Beaconhouse School System
Defence Ring road Campus
Hybrid Model (English Planner)
Online Lesson#1 (Time duration 40 mins) Letter Writing (Informal)
Attainment Target: Write formal and informal letters on a variety of topics and situations using appropriate format.
Join the meet session using the link given below.
Warm up:
The teacher will ask the students about their letter writing experience.
Do you know the difference between formal and in-formal letters?
Who do you send letters to?
Do you send letters by post/mail or email?
Why is it important to write properly even when the letter is informal?
Main Lesson:
The teacher will ask them to read the introduction of an in-formal letter from RCG pg#48. Teacher will explain the format that address, date,
salutation, content and sign-off should be left aligned. (Ask them to refer to the sample letter)
The teacher will ask a student (randomly) to read the sample letter given on RCG pg#48.
The teacher will then ask students to match the different parts of letter with the words given in the word box.
Shared Writing:
Teacher will share her screen and will write a letter along with the students using the prompt given on RCG pg#48.
Write an in-formal letter to a friend or family member, sharing your plans for the summer vacations.
Grade 5 (Week 13)
Online Lesson#2 (Time duration 40 mins) Relative Pronouns + Letter Writing (Informal)
Attainment Target:
Identify and distinguish among common, proper, countable, uncountable, abstract and collective nouns; pronouns; action and modal
verbs; adjectives; adverbs of time, place and manner; prepositions, conjunctions and connectives in context.
Write formal and informal letters on a variety of topics and situations using appropriate format.
Join the meet session using the link given below.
Warm up:
The teacher will first inquire
What is an informal letter?
What is a pronoun?
The teacher will ask them if they know about relative pronouns.
Teacher Exposition:
Write the word relative on the whiteboard (share your screen) and invite students to brainstorm what this word makes them think of. Jot down
their responses. Student may know that a relative is someone who is related to us, or part of our family. Explain that another meaning for related is
connected. Explain that they are going to learn about relative pronouns, which are pronouns that connect parts of sentences.
Now write a few sentences on MS Word/ Whiteboard using relative pronouns. Ask students to identify the relative pronouns. Teacher will
identify the relative pronoun in sentence #1. Here are some examples:
Tom is the boy who always wears blue.
This is the book that I read last summer.
Never leave that until tomorrow which you can do today.
Whose keys are on the kitchen counter?
Then ask students why they think these words are called relative pronouns.
Video + Discussion
Students will watch a video using the link : [Link]
After the video, the teacher will share her screen and will make two column on MS Word.
The teacher will ask students to tell her about the relative pronouns that can be used for people and things and will list them down in appropriate
columns.
The teacher will then ask students to use all of these relative pronouns in at least one sentence and will ask students to share their sentences in the
chat box.
Workbook page #46
Students will complete Q#1 on pg#46 in the LIVE lesson along with the teacher.
H.W
Students will write a letter using the prompt given on workbook pg#46 and will underline the relative pronouns. (This task will be done in copies)
Teacher notes:
RELATIVE PRONOUNS
WHAT IS A RELATIVE PRONOUN?
A relative pronoun functions as a word that links two clauses into a single complex clause. It is similar in function to a
subordinating conjunction. Unlike a conjunction, however, a relative pronoun stands in place of a noun.
In English, relative pronouns are who, whom, which, that, where, whose, when, why, what.
Relative pronouns with their usages and examples.
WHICH
“Which” refers to animals and objects.
Can act as the subject or the object of the relative clause
Examples:
The wisdom of nations lies in their proverbs, which are brief and pithy.
Laws are like cobwebs, which may catches small flies, but let wasps and horns break through.
Never leave that until tomorrow which you can do today.
He was unwilling to make a prediction about which books would sell in the coming year.
THAT
“That” refers to people, things, and animals (who and which can be replaced by that, which we use commonly in spoken
English)
Can act as the subject or the object of the relative clause
Examples:
It’s a poor mouse that has only on hole.
It is a good horse that never stumbles.
Think about the misfortune of others that you may be satisfied with your own lot.
WHO
“Who” refers to people
Can act as the subject or the object of the relative clause
Examples:
He who overcomes his anger subdues his greatest enemy.
I don’t know who my grandfather was. I’ m much more concerned to know what his grandson will be.
He who is ashamed of asking is ashamed of learning.
The man who makes no mistakes does not usually make anything.
WHOSE
“Whose” refers to possessions of people, animals?
Examples:
Whose keys are on the kitchen counter?
Choose a stylist recommended by someone whose hair you like.
She’s the student whose handwriting is the best in my class.
Name of Teacher: Urooj Waqar Class: V Subject: English
Topic: Tiger team ( Chapter 2+3) Duration: 80 mins Day 1 (F2F)
Attainment target:
Use reading strategies to interpret meaning
Show understanding of main points in responding to fiction.
Learning Outcome: (Knowledge, Skills and Attitudes)
By the end of the lesson, students would have
Inferred meanings based on background knowledge and clues from the text.
Utilized information from the text to answer the relevant questions.
Content and Teacher’s Activity Students’ Activity Time Learning Formative Assessment
mins Material and
Resources
Recap: Students will answer the 5 Students will be
questions orally assessed on their oral
What does the excavation of the lost pyramids responses.
tell you about the profession of Luke’s uncle?
What kind of sounds welcomed them inside
the pyramid?
What does the picture on pg. 10-11 of the
novel tell you?
What had happened to these people?
Reading (Chapter #2 + 3) Students will read and infer 20 Students will be
meanings. assessed on reading
Before reading teacher will tell students about Mins and inferring meanings
expression of sound and expression of movement and
will ask them to highlight them while reading. and on identifying
Students will highlight expressions of sound
Students will read chapter 2 + 3 by taking turns and expressions of sound and and movement.
will infer meanings of difficult words along with the movement.
teacher.
After reading teacher will ask following questions.
Explain the belief about Amanum’s curse and Students will be assessed
its impact on enemies. Students will answer the on answering these
15
following questions. questions orally.
Why were the Tigers finding it difficult to mins
think straight? (Teachers to elicit what does
‘think straight’ mean before they are asked to
answer the question)
What does ‘sent a shiver down their spines’
seem to mean?
How did the Tigers understand what the
mummy said despite it speaking unclearly in
another language?
Why was it confusing for the Tigers to see the
time in their watch? What did not make sense?
Independent Task: (Class Assessment) Students will answer these 30 Students will be
questions independently. assessed on answering
Students will infer meanings of following mins these questions on
words in their copies. (2 marks) their copies.
1. devoured
2. droning
3. flickering
4. nudged
Students will answer the following questions
in their copies. (6 marks)
1. What did the Tiger Team find peculiar about
the occurrence in which Amanum’s curse
made people walk like zombies?
2. The Tiger Team covered their mouths with a
damp cloth? How does it resonate with you,
since we also wear masks when we go outside
our houses?
3. Why do you think the Tigers were unable to
run away immediately despite being terrified?
Wrap up: Students will share their 10 Students will be assessed
The teacher will ask the following question. experiences. mins on sharing their
The last paragraph on pg. 20 describes the experiences.
atmosphere within the chamber. Have you ever
entered a closed room like a store room or any
other place which had a strange smell?
Describe it in your own words.
HW
Students will read the passage on pg. # 2-3
(RCG) and will answer Q#1 and 2 in their
copies.
Asynchronous Task
Teacher will explain the task in a short meet session.
The teacher will assign a reading passage through ReadWorks.
