questions related to the topics,
terminology to encouraging them to share their knowledge and insights.
effectively § Use open-ended questions to explore their understanding of the importance
communicate the of water, storing water, and the rights possessed by humans.
content knowledge § Reinforce key vocabulary related to both topics by incorporating it into the
and concepts. discussion. Encourage students to use the terms in their responses.
Written Test Reinforcement:
§ Distribute a written test that includes questions related to the chapters on
Struggle for Independence & Climate Change.
§ Design a variety of question types, including multiple-choice, true/false, and
short-answer questions, to assess different levels of understanding.
§ Ensure that the questions cover key concepts, facts, and scenarios discussed in
the chapters.
§ Emphasize the importance of reading each question carefully and taking time
to think before responding.
§ After completing the written test, review the answers as a class. Provide
explanations for correct answers and address any misconceptions.

Global Goals/ Decent Work and Economic Growth

UNSDG

Assessment Strategies (Formative assessment)

Check if the learning objectives have been achieved through
• Oral quiz
• MCQs
• Pair work
• Group work
Teacher’s Reflection: (This part should be filled by the homeroom/subject teacher)
What went well: (www)
1.
2.
3.
What needs improvement: (WNI)
1.
2.
3.
KHS Daily Lesson Plan