grade 8 - teachers' guide lesson plans english - Punjab ...

Academic Year2020-2021

COVID-19ACCELERATED

RESPONSE FOR EDUCATION, PUNJAB

GRADE 8TEACHERS’ GUIDE

LESSON PLANSENGLISH

(December)

PUNJAB CURRICULUM AND TEXTBOOK BOARD, LAHORE

GRADE 8TEACHERS’ GUIDE

LESSON PLANS ENGLISH(December)

PUNJAB CURRICULUM AND TEXTBOOK BOARD, LAHORE

Rationale for the 'COVID-19 Accelerated Response for Education':

The world has faced an unprecedented grim situation (COVID-19) starting from the end of 2019, continuing in 2020, that has played havoc and has left bitter marks which will be etched on the memory of mankind for centuries to come.

The repercussions of this pandemic have been felt in all disciplines of life including economy, education, habits, cultural norms, health care services, etc. so severely that the world finds itself helpless. Institutes imparting education had to modify and adapt their educational services strategies to cope with the new challenges after the closure of these institutes for about 6 months in Pakistan. Under the directions of the Government of Punjab, the Curriculum & Textbook Board of the province decided to initiate an 'Accelerated Learning Program' to speed up the teaching and learning activities and to make up for the time lapse the education field has had to face due to (COVID-19).

Journey from ALP to the need-based and time-bound COVID -19 Accelerated Response for Education: The first step in responding to the challenge of school closure due to COVID 19 was to devise an Accelerated Learning Programme for grades 1 to 8. It was deemed important to select three major subjects of study vis a vis English, Mathematics and Science and address all major and important skills and concepts within these areas of study in the most effective manner. Subsequently, it was the Herculean task to squeeze a nine-month syllabus of study into a five-month period, keeping in view skills development, conceptual understanding, horizontal and vertical alignment of the Student Learning Outcomes and a gradual but logical progression of concepts for all grade levels.

Lesson Plans as a manifestation of the Accelerated Learning Programme: In the next step, SLOs were aligned with the material and exercises of the textbooks which ultimately culminated into the development of Lesson Plans. These lesson plans will be shared with you on a rolling basis. It is expected that these plans will act as a ready resource for teachers to achieve learning outcomes in an efficient and effective way. Along with the Lesson Plans, it was decided to develop age-appropriate and engaging worksheets that would benefit students and act as a reservoir for reinforcement of skills and concepts taught in class. Therefore, subject experts were engaged to undertake the daunting task of reshaping and reconfiguring the syllabuses for Mathematics, Science and English.

It has been ensured that the lesson plans are aligned with the level of students and the demand of the Student Learning Outcome. The focus, during this entire exercise, has also been to oversee that classroom instruction is aligned with the goals and objectives of curriculum. Every effort has been made to help foster positive attitudes among students towards learning. Yet another purpose of this exercise is to help teachers create a healthy learning environment in classrooms that is lacking due to the pandemic.

It is a known fact that proper and well thought out lesson planning serves as a checklist that guides teachers to be systematic in the effective delivery of their lessons. Equipping teachers with a systematic, cohesive and an organized breakdown of the syllabus and providing them with well-planned lessons is in a bid to help them be prepared to take on any unforeseen challenges during the process of teaching and learning. Notwithstanding, lesson plans serve as historical documents of teaching practices whereby teachers have a point of reference to look back, reorganize and update their lesson for future usage.

Moreover, well thought out lesson plans help teachers to address challenges during lessons and employ pedagogies that enhance and consolidate learning. Not only this, but a good lesson plan minimizes the negative effects of learning on students, in case of teacher absence, as a cover teacher can deliver the lesson using the guidelines elaborated upon in the plan. Just like every good game needs a plan to win, similarly, every teacher needs a good plan to achieve lesson objectives. Last but not the least lesson planning prevents the over-reliance on textbooks, as direct and the only material for teaching.

Lesson PlansTeachers’ Guide (English)

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The newly developed lesson plans are a highly effective, contextualised and easy to use resource that will serve as a practical tool for public sector teachers. It is hoped that teachers find the lesson plans highly useful, productive and that they are able to experience visible outcome-oriented learning that is concrete and enduring. Also, these plans are based on collaborative, interactive, and inquiry-based methodologies and approaches to make the classroom learning more effective, vibrant and engaging. Based on low cost, no cost material, these lesson plans can be applied with little effort and gain a lot of benefit for both teachers and students in terms of learning and conceptual understanding. The primary focus of the 'COVID-19 Accelerated Response for Education' has not only been on developing lesson plans that address Student Learning Outcomes and allow teachers to help students discover concepts, it has been ensured that plans are sequentially sub-divided in three major domains:

Ÿ Teaching Ÿ Assessment Ÿ Reinforcement

To ensure that the plan is executed in the best possible manner and that both teachers and learners get the most out of the plans, it is suggested that time to each domain is allocated in the following percentage while delivering them:

Ÿ Teaching 75%Ÿ Assessment 15%Ÿ Reinforcement 10%

An emphasis on bolstering concepts and skills through Worksheets: Further to the above, worksheets have also been prepared to supplement and complement all SLOs mentioned in the textbook. Like the lesson plans, the worksheets will also be shared with you on a rolling basis. Each worksheet provides practice and strengthens conceptual clarity. Moreover, these worksheets are aimed at keeping the students engaged in positive and productive activities while at home. Gaining the most out of the Worksheets:As mentioned above, the purpose of the worksheets is to consolidate and clarify concepts, but they can also be used as:

Ÿ Assessment for learningŸ Additional resource to be used in class Ÿ Sample activities for teachers to replicate and devise their own worksheets on similar line.

Tips for Teachers:To optimize these developed lesson plans, it is advisable for teachers to:

Ø go through and comprehend the relevant lesson plan well (Read and understand the text at least twice)

Ø keep the relevant textbook with you when going through the planØ read and comprehend the relevant chapter Ø make notes if requiredØ ensure the availability of mentioned resourcesØ highlight the SLO's, progression of activities, stages, transitions, and key pointsØ visualize your actual classroom, space, seating plan and challengesØ foresee the organization of group, pair or individual workØ play the role of facilitator, leader and managerØ try your best to execute the lesson plan in its true spiritØ ensure proper time managementØ adapt activity, if it is unavoidable

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Teachers’ Guide (English)

Ø Use teacher's discretion in implementation of the lesson i.e if you feel that a concept needs more time, you may extend the lesson to the next period

Ø Wrap up the lesson with good spirit leaving a positive message.

Components of Lesson Plans:Common elements in plans for lessons or units of study are a title/topic/problem, identification of Student Learning Outcomes (SLOs), a sequence of learning activities including introductory, developmental and concluding activities, a list of materials to be used and assessment strategies.

Choosing the Topic:. You can choose a topic from the textbook, a skill such as information gathering, a value such as peace, a current affair topic or an area of special concern such as the environment.

Identifying Student learning Outcomes (SLOs) from the Curriculum. The national curriculum has identified the Student Learning Outcomes to be achieved for each topic (if you do not have access to the National Curriculum document for the subject you are teaching you could develop SLOs yourself). Identifying the Student Learning Outcomes helps you to clarify the knowledge, skills and attitudes/values to be developed. Choose only one to three SLOs to develop your lesson (many more for a unit plan).

Development: Learning Activities:Introductory Activities:Introductory activities are designed to introduce the topic, a sub-topic or to establish connection with the previous lesson. They are designed to build readiness, create interest, raise questions and explore what children already know about the topic, recall relevant information, motivate students and focus their attention on the topic/theme/problem to be studied. Introductory activities include arrangement of pictures and other times that stimulate interest and questions. It may be based on the teacher posing questions, stating a problem or a dilemma, reading a poem or story, or inviting a guest speaker.

Developmental Activities:Developmental activities should grow out of the introductory activities. There should be smooth transitions between the activities to provide a smooth learning sequence. These activities are designed to realize the Student Learning Outcomes. They introduce new concepts, skills and values or build on past learning and should be linked with each other. They should flow from data gathering or intake activities to data organizing activities, to demonstrative or applicative activities, and move on to creative and expressive activities. Data gathering or intake activities provide the needed input to handle questions and hypotheses. Organizing activities helps structure and summarize information. Applicative or demonstrative activities extend learning and develop the ability to use concepts and skills. Creative and expressive activities enrich learning and develop the ability to improvise and apply learning in original ways.

Concluding Activities:

Concluding activities are activities that serve to consolidate, summarize, or facilitate students' application of knowledge and skills to a new situation. They are generally related to the main idea of the lesson.

Material Resources:

A key part of planning is to ensure the resources required to impart the lesson effectively. Resources are planned, identified, developed, or adapted for both teachers and students

Assessment of Learning: Assessment strategies tell us how well or to what extent the student learning outcomes have been achieved. Assessment of learning is important in all phases of the lesson/unit from introduction to conclusion. A variety of tools can be used to assess the realization of the chosen Learning Outcomes. Some of these will be prepared as part of the learning activities, for example, the drawing and labelling of a map, the checklist for evaluating a discussion, the final written report. Other tools such as tests can be prepared ahead of time as well.

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Assessment/Evaluation:

This section focuses on ensuring that your students have arrived at their intended destination. Teachers need to gather some evidence that they did.

A teacher, at this stage, should ask herself/himself:

Ÿ 'How will I evaluate Student Learning Outcomes that were identified?'Ÿ 'What mode of assessment will give me the most accurate and clear picture of my students' learning

and progress?Ÿ 'What gaps have I identified in learning that need to be rethought, and reassessed?'Ÿ 'How can I make my assessment of students reliable and valid?'

Lesson PlansTeachers’ Guide (English)

Table of Contents

TopicLesson Plan No. Page No.

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1 1

2 7

3 12

16

5 20

6 31

31

39

46

51

56

20

27

Reading & Comprehension (Pre-Reading Strategy)

Reading & Comprehension (While-Reading Strategy)

Reading & Comprehension (Post-Reading Strategy)

Reading & Thinking Skills

Words Similar and Opposite in Meaning

Writing Skills

Formal & Lexical Aspects of Languages

Prepositions of Position, Time, Movement and Direction

Active and Passive Voice

Types of Adjectives

Degree of Adjectives

Adjectives with Reference to “than”

Elements of a Story

Order of Events in a Story

Unit 11: A Great Virtue

4 16

61Adjectives with Reference to “the”

67Adjective Phrases

Table of Contents

TopicLesson Plan No. Page No.

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1 72

2 77

3 82

86

Reading & Comprehension (Pre-Reading Strategy)

Reading & Comprehension (While-Reading Strategy)

Reading & Comprehension (Post-Reading Strategy)

Reading & Thinking Skills

Dictionary to Choose Appropriate Word Defination

Unit 12: Water is a lovely thing

4 86

92Demarcate words into Syllables

Ÿ Use pre-reading strategies to

¦ predict the content of a text from topic / picture, title / headings, etc. by using prior knowledge,

asking questions and contextual clues.

¦ guess the meaning of difficult words through contextual clues.

Student Learning Outcomes

40 minutes / 1 Period/s

Duration/Number of Period/s

40 minutesPeriod 1

Ÿ There are three stages in reading skills:

¦ Pre-reading

¦ While-reading

¦ Post-reading

Ÿ Pre-reading section introduces students to the subject matter under discussion and gives them an

opportunity to express their own experiences, views and understanding of it. This activity

centralizes language as a vehicle for communication, prompting students to share their opinions

with others, leading them to accept and understand different point of views. It also allows students

to explore the topic further by getting new information or consolidating established information.

This activity will also help the teacher to evaluate the level of oral competency each student has

gained.

Ÿ At pre-reading stage, students try to guess the actual text. It sparks students' interest and give

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Information for Teachers

Lesson Plans

Grade 8Lesson 1

1


Unit 11

A GREAT VIRTUEReading & Comprehension (Pre-Reading Strategy)

students an opportunity to begin thinking about or anticipate the story while making connections.

Ÿ Pre-reading strategy sets the purpose for reading and enable students to make predictions about

what might happen in the story/poem/text. As students make predictions, make connections, and

set purpose, comprehension of the story/poem/text is increased.

Ÿ Context clues are words in the same sentence or passage that gives you clues to what an unfamiliar

word means. These clues will help you understand the meaning of the unknown word in a story or

passage.

Ÿ There are Seven types of context clues:

¦ Definition context clues

¦ Synonym context clues

¦ Antonym context clues

¦ Comparison context clues

¦ Contrast context clues

¦ Description or Example context clues

¦ Visual context clues

Lesson Plans

Grade 8Lesson 1

2


Unit 11

Material/Resources Required

chalk/marker, white/blackboard, English textbook grade 8

Introduction 5 minutes

The teacher will:

Ÿ begin the class by greeting the students with “Assalam-o-Aliakum/Good morning”.

Ÿ wait for students to reply with “Wa Alaikumussalam / Good morning”.

Ÿ ask the students to open their textbooks at page 65.

Ÿ tell the students that they will be reading a story.

Ÿ say, “but before reading the story, lets predict what the story is about”.

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Grade 8Lesson 1Unit 11

30 minutesDevelopment

Activity 1 15 minutes

The teacher will:

Ÿ ask the students to read the title of the story only.

Ÿ write the title of the story on the board.

Ÿ ask the students to tell what meant by the word “virtue”.

Ÿ brainstorm and build a concept map on the board.

Expected answers:

Ÿ take as many responses as possible.

Ÿ have the students read out some of the responses on the map.

Ÿ ask, “Can you share share any good deed that you have done?”

Ÿ take multiple responses.

A Great Virtue

virtue

goodness

righteousness

integrity

good deeds

honesty

moralitydignity

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Expected answers:

¦ I feed a hungry dog.

¦ I helped an old lady/man cross the road.

¦ I lend a helping hand to my neighbour during shopping.

¦ I cleaned trash from my neighbourhood.

¦ I help my parents with household chores.

¦ I helped my friend/sibling with homework.

¦ I switch off extra lights to conserve electricity.

¦ I planted a tree during plantation campaign.

¦ I donate my old shoes and clothes to the needy.

¦ I hold the door open for a stranger.

¦ I always apilogise for my mistakes – whether big or small.

¦ I shared my lunchbox with my friend.

Ÿ appreciate the students for all the good deeds they have done.

Ÿ encourage them to continue doing random acts of kindness.

Ÿ point at the title of the lesson and explain that by looking at the title of the lesson we can

predict that the lesson is about doing good in every situation.


The teacher will:

Ÿ ask a few students to read the words in bold on pages 66 and 67 of the textbook.

Ÿ help students with pronunciation of difficult words.

Ÿ write a few bold words from the lesson (pages 66 and 67) on the board.

Ÿ let the students predict and guess the meanings of these words from contextual clues.

Ÿ ask students to share their guessed meaning with their classmates.

Ÿ write predicted answers on the board.

terribe followed hesita�on step in

manage shelter harsh accomodate

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Ÿ ask the students to self-check, tally their meanings to the Glossary on page 67 of the textbook or a

dictionary.

word predicted meanings

terrible bad / serious / dangerous

followed by come a�er

hesita�on unsure / uncertainity / not sure / not willing

step in come in / enter in

manage organize / to head / to take care

shelter protec�on / shield / cover / house

harsh bad

accomodate help / aid

3 minutesConclusion/Sum Up

The teacher will:

Ÿ sum up the session by saying, “today we learnt to predict the content of poem from title and

contextual clues”.

Ÿ say, “We also learnt that context clues are words in the same sentence or passage that gives you

clues to what an unfamiliar word means. These clues will help you understand the meaning of the

unknown word in a story or a passage”.

Assessment

The teacher will:

Ÿ assess informally students' ability and understanding during activities in development stage of

lesson.

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Homework 2 minutes

This lesson plan contains a worksheet (GRADE 8, English, WORKSHEET # 1, Unit # 11, Lesson Plan # 1 and

Period # 1). Please make sure that you obtain the required number of copies before the start of the class

and every student is given a worksheet before you finish lecture. Please also make sure that explain the

instructions of attempting the worksheet to the student.

Worksheet

The teacher will:

Ÿ ask students to look at the picture given on page 65 of the textbook and predict what the lesson is

about.

Ÿ ask students to write the prediction in their notebooks.

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A GREAT VIRTUEReading & Comprehension (While-Reading Strategy)

Ÿ Analyze story elements: characters, events, setting, plot, theme, tone.

Ÿ Read a story to:

retell it sequentially¦

summarize¦

recognize author's purpose¦

identify the speaker or narrator in a selection¦

read a text to analyze characters, their motives, actions and emotional responses¦




40 minutesPeriod 1

Ÿ Setting: is the time and place of the story. It's usually introduced during the exposition (beginning)

of the story, along with the characters.

Ÿ Character: A character is a person, animal, being, creature, or thing in a story. Writers use characters

to perform the actions and speak dialogue, moving the story along a plot line.

Ÿ Conflict: A conflict is a clash between two opposing forces that creates the narrative thread for a

story. Conflict occurs when the main character struggles with either an external conflict or an

internal conflict.

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Ÿ Plot: A plot in a story is the sequence of events that make up a story, whether it's told, written,

filmed, or sung. The plot is the story, and it depicts how the story develops, unfolds, and moves in

time. Plots are made up of five main elements:

Exposition: At the beginning of the story, characters, setting, and the main conflict are typically ¦

introduced.

Rising Action: The main character is in crisis and events leading up to facing the conflict begin ¦

to unfold. The story becomes complicated.

Climax: At the peak of the story, a major event occurs in which the main character faces a major ¦

enemy, fear, challenge, or other source of conflict. The most action, drama, change, and

excitement occurs here.

Falling Action: The story begins to slow down and work towards its end, tying up loose ends.¦

Resolution: Also known as the denouement, the resolution is like a concluding paragraph that ¦

resolves any remaining issues and ends the story.

Ÿ Theme : The theme of a story is what the author is trying to convey — in other words, the central

idea of the story.

Ÿ Tone: Tone refers to an author's use of words and writing style to convey his or her attitude towards

a topic. Tone is what the author feels about a subject.

Ÿ Narrator: A narrator is the person from whose perspective a story is told. The narrator narrates the

text.




The teacher will:



Ÿ invite 5 students in front of the class with their completed homework.

Ÿ ask student No. 1 to share the 'Setting' with the example he has written on his homework sheet.

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Ÿ ask student No. 2 to share the 'Characters' with the example he has written on his homework

sheet.

Ÿ ask student No. 3 to share the 'Conflict' with the example he has written on his homework sheet.

Ÿ ask student No. 4 to share the 'Complex' with the example he has written on his homework sheet.

Ÿ ask student No. 5 to share the 'Resolution' with the example he has written on his homework

sheet.

Ÿ have a big hand for all volunteers.

Ÿ announce the title of the lesson 'A Great Virtue' in the form of a story and create interest among

the students to enjoy it.



The teacher will:

Ÿ read the first part (Once there was ______________ knock at the door) of the story given at

page 66 with proper intonation, pace, gestures and expressions.

Ÿ close the book and ask the students to predict what will happen next.

Ÿ let them guess and share.

Ÿ resume the reading of the story till ( Only one person could sleep on it).

Ÿ ask the question “What do you understand by 'Hesitation'?”

Ÿ take responses of 1-2 students.

Ÿ take a pause and let the students predict the next event.

Ÿ get their guesses and invite to see what will happen next.

Ÿ read the story from ( “ Sir, this is a ………………………..to……………they could at least stand all night).

Ÿ invite one volunteer to re-tell the events till now.

Ÿ proceed the reading till ' ………shivering with cold' Page 67.

Ÿ take a pause and ask “Why did the pious man let everybody enter that small hut?”

Ÿ invite two volunteers to share their responses.

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Ÿ give your input when needed.

Ÿ Read till the end.

Ÿ ask this question “Why did the farmer feel guilty?''

Ÿ take responses from any two students.

Ÿ Appreciate the class for their active participation.

Ÿ admire the effort of the volunteers.


The teacher will:

Ÿ divide the class in 8 heterogeneous groups (Mixed ability).

Ÿ direct the class to open their books at page 66-67.

Ÿ read the story again (5 minutes) and do the given tasks.

Ÿ monitor the class to ensure the students are on task and to assist when needed.

Ÿ invite one member from each group to share their work (1 minute each group).

Ÿ consolidate all the information provided by each group and add your share when needed.

Group Name Task Assigned

Group A Explain the se�ng/exposi�on of the story

Group B Explain the conflict in the story

Group C Explain the characters of the story

Group D Explain the rising ac�on in the story

Group E Share the Climax of the story

Group F Discuss the resolu�on/denouement of the story

Group G What is the purpose of the author?

Group H Explain the theme of the story

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The teacher will:

Ÿ wind up the lesson by recalling the elements of a story and highlighting their importance to create an

engaging story

5 minutesAssessment

The teacher will:

Ÿ select 8 students and ask them to explain the following words (one student, one word)

Ÿ shiver, shelter, terrible, hesitation, apologize, generous, guilty, harsh

Homework 3 minutes





Worksheet

The teacher will:

Ÿ select a story from any book, read it and classify its elements, theme and purpose

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A GREAT VIRTUEReading & Comprehension (Post-Reading Strategy)

Ÿ Present a character sketch orally and in writing.

Ÿ Give a personal response about the characters giving reasons to support the response.




40 minutesPeriod 1

Ÿ Please refer to the section: 'For the Teacher' at page 69 of the textbook grade 8

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The teacher will:


Ÿ wait for students to reply with “Wa Alaikumussalam/ Good morning”.

Ÿ ask them to recall the pre and while-reading activities done on 'A Great Virtue'.

Ÿ ask three to four students to share their homework (select a story from any book, read it and classify

its elements, theme and purpose).

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The teacher will:

Ÿ draw this mind map on the whiteboard/ or draw it on a chart paper and put it up on the

whiteboard.

Ÿ explain briefly all components of a character sketch giving examples of key words of each

component.

Ÿ tell students that it is an individual task (10 minutes).

Ÿ ask each student to think about their fathers (in case father is no more, an uncle or a brother).

Ÿ instruct the students to think well and plan to make 3-4 bullet points ( may be in writing to be

shared later on) about each component of the character.

Ÿ direct them to consolidate all the sentences in a short essay form.

Ÿ invite at least 4-5 volunteers to share their work. Two volunteers will share their work orally

while three will share their work in writing.

Ÿ appreciate their efforts and mark their name on the whiteboard for one day as a mark of

appreciation.

MY FATHER/ UNCLE / BROTHER

family, home, friends, neighbour

speech and behaviour

feelings, voice, fear, values,

likes and dislikes of the character

good/bad deeds, acts, achievement, etc.

physical appearance( name, age , height, dress), etc.

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The teacher will:

Ÿ divide the class in six groups (Mixed groups)

Ÿ ask them to select a writer

Ÿ ask them to read the character of the old man in the story 'A Great Virtue' (3 minutes)

Ÿ draw the following mind map on the whiteboard

physical appearance( name, age , height, dress), etc.

family, home, friends, neighbour

good/bad deeds, acts, achievement, etc.

likes and dislikes of the character

speech and behaviour

feelings, voice, fear, values,

Character of the Old Man

Ÿ assign the following tasks to the relevant group to write 5-10 sentences (5 minutes):

Group Name Task Assigned

Group A physical appearance ( name, age , height, dress), etc.

Group B family, home, friends, neighbour

Group C good/bad deeds, acts, achievement, etc.

Group D speech and behaviour

Group E feelings, voice, fear, values,

Group F likes and dislikes of the character

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Ÿ invite one member from each group as a presenter to share their work (2 minutes each group)

Ÿ please keep in mind that the order of groups (as given) should not be disturbed

Ÿ give your own input when needed.

Ÿ applause the effort of students


The teacher will:

Ÿ conclude the session by giving useful tips of writing a good character sketch by using descriptive

words and figures of speech

5 minutesAssessment

The teacher will:

Ÿ ask students to choose the best options:

The old man gave the hunter a cup of .¦

A) tea, B) milk C) coffee D) juice

The old man was very …………… ¦

A) cruel B) happy C) kind-hearted D) angry

The old man set an example of great …………..¦

A) injustice B) selfishness C) greed D) virtue

Everyone ……………. the behaviour of the old man.¦

A) rejected B) disliked C) liked D) discouraged

Homework 2 minutes

The teacher will:

Ÿ ask students to write a character sketch of 'My Favourite Teacher.'

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A GREAT VIRTUEReading & Thinking Skills

Ÿ Choose appropriate synonyms and antonyms from the dictionary.




40 minutesPeriod 1

Teachers should know that:

Ÿ Synonyms are words that are similar, or have a related meaning, to another word.

Examples:

pious – noble¦

kind – gentle¦

Ÿ a word that has the exact opposite meaning of another word, and is its antonym.

Examples:

old – young¦

generous – miser¦

Ÿ while teaching the lesson the teacher should consult the textbook at all steps where and when

applicable.

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chalk/marker, white/blackboard, English textbook grade 8, thesaurus if available


The teacher will:



Ÿ ask students to get in pairs and think of five adjectives, then ask them to write those adjectives in

their notebooks.

Expected Answers:

Ÿ feeble, high, loving, tasty, long

Ÿ assess students by understanding moving around the room to ensure participation of each student.

Ÿ assess how well the students communicate with their partners and how well they follow directions.

Ÿ tell students that there are many words that mean the same to these adjectives.

Ÿ ask students that thesaurus is used to locate synonyms.



The teacher will:

Ÿ write some sentences on the writing board.

Ÿ ask students to underline adjective given in each sentences.

The old man was very kind.¦

The weather was harsh.¦

The holy man lived in a forest.¦

There came a terrible storm.¦

This is a small room.¦

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The room was sunny.¦

Ÿ ask students to change underlined words with words having similar meanings / synonyms.

Expected Answers:

The old man was very soft hearted.¦

The weather was severe.¦

The pious man lived in a forest.¦

There came a horrible storm.¦

This is a little room.¦

The room was bright.¦

Ÿ remind students that words that have similar meanings are called synonyms.

Ÿ write definition of synonym on the board.( Synonyms are words that are similar, or have a

related meaning, to another word.)

Ÿ explain that synonyms and antonyms can help us build our vocabulary.

Ÿ tell that they can help us understand the meaning of an unfamiliar word.

Ÿ For example, if we know that "friend" is a synonym of "companion" then we understand what

"companion" means.

Ÿ say that similarly if we know that "enemy" is an antonym for “companion", we understand that it

must mean "rival."


The teacher will:

Ÿ point out the underlined words.

Ÿ ask students to change underlined words with opposite words.

The old man was very kind.¦

The weather was harsh.¦

The holy man lived in a forest.¦

This is a small room.¦

The weather was bad.¦

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Expected answers:

The old man was very cruel.¦

The weather was pleasant.¦

The unholy man lived in a forest.¦

This is a big room.¦

The weather was good.¦


The teacher will:

Ÿ tell the students that today we have learnt that synonyms are words that are similar, or have related

meaning, to another word. For example: clever – cunning

Ÿ tell that we have also learnt that a word that has the exact opposite meaning of another word is its

antonym. For example: virtue – evil

Assessment

The teacher will:

Ÿ assess students' learning and understanding through activities in development storage as how

much they have learnt.

Homework 2 minutes





Worksheet

The teacher will:

Ÿ ask students to attempt exercise “E” given at page 89 of the textbook.

5 minutes

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A GREAT VIRTUEWriting Skills

Ÿ Write a narrative in the first or third person which describes events / incidents:

use sequential order.¦

use specific adjectives and adverbs.¦

use appropriate tense.¦

use appropriate transitional devices.¦

include quotations (actual words spoken) and thoughts and emotions of the participants in ¦

the incident.

write and revise short formal dialogues¦




40 minutesPeriod 1

Ÿ Setting: A setting is the time and place of the story. It's usually introduced during the exposition

(beginning) of the story, along with the characters.





internal conflict.

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filmed, or sung. The plot is the story, and it depicts how the story develops, unfolds, and moves

in time. Plots are made up of five main elements:

Exposition: At the beginning of the story, characters, setting, and the main conflict are ¦

typically introduced.

Rising Action: The main character is in crisis and events leading up to facing the conflict ¦

begin to unfold. The story becomes complicated.

Climax: At the peak of the story, a major event occurs in which the main character faces a¦

major enemy, fear, challenge, or other source of conflict. The most action, drama, change,

and excitement occur here.

Falling Action: The story begins to slow down and works towards its end, tying up loose¦

ends.

Resolution: Also known as the denouement, the resolution is like a concluding paragraph ¦

that resolves any remaining issues and ends the story.

Ÿ Theme : The theme of a story is what the author is trying to convey — in other words, the

central idea of the story.

Ÿ Tone: Tone refers to an author's use of words and writing style to convey his or her attitude

towards a topic. Tone is what the author feels about a subject.

Ÿ Narrator: A narrator is the person from whose perspective a story is told. The narrator narrates

the text.

The most exci�ng part of the story:When we learn the outcome

Where the main character faces a series of conflicts

Events leading to the end of the story

End of the storyBeginning of the story where

characters and se�ng are introduced

Risi

ng A

c�on

Falling

Ac�on

Exposi�on

Resolu�on

Climax

Plot Diagram

Lesson Plans

22




board marker, whiteboard, a chart paper with the following story written on it.

The Ant and the Grasshopper

by Aesop's Fables

A story about values of hard work and planning for the future

The Ants shrugged their shoulders in disgust.

"Making music, were you?" they cried. "Very well; now dance!" And they turned their backs on the

Grasshopper and went on with their work. There is a time for work and a time for play.

For teacher's reference:

Ÿ Plot of the story: this story is about the value of hard work and planning for the future

Ÿ Setting: ant's hill in the fields

Ÿ Characters: an ant and a grasshopper

Ÿ Conflict/ Problem: the grasshopper has not stored any food for winters

One bright day in late autumn a family of Ants were bustling about in the warm sunshine, drying out the

grain they had stored up during the summer, when a starving Grasshopper, his fiddle under his arm, came

up and humbly begged for a bite to eat. (Exposition)

“What!" cried the Ants in surprise, "haven't you stored anything away for the winter? What in the world

were you doing all last summer?" (Rising Action)

One bright day in late autumn a family of Ants were bustling about in the warm sunshine, drying out the grain they had stored up during the summer, when a starving Grasshopper, his fiddle under his arm, came up and humbly begged for a bite to eat.

“What!" cried the Ants in surprise, "haven't you stored anything away for

the winter? What in the world were you doing all last summer?”

"I didn't have time to store up any food," whined the Grasshopper; "I was

so busy making music that before I knew it the summer was gone.”

Lesson Plans

23



"Making music, were you?" they cried. (Climax)

"I didn't have time to store up any food," whined the Grasshopper; "I was so busy making music that before

I knew it the summer was gone."

The Ants shrugged their shoulders in disgust. (Falling Action)

"Very well; now dance!" And they turned their backs on the Grasshopper and went on with their work.

(Falling Action)

There is a time for work and a time for play. (Ending).


The teacher will:

Ÿ begin the class by greeting the students with “Assalam-o-Alaikum/Good morning”.


Ÿ ask them to sit in groups of 5.

Ÿ tell them to recall the reading lesson on elements of story writing.

Ÿ write story writing,' on the whiteboard.

Ÿ instruct each group not to repeat the answer given by the earlier group.

Ÿ take one response from each group.

Ÿ recall the story a 'Great Virtue'.

Ÿ ask them to identify the four elements of story writing (setting, character, conflict and plot).

Ÿ take one response from each group.

Ÿ ask them to share the five elements of plot (exposition, rising action, climax, falling action and

ending).

Ÿ accept five responses, one from each group and note down the responses on the whiteboard.

Ÿ tell them that they will be analyzing a story against these elements.

Lesson Plans

24




Activity 1

The teacher will:

Ÿ put up the chart paper with the story 'Ant and the Grasshopper'.

Ÿ read the story aloud.

Ÿ ask each group to discuss the different elements of the story and also share the five elements of

plot among each other.

Ÿ draw four columns.

Ÿ assign each group an element to share with the whole class.

Ÿ invite one member from each group to share their response.

Ÿ write responses in the columns as students speak.

First Step

Group A Plot

Group B Character

Group C Se�ng

Group D Conflict

Group E This group will say if the answers provided by the four groups were right or wrong

Ÿ assign each group with the above tasks.

Ÿ give them two to three minutes to prepare to answer.

Ÿ take one response from each group according to the elements assigned.

Ÿ wrap up the activity by highlighting the dialogues between the ant and the grasshopper.

Ÿ tell them the function of inverted commas and that this punctuation mark should be inserted when

each character speaks.

Lesson Plans

25




The teacher will:

Ÿ sum up the lesson by highlighting the elements of story writing and stressing on the importance of

punctuation marks while narrating a story.

5 minutesAssessment

The teacher will:

Ÿ ask following questions to assess the learning of students.

What is plot?¦

What is setting in terms of story writing?¦

What is conflict?¦

What is meant by characters with reference to story writing?¦

Homework 3 minutes

The teacher will:

Ÿ tell them to think of a story that they want to tell about 'an unpleasant experience,' come to class

with an outline of their story

Ÿ o What is the plot of your story?

Ÿ o What is your story's setting?

Who are the characters in your story?¦

What is the problem/ conflict in your story?¦

How does your story end?¦

Lesson Plans

26







Worksheet

Lesson Plans

27



40 minutesPeriod 2

Ÿ Setting: A setting is the time and place of the story. It's usually introduced during the exposition

(beginning) of the story, along with the characters.





internal conflict.

AaBbCc



filmed, or sung. The plot is the story, and it depicts how the story develops, unfolds, and moves

in time. Plots are made up of five main elements:

Exposition: At the beginning of the story, characters, setting, and the main conflict are ¦

typically introduced.

Rising Action: The main character is in crisis and events leading up to facing the conflict ¦

begin to unfold. The story becomes complicated.

Climax: At the peak of the story, a major event occurs in which the main character faces a¦

major enemy, fear, challenge, or other source of conflict. The most action, drama, change,

and excitement occur here.

Falling Action: The story begins to slow down and works towards its end, tying up loose¦

ends.

Resolution: Also known as the denouement, the resolution is like a concluding paragraph ¦

that resolves any remaining issues and ends the story.

Ÿ Theme : The theme of a story is what the author is trying to convey — in other words, the

central idea of the story.

Ÿ Tone: Tone refers to an author's use of words and writing style to convey his or her attitude

towards a topic. Tone is what the author feels about a subject.

Lesson Plans

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Ÿ Narrator: A narrator is the person from whose perspective a story is told. The narrator narrates

the text.

The most exci�ng part of the story:When we learn the outcome

Where the main character faces a series of conflicts

Events leading to the end of the story

End of the storyBeginning of the story where

characters and se�ng are introduced

Risi

ng A

c�on

Falling

Ac�on

Exposi�on

Resolu�on

Climax

Plot Diagram


board marker, whiteboard


The teacher will:



Ÿ tell them to recall the writing lesson on elements of story writing.

Ÿ ask them to share the story given on the worksheet given the previous day, about the 'Little Match

Girl'.

Ÿ ask them if they liked the story and what they understood.

Ÿ take four to five responses.

Ÿ ask them to share the four elements they have identified in the story 'The Little Match Girl'.

Ÿ ask four to five students to share their responses.

Ÿ make corrections where and when required.

Lesson Plans

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Ÿ ask them to open their notebooks to do the homework on their story outlines.

Ÿ tell them that they will be developing the outlines on 'an unpleasant experience' into their own

stories.

Ÿ tell them that they will be sharing their stories with the class.


Activity 1

The teacher will:

Ÿ ask four to five students to share their story outlines with the class.

Ÿ highlight the unpleasant experience in their outlines.

Ÿ give them 15 minutes to develop their outlines into stories.

Ÿ remind them to use punctuation marks where needed.

Ÿ remind them to use transitional devices to connect thoughts.

Ÿ ask students to exchange their stories with their partners and make corrections.

Ÿ ask them if they enjoyed the stories written by their partners.

Ÿ invite three to four students to read the stories that are well written.

Ÿ appreciate their effort and give constructive feedback.


The teacher will:

Ÿ sum up the lesson by highlighting the importance of punctuation, transitional devices and

sequential order for stories to be effective.

Lesson Plans

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Assessment

The teacher will:

Ÿ assess students' understanding on the various story elements as they share their stories.

Homework 3 minutes





Worksheet

The teacher will:

Ÿ tell them to edit their stories as suggested by their partners and write the neat draft for submission

in the next class.

4 minutes

Lesson Plans

31



A GREAT VIRTUEFormal & Lexical Aspects of Language

Ÿ illustrate use of preposition of position, time, movement and direction.

Ÿ identify active and passive voice in sentences.

Ÿ classify adjectives into different types. Change and use degrees of adjectives with reference to

‘than’ and ‘the’.

Ÿ identify and use adjective phrases.




40 minutesPeriod 1

Ÿ Prepositions tell the position of a noun.

Ÿ It shows the relationship between a noun or pronoun and other words within a sentence.

Examples: on, in, at, out, behind, under, with, to, into, from etc.

The pencil is in my bag.¦

I use it to write with.¦

Our class sits under a tree.¦

Teachers reach the school on time. ¦

He is entering into the house.¦

AaBbCc


Ÿ Illustrate use of prepositions of position, time, movement and direction.

Lesson Plans

32



My family is going to the cinema for a movie tomorrow.¦

Uncle Hassan is coming from Lahore next month. ¦

Ÿ There are four kinds/ types of prepositions.

movementto, into

direc�onfrom, to

posi�onon, in, under

�mein, on, at

Preposi�ons

Ÿ The four kinds of preposition tell us more about its relationship between a noun or pronoun by

showing the position, time, movement and direction of a noun or pronoun.

Ÿ This unit 'Prayer' focuses on the use of prepositions.

Ÿ There may only be three prepositions of time, but the ways in which you can use them are almost

endless. It tells when and how often something is done.

Ÿ Preposition of time may indicate the timing by using definite or indefinite states of time in a

sentence.

Ÿ “When” indicates time in a sentence.

Examples:

morning/evening ¦

Saturday/Sunday¦

at 5:00 am/at three o'clock¦

Examples:

My birthday falls in January.¦

Birds often migrate in spring and autumn. ¦

My vacation ends on Monday.¦

We're going for shopping on Friday night. ¦

Meet me at 7:30 am/pm¦

My grandfather is very old, he no longer drives at night.¦

Lesson Plans

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Ÿ Preposition of position/place demonstrates the preposition similar to that of prepositions of time

e.g. in, at, on but for different purpose which means to indicate or specify the place of the noun or

pronoun instead of time.

Examples:

My parents live in Karachi.¦

The beggar is at the door.¦

Duster and chalks are there on the table.¦

Ÿ Prepositions of movement are used to show the way of moving to some place where someone may

use any vehicle or by self-effort only.

Ÿ Prepositions of direction are to mention the course/track or route.

Examples:

Ahmad goes/moves to London in winter.¦

The light is coming from the street light.¦


chalk, marker, white/blackboard, English textbook grade 8.


The teacher will:



Ÿ create a mind map regarding the prepositions of time with the help of students.

at on

in

Time

Lesson Plans

34



in on at

Months: in January / in April

Seasons: in spring / in winter

Years: in 1984 / in 2015

Centuries: in the 20th century

Times of day: in the morning / in

the evening

Longer periods of time: in the past

/ in the 1990s / in the holidays

Days of the week: on Monday

Days + parts of days: on Tuesday

afternoon / on Saturday

mornings

Dates: on November 22nd

Special days: on my birthday /

on

Independence Day

Festivals: on Eid

Clock times: at 7:30 a.m. / at

5 o’clock

Exceptions: at night / at the

weekend

Ÿ recall the usage of prepositions of time through brainstorming

Ÿ write a sentence and ask students to add the prepositions of time to it.

Alia goes for shopping _______ a mall. ¦

Expected answer:

Alia goes for shopping in a mall. ¦

Ÿ say to the students to use (on, at) the other prepositions of time for the same sentence by taking

turns.

Expected answer:

Alia goes for shopping on Sunday. ¦

Alia goes for shopping at 7 o'clock in the mall.¦

Ÿ give students more sentences and ask them to add/change the above-mentioned prepositions of

time in those sentences one after another /simultaneously.

Sample sentences:

My great-grandmother was born in 1960.¦

Breakfast is a meal eaten in the morning. ¦

My vacation ends on Monday.¦

We're going for shopping on Friday night.¦

Lesson Plans

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The teacher will:

Ÿ create a mind map regarding the prepositions of position/place.

to intoMovement

Ÿ ask the students about the prepositions of movement.

Ÿ ask them different kinds of prepositions of movement they have already read.

Ÿ make the chart regarding the focused kind of preposition i.e. preposition of movement.

Ÿ call students one by one to the board and ask them to write one sentence using any of the

preposition of time shown in the chart.

Ÿ clarify the concept of the preposition of time with more examples from the textbook unit 'Prayer'.

Sample sentences:

The students are entering into the classroom.¦

Father needs to go to bed being tired.¦

Ÿ ask students to write five sentences in their notebooks showing/using the prepositions of

movement.

Preposi�on of movement

Preposi�on Usage Example

toMovement to building, movement to place/country or for bed

Go to the cinemaGo to AmericaGo to bed

into Enter a room / a buildingGo into the kitchen / the

house

Lesson Plans

36



Ÿ draw or make the following chart for the prepositions of position/place on the board.

Ÿ ask the students at random to provide examples for the prepositions of movement/direction.

Ÿ write five sentences on the board and ask students to underline the prepositions of

movement/direction given in sentences.

1. The bird is moving into a hole.

2. Sana is going to enjoy a movie with her friends.

3. Ahamd is coming from school.

4. You will run to the town.

5. Who is invited to the party.

Expected answer:

1. The bird is moving into a hole.

2. Sana is going to enjoy a movie with her friends.

3. Ahamd is coming from school.

4. You will run to the town.

5. Who is invited to the party?

Preposi�on of movement

Preposi�on Usage Example

to going to room, street , town /country to the room to Americato school

from coming room, street , town /countryfrom the room , city or place like school or hospital


Lesson Plans

37




The teacher will:

Ÿ sum up by asking the students the prepositions of time, movement and direction with examples.

Ÿ conclude the lesson by repeating the main points of the lesson.

6 minutesAssessment

The teacher will:

Ÿ write the following sentences on the board and ask the students to note down the sentences in

their notebooks.

Ÿ ask students to fill in the blanks with appropriate prepositions of time.

1. I finish school early _______________ Wednesdays.

2. Are you going to work _______________ the summer holidays?

3. What shall we do _______________ the weekend?

4. Mobile phones were invented _______________ the 80s.

5. Mother is cooking food _______________ the kitchen.

6. You are invited _______________ a concert.

7. A beautiful painting is _______________ the front wall of my home.

Ÿ take few responses and fill in the blanks on board.

Expected answer:

I finish school early on Wednesday.¦

Are you going to work in the summer holidays¦

What shall we do at the weekend?¦

Mobile phones were invented in the 80's.¦

Mother is cooking food in the kitchen.¦

You are invited to a concert.¦

A beautiful painting is in the front wall of my home.¦

Lesson Plans

38



Homework 2 minutes





Worksheet

The teacher will:

Ÿ ask the students to write:

five sentences using preposition of position¦

five sentences using preposition of time¦

five sentences using preposition of movement and direction.¦

Lesson Plans

39



40 minutesPeriod 2

Ÿ In English Grammar, verbs have five properties; voice, mood, tense, person and Number; here we are

concerned with voice.

Ÿ The two grammatical voices are Active and Passive.

Ÿ When the subject of a sentence performs the verb's action, we say that the sentence is the Active

Voice.

Ÿ Sentences in the Active Voice have a strong, direct and clear tone.

Ÿ On the other hand, when the subject is acted on by the verb, we say that the sentence is the Passive

Voice.

Ÿ The passive voice is always constructed with the conjugated form of to be + the verb's past participle.

Examples:

AaBbCc


Ÿ Identify active and passive voice in sentences.

Ac�ve Voice Passive Voice

1. I eat food. 1. Food is eaten by me.

2. We played a match 2. A match was played by us.

3. Ali sings a song. 3. A song is sung by Ali.

4. They visited the zoo. 4. The zoo was visited by them.

Ÿ While teaching the lesson, the teacher should also consult textbook at all steps where and when

applicable.

Ÿ We use “to” instead of “by” with the verbs (know, engage, marry).

Examples:

I know you.¦

You are known to me.¦

He married a rich lady.¦

A rich lady was married to him.¦

Lesson Plans

40




chalk, marker, white/blackboard, English textbook grade 8.


The teacher will:



Ÿ say “Ali eats an apple.”

Ÿ ask the students “Who is eating the apple?”

Expected answer: Ali

Ÿ write students' responses on the board.

Ÿ ask the students, “What is being eaten?”

Expected answer: an apple

Ÿ ask the student what is the subject in the sentence.

Expected answer: Ali


Ÿ ask the student what is the object in the sentence.

Expected answer: an apple


Ÿ write another sentence on the board.

I play cricket.¦

Ÿ point at the sentence and tell the students that this sentence is in SVO pattern.

Ÿ write example to explain SVO pattern.

Examples:

S V O

subject verb object

I play cricket

Lesson Plans

41





The teacher will:

Ÿ tell students that today we are going to learn about active and passive voice in sentences.

Ÿ explain that when the subject of a sentence performs the verb's action, we say that the sentence

is in the active voice.

I make a doll's house.

subject verb object

Ali eats an apple.

subject verb object

1. 2.

Example

Ÿ explain sentences have a basic active voice construction: subject, verb, and object (SVO).

Ÿ explain the subject “Ali” performs the action described by “eats”. The subject “I” performs the

action described by “doll's house”.

Ÿ ask the students to identify subject , verb and object (SVO) from the following active voice

sentences.


Example:

I play football.¦

They eat food.¦

We take tea.¦

He killed a snake.¦

She washed the floor.¦

Subject (S) Verb (V) Object (O)

Lesson Plans

42



Expected answers:

Subject (S) Verb (V) Object (O)

I play football

They eat food

we take tea

He killed a snake

She washed the floor

Ÿ tell the students that all the above sentences are active because the subject is doing action on

object.

Ÿ explain that in Active sentences, the thing doing action is the subject and the thing receiving

action is the object.


The teacher will:

Ÿ explain that a sentence is in the passive voice, when the subject is acted on by the verb.

Ÿ explain, the passive voice is always constructed with a conjugated form of “to be + the verb's past

participle”.

A doll’s house is made by me.

subject verb object

An apple is eaten by Ali.

subject verb object

1. 2.

Lesson Plans

43



Example

Ÿ point at the examples of active and passive voice and ask students to take a closer look at the first

pair of sentences, “Ali eats an apple.” and “An apple is eaten by Ali.”

Ÿ explain, the active sentence consists of Ali (subject) + eats (verb) + apple (object). The passive

sentence consists of apple (object) + is eaten (a form of to be plus the past participle adored) + by

(preposition) + Ali (subject).

Ÿ explain, making the sentence passive flipped the structure and necessitated the preposition by.

Ÿ ask the students to identify object, verb and subject (OVS) from the following passive voice

sentences.

Ÿ ask the students to write them in the relevant places in the table.

Example:

Football is played by me.¦

Food is eaten by them.¦

Tea is taken by us.¦

A snake was killed by him.¦

The floor was washed by her.¦

Object (O) Verb (V) Subject (S)

Expected answers:

Object (O) Verb (V) Subject (S)

Football is + played by + me.

Food is + eaten by + them

Tea is + taken by + us

A snake was + killed by + him

The floor was + washed by + her

Lesson Plans

44



Ÿ tell the students that all the above sentences are Active because the subject is doing action on

object.

Ÿ reinforce that in active sentences, the thing doing action is the subject and the thing receiving

action is the object.

Ÿ reinforce that in passive sentences, the thing receiving action is the subject and the thing doing

action is written at the end of sentence.


The teacher will:

Ÿ tell the students that today we have learnt the identification of active voice and passive voice

sentences.

Ÿ define, active voice is a sentence in which the subject is doer or actor while the passive is that

sentence in which the subject of a sentence is acted upon.

Assessment

The teacher will:

Ÿ assess students' responses during activities to know how much they have learnt.

Homework 3 minutes

The teacher will:

Ÿ write some sentences on the board.

Ÿ ask students to write sentences in their notebooks and identify the passive voice sentences.

He was attacked by the enemy.¦

She writes a letter.¦

Tea is taken by me.¦

Mangoes were eaten by them.¦

Test was passed by him.¦

Lesson Plans

45







Worksheet

Lesson Plans

46



40 minutesPeriod 3

Ÿ An adjective is a word used to qualify a noun or a pronoun. There are eight kinds of Adjectives in

terms of nature: These are describing words which tell us more about nouns or pronouns for

example: Saleem is a good (adjective) cricketer. In this example 'good' is telling us more about

'Saleem'.

Ÿ There are different kinds of adjectives. These are adjectives of quantity, quality, size, shape, color

origin, proper adjectives, numeral, demonstrative adjective, distributive adjective, interrogative

adjective and possessive adjective.


applicable.

AaBbCc


Ÿ classify adjectives into different types.

Ÿ change and use degrees of adjectives with reference to “than” and “the”.


chalk, marker, white/blackboard, English textbook grade 8


The teacher will:



Ÿ show students picture of a computer and ask them to describe it by using different adjectives.

Ÿ record the responses of the students on the board.

Ÿ ask them to tell about its colour, shape, size, quality and it is made in which country, for example,

China, Pakistan (proper adjective), etc.

Lesson Plans

47



Pakistani

hard / plas�c

one

my computer

electronic devices

4 parts

sharp memory

square rectanlge

Ÿ when they have described the computer show them a school bag and ask them to describe it through

a mind map.

Pakistani

expensive

so�

blue and black

a�rac�ve

Rs. 500

fine

new

Lesson Plans

48



Ÿ ask them to describe their class room.

Ÿ same activity can be repeated with some other things available in the school.



The teacher will:

Ÿ say the students that today we shall learn two main types of Adjective (adjectives of quality and

adjectives of quantity).

Ÿ Adjectives are describing words which describe a noun or a pronoun.

Ÿ write two types of adjectives on the board and explain them with examples.

Ÿ tell students that adjectives of quality denote quality, or state of a person or a thing.

Examples: good, bad, large, wise, rich, poor, foolish, cold, warm, etc.

My teacher is a wise man.¦

Water is very cold.¦

That was a foolish stag.¦

He is a punctual student.¦

Ÿ explain that adjectives of quantity denote quantity of things or ideas.

Examples: much, some, little, huge, all, any full, half, whole, no, enough, etc.

He has torn all of his books.¦

There is no milk in the glass.¦

He came half an hour ago.¦

Have you any spare pencil in your bag?¦

Ÿ refer back to the introductory activity and tell students how they have already learnt about

different kind of adjectives in grade 5.


The teacher will:

Ÿ ask students to write these two kinds of adjectives in their note books, sit in pairs and give more

examples of these two types of adjectives.

Lesson Plans

49



Ÿ move around the class and help students in completion of this activity.

Ÿ ask students to come in front of the class and read those sentences which they have made using

adjectives of quantity and adjectives of quality.

Expected answers:

I have enough milk to make tea.¦

She ate half apple.¦

He has some sugar.¦

This jug is full of water.¦

Alia is a good girl.¦

My friend is a rich boy.¦

Don't sit with foolish students.¦

Patients don't drink cold water.¦


The teacher will:

Ÿ tell students that today we have learnt two main types of adjectives which tell us about quality of

persons or things and quantity of things and ideas.

Ÿ briefly revise their definitions with examples.

5 minutesAssessment

The teacher will:

Ÿ assess student's ability and understanding through an activity.

Ÿ ask students to underline adjectives in the sentences

She has a small box.¦

This is an empty jar.¦

I like fresh juice.¦

One lac is a huge amount.¦

Lesson Plans

50



Homework 3 minutes





Worksheet

The teacher will:

Ÿ ask students to write fifteen sentences about “shopping in a market” using adjectives of quality and

quantity.

Ÿ read them next day in the class.

She has some pencils.¦

The lion is a powerful animal.¦

He bought a big bird.¦

Expected answers:




One lac is a huge amount.¦

She has some pencils.¦



Lesson Plans

51



40 minutesPeriod 4

Ÿ An adjective is a word used to qualify a noun or a pronoun. Adjectives have three degrees (1st, 2nd,

3rd) positive, comparative and superlative.

Ÿ There are two main types of degrees of adjective i.e regular and irregular.

Ÿ Following are the examples of regular degrees of adjectives.

Ÿ Regular adjectives take “er” and “est” with them to make them comparative and superlative degree

for example: taller , tallest / sweeter, sweetest/ bigger, biggest, etc.

Ÿ Irregular adjectives don't take “er” and “est” with them to convert themselves into comparative and

superlative degrees for example: good, better, best/ less, lesser, least/ bad, worse, worst, etc.


required.

AaBbCc


Ÿ Classify adjectives into different types. Change and use degrees of adjectives with reference to

than and the.


Chalk, marker, white/blackboard, English textbook grade 8


The teacher will:



Ÿ write a sentence on the board in good handwriting “you are a good boy”.

Ÿ write the same sentence in somewhat bad writing.

Ÿ write the same sentence for the third time in comparatively worse writing.

Ÿ ask students how is the writing in the first, second and third sentence.

Lesson Plans

52



Expected Answer:

The writing in the first sentence is better than the writing in the second one. ¦

The writing in the third sentence is worse than the writing in the second sentence.¦

Ÿ show students three scales of different sizes and ask them about their sizes.

Ÿ write adjectives on the board; big, bigger, biggest.

Expected Answer:

The first scale is big, the second one is bigger and the third one is the biggest.¦

Ÿ draw three balls of different sizes on the board.

Ÿ ask students to use small, smaller and smallest about these three balls.

Expected Answer: the first ball is small, the second ball is smaller and the third one is smallest of all.

Ÿ write a few adjectives on the board: clean, dirty, good, bad, many, etc.

Ÿ tell students about regular and irregular degrees of these adjectives.



The teacher will:

Ÿ pick up three geometry boxes and ask the students how they look like.

Expected Answer:

The first one is good, second one is better and the third one is the best.¦

Ÿ tell the students about Irregular comparison that some adjectives are compared irregularly, i.e.

their comparatives and superlatives are not formed from the positive degree. They don't follow

any pattern, so you have to memorize these or learn them by lots of practice.

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Positive Comparative Superlative

good better best

well better best

far farther farthest

far further furthest

many more most

much more most

little less least

less lesser least


The teacher will:

Ÿ write some sentences on the board and ask students to work in pairs and complete the sentences by

choosing correct degree of adjectives given in brackets.

Ali is the ____________ boy in our class. ¦

(good, better, best)

The class test was ____________ than our expectation. ¦

(short, shorter, shortest)

King Faisal was the ___________ of the kings we have ever heard of. ¦

(wise, wiser, wisest)

It is the ________________ car I have ever seen. ¦

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(good, better, best)

Saleem is _________________ than Ali.¦

(short, shorter, shortest)

Expected answers:

Ali is the best boy in our class¦

The class test was shorter than our expectation.¦

King Faisal was the wisest kings we have ever heard of.¦

It is the best car I have ever seen.¦

Saleem is shorter than Ali.¦


The teacher will:

Ÿ tell students that today we have learnt about two main types of adjectives regular and irregular

adjectives.

Ÿ revise their definitions with examples.

5 minutesAssessment

The teacher will:

Ÿ write some sentences on the board.

Ÿ ask students to underline adjectives in these sentences:






She has enough money.¦

They have little sugar.¦

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Expected answers:






She has enough money.¦

They have little sugar.¦

Homework 3 minutes





Worksheet

The teacher will:

Ÿ ask students to make fifteen sentences using adjectives of quality and quantity. Read them next day

in the class.

Ÿ give comparative and positive degrees of these superlatives: smallest, largest, strongest, happiest,

dirtiest, ugliest, fastest, farthest, most.

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40 minutesPeriod 5

Ÿ Adjectives are describing words they tell us more about nouns and pronouns for example: Hameed

runs fast but Ali runs faster than Hameed. Shan runs the fastest of all. Here fast, faster and fastest

are three degrees of adjectives.

Ÿ We use than with comparative degree to show comparison between two persons, places, birds,

animals, etc.


required.

AaBbCc



than and the.




The teacher will:



Ÿ draw a table on the board and write few adjectives in it.

Ÿ ask students to tell their comparative and superlative degrees.

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Positive Comparatives Superlatives

1. cool

2. good

3. hard

4. fast

5. soft

6. able

7. smart

8. dark

9. light

10. simple

11. dim

12. slow

Ÿ fill in the table as the students tell comparative and superlative degrees of the adjectives.

Expected answers:

Positive Comparatives Superlatives

1. cool cooler coolest

2. good better best

3. hard harder hardest

4. fast faster fastest

5. soft softer softest

6. able abler ablest

7. smart smarter smartest

8. dark darker darkest

9. light lighter lightest

10. simple simpler simplest

11. dim dimmer dimmest

12. slow slower slowest

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The teacher will:

Ÿ tell the students that adjectives are describing words that show quality or quantity of one, two

or more living or non-living objects.

Ÿ give following comparative degrees to students and ask them to use these comparatives in their

own sentences.

abler smarter slower darker dimmer lighter

cooler simpler harder faster so�er be�er

Words Sentences

cooler Water in the glass is cooler than the water in the jug.

be�er He thinks you are be�er than him.

harder Iron is harder than that gold.

faster The dog runs faster than a cat.

Expected answers:

so�er A rubber ball is so�er than a hard ball.

abler Saleem is abler than Ali.

smarter Najma is smarter than Alia.

darker Night is darker than evening.

lighter A feather is lighter than a leaf.

simpler Ali's dress is simpler than Imran's.

dimmer A tube light is dimmer than an LED.

slower The crow flies slower than the eagle.

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Ÿ move around the class and help students if they ask for.


The teacher will:

Ÿ write some sentences on the writing board.

Ÿ ask students to read them loudly.

Ÿ underline the words which we use for comparison along with comparative adjective.

Ali speaks louder than Amir.¦

The eagle flies higher than the crow. ¦

Soil is softer than concrete. ¦

Mango is sweeter than orange.¦

Tree is taller than a bush.¦

My school is bigger than my home.¦

Expected answers:

Ali speaks louder than Amir.¦

Eagle flies higher than a crow. ¦

Soil is softer than concrete. ¦

Mango is sweeter than orange.¦

Tree is taller than a bush.¦

My school is bigger than my home.¦


The teacher will:

Ÿ tell the students that today we have learnt use of than for comparison between two persons, places,

things, birds, animals, etc.

Ÿ briefly revise use of “than” with comparative degree of adjective.

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5 minutesAssessment

The teacher will:

Ÿ ask students to underline adjectives in these sentences:

I have a newer pen than yours.¦

His bottle is bigger than mine.¦

Apple is fresher than orange.¦

This pencil is smaller than that pencil.¦

Ali's juice is sweeter than mine.¦

Expected answers:

¦ I have a newer pen than yours.

His bottle is bigger than mine.¦

Apple is fresher than orange.¦

This pencil is smaller than that pencil.¦

Ali's juice is sweeter than mine.¦

Homework 3 minutes





Worksheet

The teacher will:

Ÿ ask students to make ten (10) sentences using comparative degree in their notebook.

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40 minutesPeriod 6

Ÿ An adjective is a word used to qualify a noun or a pronoun. These are describing words which tell us

more about nouns or pronouns for example: Saleem is the best cricketer in our team “best” is

superlative degree of positive adjective good, In this example 'best is telling us more about Saleem'.

Ÿ Definite article “the” is used with superlative degree of adjectives for example the largest, the

smallest, the hardest, the bravest etc.

Ÿ Indefinite articles “a” and “an” are used with positive and comparative degrees of adjectives for

example a good boy, a pretty doll, a sweeter drink, a darker room etc.


applicable.

AaBbCc



than and the.




The teacher will:



Ÿ ask students,

What are articles?¦

When do we use indefinite articles “a” and “an”?¦

When do we use definite article “the”?¦

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Expected answers:

An article is a word that is used before a noun to show whether the noun refers to something ¦

specific or not; “a”, “an” and “the” are articles.

“a” and “an” can be used with countable nouns. Similarly, “a” and “an” can be used with singular ¦

nouns. Moreover, “a” and “an” can be used with common nouns. “a” is used with consonant

sounds and “an” is used with vowel sounds.

We use “the” for specific nouns. We use “the” for singular or plural nouns. We use the definite ¦

article “the” with a superlative adjective. We also use “the” when there is only one of a thing.

Ÿ tell students that today we are going to learn more about use of “the” with superlative degree of

adjectives.



The teacher will:

Ÿ revise that adjectives are describing words that show quality or quantity of one, two or more

living or non-living objects.

Ÿ write the following adjectives on the board.

wise old sharp tall long bright

Ÿ ask students to copy the adjectives in their notebooks and write the comparative and superlative

degrees of the given adjectives

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Possi�ve degree Compari�ve degree Superla�ve degree

wise wiser wisest

old older oldest

sharp sharper sharpest

tall taller tallest

long longer longest

bright brighter brightest

Ÿ move in the class to provide necessary support to the students if required.

Ÿ take students' responses and write them on writing board.

Ÿ tell students about definite article “the” that it is used with only one degree of adjectives that is

superlative degree.

Examples:

He is the tallest boy in the class. ¦

¦ It is the oldest building in the town.

The brightest day.¦

The longest road. ¦

The loveliest land.¦

Ÿ explain “the” is not used with positive and comparative degrees of adjectives, they take “a” and

“an” with them.

Example:

A neater homework.¦

A cleaner room.¦

A wiser boy.¦

Ÿ write following comparative degrees on the writing board.

Ÿ ask the students to use them in their own sentences.

Ÿ biggest, smartest, highest, shortest, longest, best, prettiest

Expected answers:

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Words Sentences

biggest Jupiter is the biggest planet in our solar system.

smartest He is the smartest boy in our class.

highest Mount Everest is the highest mountain in the world.

shortest The person with the shortest s�ck has to go first.

longest This rod is the longest one that I have ever seen.

best This is the best cake I have ever had!

pre�est I am going to buy my mom the pre�est flowers I can find.

Expected answers:



The teacher will:

Ÿ write following sentences on the board.

Ÿ ask students to copy the sentences in their notebooks and ask students to add suitable adjective

with article “the” in the following sentences.

Who is __________________ (tall) person in your family?¦

My mother is __________________ (good) cook in the world.¦

December is __________________ (cold) month of the year in my country.¦

What's __________________ (fast) animal in the world?¦

Ajmal is __________________ (happy) boy that I know.¦

Where are __________________ (nice) beaches in your country?¦

She bought __________________ (big) cake in the shop.¦

Who is __________________ (funny) boy in your class?¦

Expected answers:

Who is the tallest person in your family?¦

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My mother is the best cook in the world.¦

December is the coldest month of the year in my country.¦

Which is the fastest animal in the world?¦

Ajmal is the happiest boy that I know.¦

Where are the nicest beaches in your country?¦

She bought the biggest cake in the shop.¦

Who is the funniest boy in your class?¦



The teacher will:

Ÿ tell the students that today we have learnt use of than for comparison between two persons, places,

things, bird, animals, etc.

Ÿ briefly revise the use of than in comparative degree.

5 minutesAssessment

The teacher will:

Ÿ ask students to fill suitable articles in these sentences.

She is ______ beautiful girl.¦

This is ______ empty box.¦

I like _______ fresh juice.¦

She is _____ neatest girl.¦

He is ______ tallest boy in the class.¦

They are ______ most hardworking people in our society.¦

Expected answers:

She is a beautiful girl.¦

This is an empty box.¦

I like the fresh juice.¦

She is the neatest girl.¦

He is the tallest boy in the class.¦

They are the most hardworking people in our society.¦

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Homework 2 minutes





Worksheet

The teacher will:

Ÿ ask students to write ten (10) sentences in their notebook using article “the” with superlative

degree.

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40 minutesPeriod 7

Ÿ Phrase is a part of complete sentence. It is a group of words that expresses a concept. It is used as a

unit within a sentence.

Example:

Friday became a cool day. ¦

The wise hunter lost his way. ¦

The small puppy was wet. ¦

Ÿ An adjective phrase is a group of words headed by an adjective that modifies a noun or a pronoun.

Example:

She has a beautiful bag. ¦

She has blue eyes. ¦

They have done brave deeds in the battlefield. ¦

Ÿ In these sentences beautiful, blue and brave are modifying the nouns bag, eyes and deeds.

Ÿ Adjective phrase is a term that is often used for adjectives describing nouns or pronouns in a

sentence.

Example:

Babar was a great emperor of the Mughal era.¦

Ÿ In an adjective phrase the head adjective can be at the start, middle or end of the phrase

Example:

I am sad about my result. (start)¦

I am so sad about my result. (middle)¦

About my result, I am very sad. (end)¦

Ÿ The other words inside an adjective phrase are dependents of the head adjective. They are mostly

adverbs or prepositional phrases. (about the result and very)


applicable.

AaBbCc


Ÿ Identify and use adjective phrases.

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The teacher will:



Ÿ ask students,

What is an adjective?¦

What are the different types of adjectives?¦

How many degrees of adjectives are there? Name them.¦

When do we use “than” with an adjective?¦

When do we use “the” with an adjective?¦

Ÿ tell students, today we are going to learn about adjective phrases.



The teacher will:

Ÿ explain, adjective phrase is a group of words that describe a noun or pronoun in a sentence, thus

functioning as an adjective.

Ÿ write the following sentence on the board.

He put on expensive shoes. ¦

Sara was angry with me.¦

Ÿ explain pointing at the first sentence, here adjective “expensive” is heading the noun “shoes”.

Ÿ explain pointing at the second sentence, here the adjective “angry” modifies the pronoun “me”.

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Ÿ explain adjective phrases describe qualities of things, persons, or places as soft drink, small hut,

hot water, quiet man, stormy night, smart girl, intelligent students, healthy child, etc.

Ÿ explain students that adjective phrases are very important for introducing a person, place or a

thing in a story.

Example:

The cat wet with water is mine. ¦

He is a sensitive boy. ¦

I am an intelligent person. ¦

A very good speaker is sitting there.¦

I saw a fat boy running in the street.¦

Ÿ explain students that adjective phrases also help us understand situations in a story e.g. gloomy

day, pleasant morning, rainy night, busy roads etc.

Ÿ explain that searching adjective phrase is very easy if the first word is an adverb or preposition.

Example:

He is a very clever boy. ¦

The bird was flying in the bright sky.¦

Ÿ explain that adjective phrase is a group of words without a subject or verb that modifies a noun.

Example:

Fragrant flowers are liked by all. ¦

He bought some expensive clothes for his daughter. ¦


The teacher will:

Ÿ write following sentences on the board.

A green bottle is lying on the table.¦

They have played a wonderful match .¦

He loaded a heavy sack on his back. ¦

Jameel has small stick in his hand.¦

This is a very beautiful flower.¦

Ÿ ask students to copy the sentences in their notebooks and underline adjective phrases in them.

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Expected answers:

A green bottle is lying on the table.¦

They have played a wonderful match.¦

He loaded a heavy sack on his back. ¦

Jameel has small stick in his hand.¦

This is a very beautiful flower.¦


Ÿ ask students to open their English textbooks and turn to page 66.

Ÿ ask students to read the first paragraph and underline the adjective phrases in the paragraph.

Expected answers:

Ÿ Once there was a holy man. He lived in a small forest. He lived there all alone in a small hut. He was a

very kind and noble man. He always liked to help others. One night there came a terrible storm in

the forest followed by a heavy rain. The holy man was busy in his work when he heard a knock at the

door.


The teacher will:

Ÿ tell the students that today we have learnt about use of adjective phrases.

Ÿ briefly revise the use of adjective phrases with the help of examples written on the board..

Assessment

The teacher will:

Ÿ assess informally students' ability and understanding during activities.

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Homework 3 minutes





Worksheet

The teacher will:

Ÿ ask students to search all the adjective phrases in the story “A Great Virtue” at page 65 to 67 of

their textbook, note them in note book and use in sentences.

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WATER IS A LOVELY THINGReading & Comprehension (Pre-Reading Strategy)

Ÿ Use pre-reading strategies to

predict the content of a text from topic / picture, title / headings, etc. by using prior knowledge, ¦

asking questions and contextual clues

guess the meaning of difficult words through contextual clues.¦




40 minutesPeriod 1

Ÿ There are three stages in reading skills:

Pre-reading¦

While-reading¦

Post-reading¦

Ÿ Pre-reading section introduces students to the subject matter under discussion and gives them an

opportunity to express their own experiences, views and understanding of it. This activity

centralizes language as a vehicle for communication, prompting students to share their opinions

with others, leading them to accept and understand different point of views. It also allows students

to explore the topic further by getting new information or consolidating established information.

This activity will also help the teacher to evaluate the level of oral competency each student has

gained.

AaBbCc


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The teacher will:



Ÿ ask the students to open their textbooks at page 70.

Ÿ tell the students that they will be reading a poem.

Ÿ say, “but before reading the poem, lets predict what the poem is about”.

Ÿ At pre-reading stage, students try to guess the actual text. It sparks students' interest and give

students an opportunity to begin thinking about or anticipate the story while making connections.

Ÿ Pre-reading strategy sets the purpose for reading and enable students to make predictions about

what might happen in the story/poem/text. As students make predictions, make connections, and

set purpose, comprehension of the story/poem/text is increased.

Ÿ Context clues are words in the same sentence or passage that gives you clues to what an unfamiliar

word means. These clues will help you understand the meaning of the unknown word in a story or

passage.

Ÿ There are Seven types of context clues:

Definition context clues¦

Synonym context clues ¦

Antonym context clues ¦

Comparison context clues ¦

Contrast context clues ¦

Description or Example context clues ¦

Visual context clues¦

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The teacher will:

Ÿ ask the students to read the title of the poem only.

Ÿ write the title of the poem on the board.

Ÿ ask the students:

Why water is essential for life?¦

Expected answers:

to remove thirst.¦

to irrigate farms/lands.¦

to grow grops.¦

for trees.¦

habitat for fish.¦

for condensation and rain.¦

water covers about 71% of the earth's surface.¦

Ÿ ask the students:

What are the sources of water?¦

Expected answers:

rain¦

unground water¦

snow melt¦

rivers/oceans/canals¦

Ÿ point at the concept table and explain that by looking at the title of the poem we can predict

that the poem is about importance of water and water is most precious thing in the world.

Water is a Lovely Thing

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The teacher will:

Ÿ read the poem once with proper stress and intonation.

Ÿ ask a few students to read.

Ÿ help students with pronunciation of difficult words.

Ÿ ask the students to underline the words they are not familar with.

Ÿ write a few difficult words from the lesson (identified by students) on the board.

Ÿ let the students predict and guess the meanings of these words from contextual clues.

Ÿ ask students to share their guessed meaning with their class fellows.

Ÿ write predicted answers on the board.

Ÿ ask the students to self-check, tally their meanings to the Glossary on page 71 of the textbook.

quiet puddle flashing unfurled happy

word redicted meanings

quite silent

puddle pool / standing water / lake

flashing light

unfurled develop

happy glad


The teacher will:

Ÿ sum up the session by saying, “today we learnt to predict the content of poem from title and

contextual clues.

Ÿ say, “We also learnt that context clues are words in the same sentence or passage that gives you

clues to what an unfamiliar word means. These clues will help you understand the meaning of the

unknown word in a story or passage”.

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5 minutesAssessment

The teacher will:

Ÿ assess informally students' ability and understanding during activities in development stage of

lesson.

Homework 2 minutes

The teacher will:

Ÿ ask students to read many times the poem “Water is a Lovely Thing”, with proper stress and

intonation.

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WATER IS A LOVELY THINGReading & Comprehension (While-Reading Strategy)

Ÿ Read a poem and give orally or in writing:

Main idea¦

Summary (through gapped summary exercises¦

Personal response¦

Identify line and stanza¦

Recognize literary techniques such as personification and alliteration¦

Recite poem with actions¦

Analyze how a writer/poet uses languages to¦

Appeal to the senses through use of Figurative language including similes and metaphors¦




40 minutesPeriod 1

Ÿ While reading: Being an active reader is a crucial part of being a lifelong learner; therefore, a number

of active reading strategies through while reading activities are designed. This section helps in

recognizing the pattern of text organization through swimming, scanning, making inferences,

deducing meaning from context, inferring meaning and generating questions to understand text.

While reading questions are designed to predict, connect, visualize, evaluate and respond to interact

with the text.

AaBbCc


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Ÿ Alliteration is a literary device in which a series of words begin with the same consonant sound. e.g.

"She sells seashells by the sea-shore."

Ÿ Personification A literary device in which an inanimate object or an idea is given human qualities.




The teacher will:



Ÿ invite the class to start the lesson with the poem' Water' that was learnt the previous day.

Ÿ do chorus reading with proper stress, intonation and rhythm.

Ÿ invite a volunteer to lead the chorus.

Ÿ have a big applause.

Ÿ announce the title of the lesson 'Water is a lovely thing' and ask the students to open their textbooks

at page 70 of the textbook grade 8.



The teacher will:

Ÿ allot 5 minutes for silent reading of the complete poem (Water is a lovely thing) Page 71

Ÿ monitor the class to ensure students are on task.

Ÿ do model reading of the first stanza (Water is a lovely…………raindrop silver-grey).

Ÿ share that in this poem, the poet, though unknown (Anonymous), expresses his deep love and

appreciation for a very valuable blessing, water. He is also highly enchanted by the beauty of

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changing colours of water at different places.

Ÿ involve the class to do simple paraphrasing of this stanza.

Ÿ ask a brilliant student to share the main idea of this stanza.

Ÿ divide the whiteboard in two columns 1. Stanza No. 2. Main Idea

Stanza 1 Water looks so charming and beau�ful at different points and seasons

Stanza 2 Water keeps changing its colour and nature with the change of seasons

Stanza 3 Throughout all �me, condi�ons and places, water looks so lovely .

Ÿ read the second stanza ( In a fountain flashing white…………… as green as green can be).


Ÿ help the class frame the main idea of this stanza.

Ÿ read the 3rd stanza (In a rainbow far unfurled……….. water is the loveliest thing!).


Ÿ help the class frame the main idea of this stanza.

Ÿ help the class to consolidate all the main ideas of each stanza to generate the central idea of the

poem.


The teacher will:

Ÿ instruct the whole class to stand up with their books open.

Ÿ do chorus reading of the poem.

Ÿ help the class to encircle stanzas.

Ÿ ask are them if these stanzas are rhymed? The response should be ' Yes'.

Ÿ make students underline the ending words of each line to clarify the rhymed pattern of these

stanzas.

Ÿ write a short gapped summary on the whiteboard e.g.

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'Water is a lovely thing' is a short ----------- wri�en by an ------------------. This poem is an ------- apprecia�on of -----------, a natural ------------necessary for life. The poet is highly ………………. by the ever ………………. colours of water. Some�mes water ……….. dark, ripply, brown, blue, bright, gold and grey. The poet ……………. that whatever the …….and …………water may adopt, it always looks the ……….thing. (colour, shape, loveliest expresses, changing, enchanted,object, excellent,water, unknown poet, poem)

Ÿ help the class fill in the blanks of this gapped summary.

Ÿ illustrate that this is a short demonstration of to writing a simple summary.

Ÿ ask students, if they feel any ambiguity or difficulty, that can be shared and discussed in the

class.

Ÿ elaborate the concept and importance of figures of speech and especially Alliteration.

Ÿ explain Alliteration and let the students point out from the poem the use of Alliteration (in a

fountain flashing white, just as green and green can be ).

Ÿ ask students to think and share 1 example of alliteration.

Ÿ get 3-4 responses.

Ÿ give your input when needed.

Ÿ provide proper reinforcement.


The teacher will:

Ÿ wind up the lesson by recalling the key points of reading a poem, its stanza form and how to write

main idea and summary

5 minutesAssessment

The teacher will:

Ÿ select 4 students and ask them to answer:

What is alliteration? ¦

How a summary is written? What is a regular/ rhymed stanza? ¦

What is irregular/unrhymed stanza?¦

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Homework 3 minutes

The teacher will:

Ÿ extend this gapped summary to 20 sentences.

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WATER IS A LOVELY THINGReading & Comprehension (Post-Reading Strategy)

Ÿ Use critical thinking to respond to the text( Post-reading):

Apply world knowledge and own opinion to the text read¦

Relate what is read to their own feelings and experiences ¦

Express understanding of story through role play ¦

Apply strategies to comprehend questions by marking key words, verbs , and tenses in a variety ¦

of question types

Personal response¦




40 minutesPeriod 1

Ÿ Please carefully read the explanation of 'reading & thinking strategies,' given below:

Ÿ 'If students are to become independent learners, they need to acquire thinking skills to enhance

their study skills. Thinking creatively, sorting fact and opinion, recognizing consequences, defining

alternative viewpoints, comprehending and interpreting texts by applying critical thinking or

thinking strategies which will help students significantly in their schoolwork. In addition, students

answer literal, factual, interpretive/inferential, evaluative/personal response and open- ended

questions. Within these set of questions, a variety of learning opportunities is offered, including

individual and group work.

AaBbCc


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The teacher will:



Ÿ ask them to recall the pre and while reading activities done on 'Water is a lovely thing'.

Ÿ ask three to four students to share their homework (Extended Summary based on gapped

summary) on water is a lovely thing'''

Ÿ tell them that they will do more work on the Chapter on 'Water is a lovely thing''.


Activity 1

The teacher will:

Ÿ draw the following mind map on the whiteboard.

Water is life

Source of water

How to save Need to save water

Wastage of water

Water is lovely thing.

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Ÿ divide the class in 5 groups.

Ÿ ask them to read their group task, understand well and get ready for role play.

Group Name Task/'s to be read and prepare for role play

Group A 'Water is life' think about points for the need & importance of water to sustain life. Prepare a role play to demonstrate the importance of water for life. Role play should not exceed 3-5 minutes

Group B 'Sources of water' think about the various sources of water like (Rain, rivers, glaciers, underground etc.).Prepare a role play to demonstrate the sources of water. Role play should not exceed 3-5 minutes

Group C Language, Figures of speech i.e. Similes, metaphors'Wastage of water' think about the ways we waste water carelessly. Prepare a role play to demonstrate the wastage of water . Role play should not exceed 3-5 minutes

Group D ' Need to save water' think about the point why we need to save water. Prepare a role play to demonstrate the need to save water . Role play should not exceed 3-5 minutes

Group E ' How to save water' think about ways in which we can save water. Prepare a role play to demonstrate the ways to save water. Role play should not exceed 3-5 minutes

Ÿ allot 15 minutes to all groups to think about the points on the task assigned and prepare a short

role play.

Ÿ assist, guide and facilitate the class in preparing points and the role play. (The role play can be in

the form of pantomime where students from other groups can also be involved. Paper sheets,

chart papers, other objects can also be used)

Ÿ after ensuring the proper preparation of all groups, invite the first group to perform.

Ÿ make sure the whole class is taking keen interest, disciplined, and performing any part they are

asked by the performers.

Ÿ let the first group perform.

Ÿ encourage their effort.

Ÿ invite the second group for performance.

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Ÿ ensure students to stick to the time allotted.

Ÿ let the other groups keep on performing their relevant role plays turn wise.

Ÿ give proper input and feedback.

Ÿ wind up the session with the positive lesson of playing our part in saving water for continuity of

life on earth.


The teacher will:

Ÿ conclude the session by giving useful tips of writing a good character sketch by using better

descriptive words and figure of speech.

5 minutesAssessment

The teacher will:

Ÿ ask these questions:

What is the best way to save water? ¦

Explain 'water is a lovely thing’¦

Homework 2 minutes

The teacher will:

Ÿ ask students to write a character sketch of 'Your Favourite Teacher.'

Lesson Plans

86



WATER IS A LOVELY THINGReading & Thinking Skills

Ÿ build and use appropriate vocabulary and correct spelling for effective communication:

illustrate the use of dictionary for finding appropriate meaning and correct spellings¦

recognize syllable division of words in aural and written text.¦

demarcate words into syllables with the help of a dictionary.¦




40 minutesPeriod 1

Ÿ Definitions/meanings of words enable us to have a common understanding of a word; they allow us

all to be on the same page when discussing or reading about an issue.

Ÿ Alphabetical order comes in handy for dictionary skills and also for making sequential order on

list/items as in attendance register.

Ÿ The selection of words for the use of dictionary should be from the students' reading range of

familiar words.

AaBbCc


Ÿ build and use appropriate vocabulary and correct spellings for effective written and oral

communication :

illustrate the use of dictionary for finding appropriate meanings and correct spellings.¦

Lesson Plans

87



Ÿ Guide word is a word printed at the top of a dictionary page indicating the first or last word entry on

that page. Guide words help to find the word one wants to look up in the dictionary. The guide word

on the right shows the last entry on that page and the guide word on the left shows the first entry on

the page.

Ÿ An entry word is a word that you look up in the dictionary. Entry words are printed in bold and they

are listed in alphabetical order.

Ÿ Scanning is a way of reading a text quickly to find information that you need with the help of key

words. The more you practice, the faster you will find words.

Ÿ While teaching the lesson, the teacher should consult the textbook at all steps where and when

applicable.


chalk/marker, white/blackboard, English textbook grade 8, dictionary if available


The teacher will:



Ÿ ask students, “What kind of information they can find in a dictionary”?

Ÿ ask students how a dictionary can help to improve our vocabulary.

Ÿ tell the students that today we are going to learn how to find definitions/meanings of words in the

dictionary.

Lesson Plans

88




Activity 1

The teacher will:

Ÿ write following lines from the poem “Water is a Lovely Thing” on the board.

Water is a lovely thing.

Dark and ripply in a spring.

Black and quiet in a pool

In a puddle brown and cool,

In a river blue and gay

In a raindrop silver-grey

In a fountain flashing white;

Ÿ read the lines and underline difficult words with the help of students.

Expected answers:

Water is a lovely thing.

Dark and ripply in a spring.

Black and quiet in a pool

In a puddle brown and cool,

In a river blue and gay

In a raindrop silver-grey

In a fountain flashing white;

Ÿ draw a table on the board and ask the students to copy the table in their notebooks.

entry words meaning parts of speech

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89



Ÿ ask students to take out dictionaries of their own if they have any.

Ÿ provide dictionary in the class in case students don't have any/their own.

Ÿ write the entry word lovely in the table and ask students to look up the word lovely in the

dictionary.

Ÿ ask students to look up for guide words first since they tell you the first word and last word on

the page. The other words on the page come between the guide words in alphabetical order.

Ÿ ask students to look up definition/meaning and part of speech of the word lovely.

Ÿ ask students to look if the word has more than one meaning.

Ÿ take students' responses and note them in the table on the board.

entry word meaning parts of speech

lovely 1. beau�ful; a�rac�ve 2. very pleasant; wonderful 3. very kind, generous and friendly

adjec�ve

Ÿ write the entry word ripply and ask students to look up the word ripply in the dictionary.

Ÿ ask students to look up the definition/meaning and parts of speech of the word ripply.




adjec�ve

ripply

1. a small wave on the surface of a liquid, especially water in a lake, etc. 2. ripple of something a sound that gradually becomes louder and then quieter again

noun

Ÿ write the entry word quiet and ask students to look up the word quiet in the dictionary.

Ÿ ask students to look up the definition/meaning and parts of speech of the word quiet.

Ÿ move around the classroom to monitor how the students are working.

Ÿ support students who need help to motivate them.

Ÿ appreciate those students who respond correctly.


Lesson Plans

90





adjec�ve

ripply


noun/adjec�ve

quiet1. making very li�le noise (silent)2. without many people or much noise or ac�vity

adjec�ve

Ÿ write the entry word pool and ask students to look up the word pool in the dictionary.

Ÿ ask students to look up the definition/meaning and parts of speech of the word pool.

Ÿ move around the classroom to monitor how the students are working.

Ÿ show support to the students who need help to motivate them.

Ÿ appreciate those students who respond correctly.

Ÿ take students' responses and note those responses in the table on the board.



adjec�ve

ripply


noun/adjec�ve

quiet1. making very li�le noise (silent)2. without many people or much noise or ac�vity

adjec�ve

pool

1. an area of water that has been created for people to swim in2. a small area of s�ll water, especially one that has formed naturally

noun

Lesson Plans

91



Ÿ ask students to copy meanings of all the words from the table in their notebooks.


The teacher will:

Ÿ tell the students, that today we have learnt that no one is supposed to know the meaning, part of

speech and pronunciation of every word; therefore to find the meaning, parts of speech and

pronunciation we consult dictionary when required.

Assessment

The teacher will:

Ÿ assess students' learning and understanding through activities as how much they have learnt.

Homework 1 minutes



and every student is given a worksheet before you finish lecture. Please also make sure to explain the

instructions for attempting the worksheet to the students.

Worksheet

The teacher will:

Ÿ ask students to look up definitions/meanings of the remaining five words (puddle, gay, grey,

fountain, flashing) in the dictionary.

Ÿ bring it written in their notebook the next day.

2 minutes

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92



40 minutesPeriod 2

Ÿ Syllable is a word that can be pronounced with one impulse from the voice.

Example:

unfriendly is a three syllable word; un/friend/ly¦

difficulty is a four syllable word; dif/ fi /cul/ ty¦

message is a two syllable word; mes/ sage¦

Ÿ Rules to count the syllables:

count the vowels in the word, ¦

divide between two middle consonants. ...¦

usually divide before a single middle consonant. ...¦

divide before the consonant before an "-le" syllable. ...¦

divide off any compound words, prefixes, suffixes and roots which have vowel sounds.¦

Example:

introduction is divided into syllables as in/tro/duc/tion¦

Ÿ Demarcation: The action of fixing the boundary or limits in a word is called as demarcation.

Ÿ We will use slash in this session for demarcation in words e.g. read/ing, Eng/lish

Ÿ Slash is put after each syllable inside a word but not before the first syllable and at the end of last

syllable. e.g.

Examples:

dic/tion/ry¦

fan/ta/cy¦

AaBbCc


Ÿ build and use appropriate vocabulary and correct spelling for effective written and oral

communication:

recognize syllable division of words in aural and written text.¦

demarcate words into syllables with the help of a dictionary.¦

Lesson Plans

93




chalk/marker, white/blackboard, English textbook grade 8, dictionary


The teacher will:


Ÿ wait for students to reply with “Wa Alaikumassalam / Good morning”.

Ÿ tell students the kind of information they can find in a dictionary.

Ÿ tell students how a dictionary can help to improve our vocabulary.

Ÿ tell the students that today we are going to recognize the division of words into syllable and the

word demarcation by using dictionary.

Ÿ tell students that words in English are spoken by impulses from the voice.

Examples:

water is a two syllable word - wa/ter¦

loveliest is a three syllable word - love/li/est¦


Activity 1

The teacher will:

Ÿ write the some words on the board.

Ÿ ask students to find out syllables of the words in dictionary.

Ÿ ask students to identify demarcation in the words.

Lesson Plans

94



1. spring 2. pool 3. river 4. rain drop

5. silver 6. fountain 7. flashing 8. frosty

1. spring 2. pool 3. riv/er 4. rain/drop

5. sil/ver 6. foun/tain 7. flash/ing 8. fro/sty

Expected answers:

Ÿ ask students to take out dictionaries of their own if they have any.

Ÿ provide dictionary in the class in case students don't have any.

Ÿ ask students to find out the syllables of the words in dictionary.

Ÿ ask the students to identify demarcation in the words.

Ÿ take students' responses and note on the writing board.

Ÿ move around the classroom among the students to monitor how they are working.

Ÿ support students who need help to motivate them.

Ÿ appreciate those students who use dictionary correctly.


The teacher will:

Ÿ tell students that today we have learnt the identification of syllables and demarcation the word

using dictionary.

Ÿ write definition of syllable and demarcation on the board

Lesson Plans

95



Assessment

The teacher will:

Ÿ write following words on the board.

cricket, hockey, football, zebra, banana

Ÿ ask students to demarcate words into syllables.

Expected answers:

Homework 5 minutes



and every student is given a worksheet before you finish lecture. Please also make sure to explain the

instructions for attempting the worksheet to the students.

Worksheet

The teacher will:

Ÿ ask students to attempt exercise “E” given at page # 74 of their textbook.

2 minutes

words syllables

cricket cri/cket

hockey hock/ey

football foot/ball

zebra zeb/ra

banana ba/nan/na

PUNJAB CURRICULUM ANDTEXTBOOK BOARD, LAHORE

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