Lesson Plans 8608 2021

LESSON PLAN

CLASS 9TH
Student Name:
Roll No. :
Registration No. :
Course Code: 8608
Semester New: Autumn 2020
Program: B.ed 1.5 Yea
Region:
School Name as Trainee teacher work:

Workshop Coordinator/ Supervisor Name:

LESSON PLAN
CLASS 9TH
LESSON PLAN 01
LESSON PLAN
ISLAMIYAT (Grade 9)
Class strength: 30
Timing : 45 minutes
Teaching helping materials: white board, book, board marker, chart etc
Teacher’s
Subject: Islamiat Week 1
Name of Grade
Allah, My lord 9 Date: 2021
Lesson level
Standard MOE
Relevance to
PAKISTAN culture
and everyday life: The learner shows awareness and belief in the foundations of faith in God Almighty and His attributes, an
(My Identity
standard)
Implementation of
Reading, Memorizing, Thinking
STEM and HOTS
Student competency
Framework Believing in God. Thanking Him for His gifts
standard/Theme
Moral education God is Lord of the worlds; God is the master of everything.
Standard
Perquisite and
Prior Knowledge
required
Lesson Objectives By the end of the Lesson students would be able to :
LESSON PLAN
CLASS 9TH
(in bullet points)
Use Bloom taxonomy Some of the students find out that God is the Lord of the Universe.
Almost discover that God is the master of everything.
Resources required
(to accomplish your textbook, smart board,
Objectives)
STARTER I will bring my students to my Lesson by:
Max 10 min. The teacher presents a video showing the universe and its creatures,
- Who created mountains, seas, heaven and earth?
- Who created man, animal and plant?
Development of Teacher Role

lesson
Students notice ph
[Steps taken for Lord of all creatur
The teacher presents the introductory activity (I notice and find),
teaching & learning
and draws the students' attention to the pictures, and then asking
process]
questions
including:
Who is the Lord of these animals and birds? Who is the Lord of these birds? Students notice photos A
Cooperative
The teacher displays activity pictures, then asks about find that God is the Mas
learning
Activities The teacher discusses the students in the family picture, and what
they are doing. Then asks Who lets it to train?
The teacher displays the activity pictures (I notice and discover)
students discuss it, using the questions
Who created the sun?
Who makes them shine and disappear every day?
What happens if the sun does not shine?
LESSON PLAN
CLASS 9TH
Plenary [ √ ] kagan activity [ ] Quiz [ ] Writing main points [
[Formative [ ] Drawing [ ] Writing Key words [ ] Lab
Feedback] (specify) ...........................................................................................................................................
Max 10 mins.
Differentiation in For High Achievers Students For Average Students

Teaching &
What happens if you are without your right hand? Who looks after the embryo in the womb of his
Learning
mother?
SEN students Names: Accommodations :
Independent
Drawing some of God’s made to differentiate between His and man-made
learning
21st Century Skills
Creation, thinking, collaborative learning.
Practiced:
Methods of Self- Assessment Formative Assessment Summativ
Assessment of
Thumb sign The lesson
Learning
Integration of Integration with …………Arabic. to read the Arabic letters well……………….

subjects
Mechanism:
Use of Technology [ √ ] Yes
[ ] No
Mechanism: (Both teacher and student use)
Home Assignment /
Research work
LESSON PLAN
CLASS 9TH
Comments and
carry over if
needed:
HOD’s / Academic Advisor Remarks:
LESSON PLAN 02
LESSON PLAN
LESSON PLAN
CLASS 9TH
ISLAMIYAT (Grade 9)
Class strength: 30
Timing : 45 minutes
Teacher’s
Name of Grade
God Almighty and His attributes 9 Date: 2021
Lesson level
Standard MOE
Relevance to
PAKISTAN culture
and everyday life: The learner shows awareness and belief in the foundations of faith in God Almighty and His attributes, an
(My Identity
standard)
Implementation of
STEM and HOTS
Student competency
Framework Believing in God. Thanking Him for His gifts
standard/Theme
Moral education God is Lord of the worlds, God is the master of everything.
Standard
Perquisite and
Prior Knowledge
required
(in bullet points) .

LESSON PLAN
CLASS 9TH
Use Bloom taxonomy Almost discover that God is the master of everything.
All of the students mention that Allah is the Lord of the world.
Resources required
(to accomplish your textbook, smart board,
Objectives)
Max 10 min. The teacher presents a video showing the universe and its creatures,
- Who created mountains, seas, heaven and earth?
- Who created man, animal and plant?

lesson
students say how to kee
[Steps taken for my eyes, I do not watch
The teacher asks the students to look to the pictures, then they are
teaching & learning E
asked to thank Allah for His gifts (eye, heart,……) and how to
process]
team work
express about their love to Allah.
including:
The teacher displays and utters the alphabets for the students . and ask
listen and repeat. Then a
Cooperative them to repeat to know how to read Qur’an.
learning The teacher conclude the lesson checking what the students learned.
Activities Answer the questions, ti

[ ] Drawing [ ] Writing Key words [ ] Lab
[Formative
(specify) ...........................................................................................................................................
Feedback]
LESSON PLAN
CLASS 9TH
Max 10 mins.
Differentiation in For High Achievers Students

Teaching & For Average Students
Learning
Who looks after the embryo in the womb of his
What happens if you are without your right hand?
mother?
Independent
Drawing some of God’s made to differentiate between His and man-made
learning
21st Century Skills
Creation, thinking, collaborative learning.
Practiced:
Assessment of
Learning
Integration of Integration with …………Arabic. to read the Arabic letters well……………….

subjects
Mechanism:
[ ] No
Home Assignment /
Research work
LESSON PLAN
CLASS 9TH
Comments and
carry over if
needed:
LESSON PLAN 03
LESSON PLAN
ISLAMIYAT (Grade 9)
Class strength: 30
Timing : 45 minutes
LESSON PLAN
CLASS 9TH
Teacher’s
Name of Grade
Allah, The Most Kind (Al-Lateef ), 9 Date: 2021
Lesson level
Standard MOE
Relevance to
PAKISTAN culture
Love the homeland and preserve its gains
and everyday life:
The rights and duties of the individual
(My Identity Take responsibility
standard)
Implementation of Reading, Memorizing, Thinking

STEM and HOTS
Student competency Believing in God. Thanking Him for His gifts
Framework
standard/Theme
Moral education Believing that God is The Most Kind (Al-Lateef ), The All-Aware One ( Al-Khabeer)
Standard
Perquisite and
Prior Knowledge
required
Lesson Objectives
By the end of the Lesson students would be able to :
(in bullet points)
Conclude that Allah, glory be to Him is the Most Kind , the All-Aware.
Use Bloom taxonomy
Indicate the manifestations of Allah’s Kindness to His servants.
Resources required textbook, smart board,

LESSON PLAN
CLASS 9TH
(to accomplish your
Objectives)
Max 10 min. The teacher displays some pictures of a group of birds, and then discusses the following:
What happens if the bird does not have wings to fly?
What is the use of flying birds? Who taught flying birds?

lesson
[Steps taken for

The teacher presents the introductory activity (I notice and conclude), They answer questions
teaching & learning
and draws the students' attention to Rashid’s doing with a fan, then servants, an All-Aware W
process]
ask questions, and listened to students' answers to access to the
including:
desired conclusion
Students note photos,
Cooperative T. goes to the I notice and conclude activity p14. Then discuss them
learning God is a gentle serva
using the questions below; To reach the desired conclusion with them.
Activities ridiculed them.
T. move to I read and answer activity to read the dialogue and reach
to the conclusion. Students read the dialo
come to conclusion that
going on in them.
Max 10 mins.

Teaching &
Why is the human being born without teeth? What if apples were as hard as rocks?
Learning
LESSON PLAN
CLASS 9TH
Independent
Try to go with your parents to visit a sick friend, write down from which he suffers, and how to thank Alla
learning
21st Century Skills Creation, thinking, collaborative learning.
Practiced:
Methods of Formative Assessment

Assessment of Self- Assessment Summativ
Learning Thumb sign The lesson
Integration of Integration with …………………Arabic and science………………………….

subjects
Mechanism:
[ ] No
Home Assignment /
Research work
Comments and
carry over if
needed:
LESSON PLAN
CLASS 9TH
LESSON PLAN 04
LESSON PLAN
ISLAMIYAT (Grade 9)
Class strength: 30
Timing : 45 minutes
LESSON PLAN
CLASS 9TH
Teacher’s
Name of Grade
The All-Aware One ( Al-Khabeer) 9 Date: 2021
Lesson level
Standard MOE
Relevance to
PAKISTAN culture
Love the homeland and preserve its gains
and everyday life:
The rights and duties of the individual
(My Identity Take responsibility
standard)

STEM and HOTS
Student competency Believing in God. Thanking Him for His gifts
Framework
standard/Theme
Moral education Believing that God is The Most Kind (Al-Lateef ), The All-Aware One ( Al-Khabeer)
Standard
Perquisite and
Prior Knowledge
required
(in bullet points)
Use Bloom taxonomy Indicate the manifestations of Allah’s Kindness to His servants.
Show how to be kind in treating others
LESSON PLAN
CLASS 9TH
Resources required
(to accomplish your
Objectives)
Max 10 min.

lesson
[Steps taken for

T. asks the students to move to the (we think and answer) activity. They start doing it
teaching & learning
Showing how to perform it.
process]
T. present the words in the (I train to recite the Holy Qur’an)
including: activity repeating the words to practice how to recite alone. Repeat and practic
T. writes I should be kind with the others and ask. Are you kind?
Cooperative
Do you love Allah? What should you do to be so? They cite example
learning
Activities
Plenary [ ] kagan activity [ ] Quiz [ ] Writing main points [
Max 10 mins.

Teaching &
Why is the human being born without teeth? What if apples were as hard as rocks?
Learning
LESSON PLAN
CLASS 9TH
Independent
Try to go with your parents to visit a sick friend, write down from which he suffers, and how to thank Alla
learning
21st Century Skills Creation, thinking, collaborative learning.
Practiced:
Methods of Formative Assessment

Assessment of Self- Assessment Summativ
Learning Thumb sign The lesson
Integration of Integration with …………………Arabic and science………………………….

subjects
Mechanism:
[ ] No
Home Assignment /
Research work
Comments and
carry over if
needed:
LESSON PLAN
CLASS 9TH
LESSON PLAN 05
LESSON PLAN
ISLAMIYAT (Grade 9)
Class strength: 30
Timing : 45 minutes
LESSON PLAN
CLASS 9TH
Teacher’s
LESSON PLAN
CLASS 9TH
Name of Grade
Honoring the Parents 9 Date: 2021
Lesson level
Standard MOE
Relevance to
PAKISTAN culture
and everyday life:
(My Identity Students demonstrate an understanding and representing individual and collective of Islamic val
standard)
Implementation of
STEM and HOTS
Student competency
Obedience to parents and take care of them, and treating them good is the obligatory worship.
Framework
standard/Theme
Moral education
Honoring parents all times.
Standard
Perquisite and
Prior Knowledge
required
Lesson Objectives
(in bullet points)
Talk about the parents’ grace favor and reward of honoring them.
Use Bloom taxonomy
Conclude that obeying and doing well to parents is a type of worship.
Resources required
(to accomplish your Textbook, board, projector, worksheets
Objectives)
The teacher distributes labels on the groups with unordered words, and asks each group to arrang
LESSON PLAN
CLASS 9TH
Max 10 min. Within two minutes, the teacher then asks each group to read the sentence and display it on the
Good…is.. their… with….

lesson
[Steps taken for

T. asks students to notice the (I notice and expect) activity Then Answer the questi
teaching & learning
discuss them around through activity questions, What happens if
process]
these creatures do not find care adequate?
including:
T. shows the (I read and find out )activity. Ask them to read to
Cooperative conclude the best ways of honoring the parents. Read and express
learning T. shows the (I read and act ) activity asking on of the students to
Activities take the role of Rashid and put a word instead the picture to
complete the meaning. Say the right beha
Max 10 mins.

Teaching &
What does the prophet, peace be upon him, order
Learning
us not to do?
What is the punishment of those who do not
honor their parents?
LESSON PLAN
CLASS 9TH
Independent
What did your parents do for you? How to honor them?
learning
21st Century Skills
Practiced: Creation, thinking, collaborative learning.
Methods of Self- Assessment Self- Assessment Self- Asse

Assessment of
Thumb sign Thumb sign The lesson
Learning
Integration of Integration with …………………Arabic ………………………….
subjects
Mechanism:
[ ] No
Home Assignment /
Research work
Comments and
carry over if
needed:
LESSON PLAN
CLASS 9TH
LESSON PLAN 06
LESSON PLAN
ISLAMIYAT (Grade 9)
Class strength: 30
Timing : 45 minutes
Teacher’s
Name of Grade
Obedience to parents 9 Date: 2021
Lesson level
Standard
MOE
LESSON PLAN
CLASS 9TH
Relevance to
PAKISTAN culture
and everyday life:
(My Identity Students demonstrate an understanding and representing individual and collective of Islamic valu
standard)
Implementation of
STEM and HOTS
Student competency
Obedience to parents and take care of them, and treating them good is the obligatory worship.
Framework
standard/Theme
Moral education
Honoring parents all times.
Standard
Perquisite and
Prior Knowledge
required
Lesson Objectives
(in bullet points) Conclude that obeying and doing well to parents is a type of worship.
Use Bloom taxonomy Express in his/her own words how to honor their parents.
Resources required
Objectives)
Max 10 min. The teacher distributes labels on the groups with unordered words, and asks each group to arrang
Within two minutes, the teacher then asks each group to read the sentence and display it on the
LESSON PLAN
CLASS 9TH
Good…is.. their… with….

lesson
[Steps taken for

T. asks the students to read the old man situation with his son, and They work together to so
teaching & learning
find the problem and try to solve it.
process]
T. supports the previous situation with the verse "‫وقضى ربك أالّ تعبدوا‬ Recite the verse.
including: ‫"إالّ إياه وبالوالدين إحسانا‬. And ask them to recite
T. display the (My behavior is My responsibility) sentence and ask
Cooperative
them if they love and obey their parents. Listen the their te
learning
good relation to th
Activities
Max 10 mins.

Teaching &
Learning For Average Students
What is the punishment of those who do not
honor their parents? What does the prophet, peace be upon him, order
us not to do?

LESSON PLAN
CLASS 9TH
Independent
What did your parents do for you? How to honor them?
learning
21st Century Skills
Practiced: Creation, thinking, collaborative learning.
Methods of Self- Assessment Self- Asse

Assessment of
Learning
Integration of Integration with …………………Arabic ………………………….
subjects
Mechanism:
[ ] No
Home Assignment /
Research work
Comments and
carry over if
needed:

LESSON PLAN
CLASS 9TH
LESSON PLAN 07
LESSON PLAN
ISLAMIYAT (Grade 9)
Class strength: 30
Timing : 45 minutes
Teacher’s
Kanwal Ismat
LESSON PLAN
CLASS 9TH
Name of Grade
Etiquette of entering or leaving a house 9 Date: 2021
Lesson level
Standard MOE
Relevance to
PAKISTAN culture
and everyday life:
(My Identity The learner shows understanding and application of the ethics of Islam.
standard)
Implementation of
STEM and HOTS
Student competency
Framework Keeping and practice the ethics of getting in or out the house.
standard/Theme
Moral education
Remember to supplicate while entering in or leaving home.
Standard
Perquisite and
Prior Knowledge
required
(in bullet points)
Use Bloom taxonomy Learn the supplication of entering and leaving the house.
Apply the etiquette of entering and leaving the house.
Resources required
Objectives)
LESSON PLAN
CLASS 9TH
Max 10 min. The teacher discusses his students as follows:

What do you say if you leave the house? What do you say when you enter it? Is there a du'aa 'to b

lesson
[Steps taken for

T. plays the father role and the student Ahmad’s role to plant the Play the role and a
teaching & learning
desired value in the All student’s soul by the teacher.
process]
T. displays the supplications of the activity and discuss it with the
including: Read the supplic
student letting him to get the supplication of entering and leaving
activity.
Cooperative home.
learning T. asks the student to read the sentences imitate the activity pictures.
Activities
Read and imitate.
Max 10 mins.

Teaching &
What should you do before going out home?
Learning
In a piece of paper write down the du’aa’ of
entering home.
LESSON PLAN
CLASS 9TH
Independent
learning
What would happen if community members do not follow proper etiquette at home.
21st Century Skills

Practiced:
Self-direction, the responsibility, Critical thinking, Contact and cooperation, Problem Solving, D
Methods of Self- Assessment

Assessment of Formative Assessment Summativ
Thumb sign
Learning The lesson
Integration of Integration with …………………… Arabic……………………….

subjects
Mechanism:
[ ] No
Home Assignment /
LESSON PLAN
CLASS 9TH
Research work
Comments and
carry over if
needed:
LESSON PLAN 08
LESSON PLAN
ISLAMIYAT (Grade 9)
Class strength: 30
Timing : 45 minutes
Teacher’s
Name of Grade
Ethics Of Islam 9 Date: 2021
Lesson level
Standard MOE
LESSON PLAN
CLASS 9TH
Relevance to
PAKISTAN culture
and everyday life:
(My Identity The learner shows understanding and application of the ethics of Islam.
standard)
Implementation of
STEM and HOTS
Student competency
Framework Keeping and practice the ethics of getting in or out the house.
standard/Theme
Moral education
Remember to supplicate while entering in or leaving home.
Standard
Perquisite and
Prior Knowledge
required
(in bullet points)
Use Bloom taxonomy Learn the supplication of entering and leaving the house.
Apply the etiquette of entering and leaving the house.
Resources required
Objectives)
Max 10 min. The teacher discusses his students as follows:

What do you say if you leave the house? What do you say when you enter it? Is there a du'aa 'to b

LESSON PLAN
CLASS 9TH
lesson
[Steps taken for T. asks the students to write down the good deeds he/she does at They are doing w
teaching & learning home. (I cooperate with my classmate)
process]
T. asks the students to write the benefits he/she will get from
They are checking
including: commitment of ethics of entering/leaving home (I think).
T. recite the verse while the student repeat.
Cooperative
learning listen and imitate r
Activities
Max 10 mins.

Teaching &
Learning
In a piece of paper write down the du’aa’ of For Average Students
entering home. What should you do before going out home?
Independent
learning
LESSON PLAN
CLASS 9TH
What would happen if community members do not follow proper etiquette at home.
21st Century Skills

Practiced:
Methods of Self- Assessment

Assessment of Formative Assessment Summativ
Thumb sign
Learning The lesson

subjects
Mechanism:
[ ] No
Home Assignment /
Research work
Comments and
carry over if
needed:
LESSON PLAN
CLASS 9TH
LESSON PLAN 09
LESSON PLAN
ISLAMIYAT (Grade 9)
Class strength: 30
Timing : 45 minutes
Teacher’s
Name of Surat Al-Infitaar-1 Grade

9 Date: 2021
Lesson level
Standard MOE
Relevance to
PAKISTAN culture
and everyday life:
Thanking for Allah for His gifts and believing in the Day of Judgment.
(My Identity
standard)
Implementation of
STEM and HOTS
Student competency
Framework Conclusion of how a man can judge himself in the other life fields.
standard/Theme
Moral education Belief in Baath Day and its impact on human behavior.
Standard
LESSON PLAN
CLASS 9TH
Perquisite and
Prior Knowledge
required

Lesson Objectives
(in bullet points)
Use Bloom taxonomy recite the Holy verses, taking into account the rulings of recitations.
Explaining the meaning of the Holy verses.
Find out the signs of the Day of Judgment.
Resources required
(to accomplish your Textbook, worksheet, smart board
Objectives)
Max 10 min. Asking the students to read the Hadeeth Shareef and get from it the three names of chapters that the proph

lesson
T. recites the first part of the Sura, and asks some students to read it a He reaches to the
[Steps taken for typical reading, then explain the vocabulary in it, and ends by Judgment.
teaching & learning extracting the most important meanings contained in the verses.
process] T. imagines that one asks him about some matters he should reply;
including: religion, homeland, family. And so on. What should/not be done?
T. goes to the second part of the Surah, recites and ask the students He answer to the q
Cooperative
to recite too.
learning
Activities
They recite and ge
Plenary [ ] kagan activity [ ] Quiz [ ] Writing main points [

[Formative
LESSON PLAN
CLASS 9TH
Max 10 mins.

Teaching &
Mention some of the major signs of the day of For Average Students
Learning
Judgment
Write other names for the Day of Judgment as
stated in the Qur’an
Independent
In a piece of paper write the fate of the humans in the Day of Judgment.
learning
21st Century Skills
Practiced:
Methods of Self- Assessment Methods of Assessment of Learning Self- Asse

Assessment of
Thumb sign Thumb sig
Learning

subjects
Mechanism:
[ ] No
LESSON PLAN
CLASS 9TH
Home Assignment /
Research work
Comments and
carry over if
needed:

LESSON PLAN
CLASS 9TH
LESSON PLAN 10
LESSON PLAN
ISLAMIYAT (Grade 9)
Class strength: 30
Timing : 45 minutes
Teacher’s
Name of Surat Al-Infitaar-2 Grade

10 Date: 2021
Lesson level
Standard MOE
Relevance to
PAKISTAN culture
and everyday life:
Thanking for Allah for His gifts and believing in the Day of Judgment.
(My Identity
standard)

LESSON PLAN
CLASS 9TH
STEM and HOTS
Student competency
Framework Conclusion of how a man can judge himself in the other life fields.
standard/Theme
Moral education Belief in Baath Day and its impact on human behavior.
Standard
Perquisite and
Prior Knowledge
required

Lesson Objectives
(in bullet points)

Count some of the blessings of Allah, Glory be to Him, on man.
Use Bloom taxonomy Explain the reward of man on the Day of Judgment.
Accurately recite the Holy verses from memory.
Resources required
(to accomplish your Textbook, worksheet, smart board
Objectives)
Max 10 min. Asking the students to read the Hadeeth Shareef and get from it the three names of chapters that the proph

lesson
[Steps taken for

T. recites the third part of the Surah and search for the three facts in They repeat and t
teaching & learning
them how to improve th
process]
including: Mention some of t

T. gives a conclusion to what has learnt.
Cooperative
LESSON PLAN
CLASS 9TH
learning Write the answer i
Activities Guide the students to answer the activities in his book.
Max 10 mins.

Teaching &
Mention some of the major signs of the day of For Average Students
Learning
Judgment
Write other names for the Day of Judgment as
stated in the Qur’an
Independent
In a piece of paper write the fate of the humans in the Day of Judgment.
learning
21st Century Skills
Practiced:
Methods of Self- Assessment Methods of Assessment of Learning Self- Asse

Assessment of
Thumb sign Thumb sig
Learning

subjects
LESSON PLAN
CLASS 9TH
Mechanism:
[ ] No
Home Assignment /
Research work
Comments and
carry over if
needed:
LESSON PLAN 11
LESSON PLAN
ISLAMIYAT (Grade 9)
Class strength: 30
Timing : 45 minutes
LESSON PLAN
CLASS 9TH
Teacher’s
Name of Grade
The true Book 9 Date: 2021
Lesson level
Standard MOE
Relevance to
PAKISTAN culture
and everyday life:
Reciting the Holy Qur’an, applying the command and forbidden
(My Identity
standard)
Implementation of
STEM and HOTS
Student competency
Framework Discussion and dialogue
standard/Theme
Moral education Love of God, and faith in Him.
Standard
Perquisite and
Prior Knowledge God’s Guidance to mankind
required

Lesson Objectives
(in bullet points)
Use Bloom taxonomy recite the Holy verses, taking into account the rulings of recitations.
Explaining the meaning of the Qur’anic vocabulary
Explaining the meaning of the Holy verses.
Resources required Textbook, worksheet, smart board

LESSON PLAN
CLASS 9TH
(to accomplish your
Objectives)
Max 10 min.
Show a movie about the importance of prostrating to Allah

lesson
T. asks the students to read the passage and mention why this Surah They read the pass
[Steps taken for named Al-Sajdah
teaching & learning T. presents the Ayaat (Audio) then reads them and asks the students
process] to read by themselves. Listen and repeat a
T. asks the students to highlight the new vocabularies they do not
including:
know to study them. Discuss the new v
Cooperative T. discusses the first three Ayaat and asks the students to get the
learning proof out of them.
Activities
Listen to the teach
Plenary
[ √ ] kagan activity [ ] Quiz [ ] Writing main points [
[Formative
Feedback]
(specify) ...........................................................................................................................................
Max 10 mins.
Teaching &
What is the miraculous nature of the Holy What is the duty of Muslims towards the
Learning
Qur’an? prophets.?
Independent
learning
LESSON PLAN
CLASS 9TH
Search for the number of planets orbit the sun and how many moons there are in the solar system.
21st Century Skills

Practiced: Self-direction, the responsibility, Critical thinking, Contact and cooperation, Problem Solving, D

Assessment of
Learning
Thumbs up Activities
Integration of Integration with …………………………science and Arabic………………….

subjects
Mechanism:
[ ] No
Home Assignment /
Research work
Comments and
carry over if
needed:

LESSON PLAN
CLASS 9TH
LESSON PLAN 12
LESSON PLAN
ISLAMIYAT (Grade 9)
Class strength: 30
Timing : 45 minutes
Class: Date:
Subject: Islamiat Duration: 40 mint
Topic: The last Sermon of Holy prophet Class Strength: ------/------
SPECIFIC OBJECTIVES:
Students will be to explain the three principles of the Islamic society i.e., all powers belong to god, Muhammad
‫ ﷺ‬is his prophet and Muslims are brother to one another.
Students should be able to describe that the Muhammad ‫ ﷺ‬raised women status from chattel to
complete legal equality with men.
Students will be able to define that in the eyes of Allah; the most righteous is the most honourable among
people.
ATTITUDE:
Students should be able to explain that all human beings are equal in eyes of Allah.
TEACHING RESOURCES:
Chart paper. Black board, chalk, book.
PROCEDURE:
INITIATION ACTIVITY:
Teacher will ask the question regarding to last sermon of holy prophet ‫ ﷺ‬.
DEVELOPMENT:
Teacher integrate knowledge with the previous knowledge of last sermon of Muhammad ‫ﷺ‬.
LESSON PLAN
CLASS 9TH
Teacher discus the problems and difficulties faced by Muslims in period Makkah with students.
Teacher clarifies the misconception of Islam ideology / studies.
Teacher describes the women rights in Islam.
Teacher explains that the no one is superior in the basis of tribe, nation, fair skin etc; only goodness of a person
makes him superior to others.
RECAPITULATION:
Teacher summarize the whole lesson and ask to the students what others they want to know, clear the all points before the
end of her lesson.
EVALUATION:
The Last Sermon of the Holy Prophet (PBUH)

Hazrat Muhammad (PBUH) asked the Quraish not to worship their false gods. He told them he was the Prophet of God
and asked them to worship the one and only true God.
Where is the passage from?

What did the Holy Prophet (PBUH) ask the Quraysh?
What did the Quraysh answer to the Holy Prophet?
“There is no god except Allah. He is the only God. None shares His authority and power. He fulfilled His promise and
helped His Prophet against the forces of evil.”

Who said these lines?
What does ‘His promise’ refer to?
On this historic occasion, he addressed a very large gathering of Muslims on Mount Arafat. This address proved to be his
last Hajj sermon.

Where did he address the Muslims?
Name any one message from his speech.
EXTENSION AND ADAPTATION:
The last sermon of the holy prophet is complete life style or pattern of a balanced society; after this lesson student will
be able to follow the whole rules and regulation of Quran and sunah.
REFLECTIONS:
Based on the following:

LESSON PLAN
CLASS 9TH
Briefly state how the lesson proceeded
The lesson plan proceeded in a smooth way.
Strengths of the lesson
Teacher discussed all important points of the last sermon of the holy prophet peace be upon him and students easily
understood with zeal and interest.
Area of Improvement
Teacher should improve her face to face communication with students.
LESSON PLAN 13
LESSON PLAN
ISLAMIYAT (Grade 9)
Class strength: 30
Timing : 45 minutes
Class: Date:
Subject: Islamiat Duration: 40 min
Topic: Shah Abdul Latif Class Strength:
SPECIFIC OBJECTIVES:
Students will be able to define the efforts of sofi saints in Islam.
Students will be able to explain that Shah Abdul Latif was very sensitive and kind hearted that’s why people love
with him.
Students will be able to discuss that the Shah Abdul Latif was not only the poet for common people but he also a
musician, he invented a musical instruments called “tambooro”.
ATTITUDE:
Students will be able to describe the efforts, simple life style of sofi saints; their love and affection with people.
TEACHING RESOURCES:
Flash card, Chart paper, Black board, chalk, book.

LESSON PLAN
CLASS 9TH
PROCEDURE:
Initiation Activity:
Teacher shows the flash cards of shrine and tambooro that are directly relate to Shah Abdul Latif.
Development:
Teacher integrates previous knowledge about Shah Abdul LAtif with new knowledge.
Teacher discuses the simple life style, life history of the Shah Abdul Latif.
Teacher defines that why people love with Shah Abdul Latif.
Teacher discusses about his poetry, music, invention of musical instrument, shrine and urs.
Recapitulation:
In the end teacher summarize the lesson and ask question to clarify the misconception of the students.
LESSON PLAN No. Fifteen

Class strength: 30
Timing : 45 minutes
The Savior of Man Kind
Teacher Name:
Grade: Grade 9
Subject: English
Objectives Time Resoure Assessment

Plan (Methodology)
LESSON PLAN
CLASS 9TH
By the end of theBrainstorming: 5 min Students will be
lesson studentsA circle will be drawn on the assessed on
will be able to: board with The Holy Prophet their ability to:
(SAW) written inside it. Students
will be asked to tell what they
know about the Holy Prophet’s
personality and character. Teacher
-Know about thewill note them on the board in a20 min
life of the Holyweb form. Laptop or multi
Prophet(SAW) as media for
H.P.
a role model for power point
all mankind to presentation
follow
Teacher’s Exposition:
Teacher will share the objectives50 min describe the
and will clarify the points written(30 mins) For qualities of
-describe theon the board. making Drafting sheetsProphet’s
qualities ofUsing a power point presentation,presentations, for key points personality and
Prophet’s (SAW)teacher will further explain about20mins for character with
personality andthe life and personality of Prophetpresentation examples in
character withMuhammad (pbuh) and how he Flip charts their
examples became a role model for mankind presentation
to follow. Markers
Activity:
Students will then be divided into3 min
groups (4-5 mixed ability). Each
group will be given a specified
section from pages: 24-26, for
reading and jotting down the main
points. They will also be informed2 min
that they will be presenting them Worksheet
before the class. Time for
LESSON PLAN
CLASS 9TH
completing the activity will also
be communicated.
According to the sequence, one
student from each group will
present their key points before the
rest of the class. Teacher will give
explanation where needed.
Wrap Up:
Once all the presentations are
done, the teacher will ask the
students to summarise what they
have learnt about the life of the
Holy Prophet.
Homework:
Students will provide a worksheet
(attached) related to the
information given on pages: 24-
26 which they will solve
individually.
Evaluation of Student’s Learning: Evaluation of Teaching

What did the children learn in this lesson? If you were to teach this lesson again, what would
you do differently?
(Comment on any ONE aspect of your teaching or
planning)
What did they actually do? Or What were they not
able to do / understand?
LESSON PLAN
CLASS 9TH
LESSON PLAN No. : Sixteen

Class strength: 30
Timing : 45 minutes
Patriotism
Teacher Name:
Grade: Grade 9
Subject: English
Celebrate your patriotism with this action-filled lesson plan. Students will read a text lesson explaining what
patriotism is and ways to show it, then filter through stations to create a patriotic classroom.
Learning Objectives
After this lesson, students will be able to:
define 'patriotism'
explain how and why we show patriotism
Length
1 - 1.5 hours
Materials
Copies of the lesson What is Patriotism? - Lesson for Kids, one for each student
Red, white, and blue construction paper, cut into banner triangles
Rope, string, or yarn to hang banner
Colored pencils
Patriotic stationary
Index cards
Craft sticks
Glue
Copy of the Pledge of Allegiance
Songs from the lesson, such as The Star Spangled Banner
LESSON PLAN
CLASS 9TH
Key Vocabulary
Patriotism
Salute
Military
Curriculum Standards
Determine the main idea of a text; recount the key details and explain how they support the main idea.
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time, sequence, and cause/effect.
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade
3 topic or subject area.
Preparation
Prepare the classroom for the four stations as follows:
Patriot Banner - construction paper cut into triangles like a banner, markers
Patriotic Acrostic Poems - paper and colored pencils
Letter to a Veteran - patriotic paper, pencils, and crayons
Flag and Pledge - index cards, colored pencils, copy of the Pledge of Allegiance, craft sticks, glue
Direct Instruction
Distribute the lesson What is Patriotism? - Lesson for Kids and read the first section 'What Is Patriotism?' with
students.
Define the word 'patriot' and discuss:
Why are you proud to be an American?
What responsibilities do we have to other Americans and our country? Why?
Next read 'How You Can Show Patriotism' with students. Have students stand and practice saluting the flag,
then ask them to turn and discuss with a partner:
How do you show patriotism?
Share as a whole group.
Next read the section 'Patriotic Holidays' with students and allow them to share their family traditions and
experiences at patriotic holidays.
Play a few samples of patriotic songs and allow students to sing along.
Read the 'Lesson Summary' with students and take the quiz.
Activity
Instruct students to visit each station and do the activities.
LESSON PLAN
CLASS 9TH
LESSON PLAN No. : Seventeen

Class strength: 30
Timing : 45 minutes
Media
Teacher Name:
Grade: Grade 9
Subject: English
What is mass media and how does it factor into everyday life? This lesson plan uses a video lesson to outline
key ideas for students. An activity asks students to compare and contrast different mass media outlets.
Learning Objectives
Upon completion of this lesson, students will be able to:
define mass media
list and explain the different types of mass media
discuss the pros and cons of mass media in terms of its influence on people
Length
45 to 60 minutes
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features
as the date and origin of the information.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of
how key events or ideas develop over the course of the text.
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social, or economic aspects of history/social science.
Compare and contrast treatments of the same topic in several primary and secondary sources.
Materials
Paper copies of the worksheet from the associated video lesson
A recent newspaper article on a current event
LESSON PLAN
CLASS 9TH
Audio from a radio broadcast about the same current event
Video of a television report on the same current event
An Internet resource on the same current event
Instructions
Begin by asking the students to share the sources they use to receive news on current events.
How many different sources were listed?
How are they similar? Different?
Play the video lesson What Is Mass Media? - Definition, Types, Influence & Examples for the class, pausing it
at 0:55.
What is mass media?
Do each of the sources of news mentioned in class align with the concept of mass media? Why or why not?
Play the video lesson again, pausing it this time at 2:10.
Which type of mass media was the first on the scene?
What replaced the newspaper as the main source of news?
Which type of mass media overtook the radio as a main source for news and information?
How has the Internet changed mass media?
Play the video lesson. Pause it at 3:57.
How does the mass media influence people?
What are some positive influences of mass media?
Are there any negative influences of mass media?
Play the remainder of the video lesson for the class.
How has mass media influenced your life?
Distribute the worksheet to the class, one to each student.
Have students work independently to complete the worksheet using what they learned about mass media in the
video lesson.
When all students have completed the worksheet, review the questions and answers in an open class discussion
with students defending their answer choices.
Activity
Instruct students to visit each channel and do the activities.
LESSON PLAN
CLASS 9TH
LESSON PLAN No. : Eighteen
Class strength: 30
Timing : 45 minutes
Daffodils
Teacher Name:
Grade: Grade 9
Subject: English
1.Poem Contain
4 Stanza
2.Major Learning Items
A. Reading
B. comprehension
C. vocabulary
D. Grammar in use
E. writing skill
F. verbal communication.
3 General Objectives
a. To enable the students to understand to read to write and to express their fault in correct English.
b. Proper understanding at the language and spirit of the poem.
c. Listening to poetic language in its proper pronunciation stress and intonation.
d. To enable the student to get an idea about the writing skill and use in the poetic text.
e. To enable the student to get an idea about sentences and rhythmic lines at their own.
4.Behavioral objectives
A. Knowledge - The students will be able to ---
a. Identify the meanings at the words in the text.
b. Reorganize a nature poem.
c. Reorganize a ballad measured
d. Recognize some words.
B. Comprehension - The students will be able to -----
a. Comprehend the meanings of the stanza as a whole.
b. locate specific information .
C. Application - The students will be able to ----
LESSON PLAN
CLASS 9TH
a. Use of words they have learnt in the text in new situation.
b. Relate them to their personal experience.
D. Psychomotor - The students will be able to ---
a. Read the text poetry with reasonable speed.
b. Communicate their feelings to their friends and the teacher in English in the class - room.
5.Aids and Equipments
A. Usual -
Usual classroom aids like chalk duster black board pointer stick etc.
B. Specific -
A picture of a lake and daffodils in its side will be used to draw the attention of the students. It will also
help the students to have an idea of daffodils which are seen in our country.
6. Introduction to Class by the Teacher
By way of introduction the teacher will ask the following questions to make the students interested in the
Lesson. To draw their attention and to motive them towards learning the day's lesson. At this stage he may draw
a picture or draw attention of the students towards a picture. He may ask questions that help him to come to the
topic. The main principle should be something old to something new from known to unknown.
Introduction question:-
a. What do you see in the picture?
b. Where are they growing?
c. How do they look?
d. What are the flowers you like?
e. Name a few natures. Poems either in your tongue or English you have already read?
7. Announcement
Today we shall read the poem 'Daffodils' by William Wordsworth. The pupils will be open this text books.
8.General background to Wordsworth and this poetry
William Wordsworth (1770 -1850) was the son of lawyer. After tacking his degree at Cambridge University he
traveled in France. At first he hailed the French Revolution but later he become disillusioned with its excess and
violence. On his return to England, he wrote poems about the scenery and people of the English countryside.
Wordsworth's genius was recognized and he was made poet Laureate in 1843.
9. General background to the poem
The flowers in the picture are called Daffodils. They are golden yellow in colour . It is the miniature from of the
sunflower. The colour is like that of our oleander. They grow wild in spring. Englishmen like the flowers very
much
LESSON PLAN
CLASS 9TH
One day while walking about a riverside the poet saw a large member of Daffodils shaking their heads in the
wind. They spread out in a long row along the border of a lake. The Daffodils looked very happy. Later in his
vacant or pensive mood the poet remember the scene and felt happy.
10. Broad Strategy
Functional communicative approach with interactive question answer method will be adopted.
11.Teaching Strategy and Presentation
Step 1.
Learning items: Stage -1 Loud reading of the poem by the teacher with proper pause, Stress, intonation and
emotion.
Teacher's behaviour: The teacher will not hold text book in hand.
He will look at the student and recite the poem. If necessary, teacher will repeat the same lesson instructions.
Learner’s behaviour: The students will listen to and follow the teacher
attentively
Step 2.
Learning items: Stage -2 loud reading of the poem by the students.
Teacher's behaviour: The teacher will listen to the students and if necessary ask them to read again. At to be
active enough to note whether any student fails the poem properly .The teacher will make necessary
correction.
Learner’s behaviour: The students will read
aloud and seek teacher's
Help if necessary.
Step 3.
Learning items: Stage -3 silent reading by the students.
Teacher's behaviour: The teacher will ask the students to read silently for a few minutes and mark the words
and phrases unknown to them.
Learner’s behaviour: The student will read silently and do
accordingly.
Step 4.
Learning items: Stage - 4 teaching word meanings as a means of meaning of the text .The following words
seem to be new to be new to the students.
Teacher's behaviour: The teacher will ask them meaning of the words.
Interested student must guess. They must be encouraged even if they fail to guess. Then teacher will write down
the meaning of the words on the black - board. This point the teacher may bring in the intervention of the
mother tongue if necessary:
LESSON PLAN
CLASS 9TH
wandered - walked about
lonely-withoutcompanion
vales - vally .
breeze - gentle wind .
beneath-under.

Learner’s behaviour: The student will be alert and active enough to take down the meaning and form their own
expression and thoughts.
Step 5.
Learning items: stage - 5 Telling stanza as a
whole Teacher's
behaviour: one day the poet was - - -
Learner’s behaviour: The students will listen the meaning and illustration of the verse lines
attentively.
12.Use of Writing Board
The teacher will use the writing board to write ----------
a. The meaning of the words
b. Some specific information from the text.
13. Evaluation
The following questions will be asked in order to ascertain how far the pupils have understood and
appreciate the poem ----------
a. why does the poet compare himself to a cloud ?
b. what did he see beside the lake ?
c. How did they look?
d. Read out the lines which express that the daffodils were moving gently in the breeze.
e pick out the words which rhythm with each .
14. Home - work
The pupils will be asked to reproduce in their own words the substance of the stanza.
LESSON PLAN
CLASS 9TH
LESSON PLAN No. :

Class strength: 30
Timing : 45 minutes
Stopping by Woods on a Snowy Evening

Teacher Name:
Grade: Grade 9
Subject: English
In this lesson, students explore the poem 'Stopping by Woods on a Snowy Evening' by Robert Frost. After
considering different interpretations of the poem, students will work in groups to choose and defend their own
analyses. The lesson concludes with a creative writing assignment.
Learning Objectives
As a result of this lesson, the student will be able to:
explain at least two interpretations of the theme of the poem ''Stopping by Woods on a Snowy Evening''
defend their own interpretation of the poem
write a creative narrative inspired by the events of the poem
Length
1-2 hours
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an
objective summary of the text.
Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent
descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear
pronunciation.
LESSON PLAN
CLASS 9TH
Materials
Copies of ''Stopping by Woods on a Snowy Evening'' by Robert Frost, one for each student
Copies of the video lesson quiz worksheet
Lesson Instructions
Introduce the Poem
Introduce the poem ''Stopping by Woods on a Snowy Evening'' by showing the beginning of the video
lesson Stopping by Woods on a Snowy Evening: Summary, Theme & Analysis, pausing at 0:39.
Distribute copies of the poem. Give students a few moments to read it silently.
Different people read and experience poetry differently. Ask for two or three volunteers to read the poem aloud.
Have students listen for differences in their tone, pace and emphasis. Briefly discuss these differences.
Classroom Activities
The following activities and questions are designed to help your students use their noticing skills to move
through the poem and develop their thinking about its meaning with confidence, using what they’ve noticed as
evidence for their interpretations. Read more about the framework upon which these activities are based.
1. Warm-up (pair share): Draw a picture of a snowy evening. Be sure to include as many vivid images as you
can. Share your picture with a partner and describe the images that you included.
2. Before Reading the Poem (noticing and pair share): Look carefully at the image of the photograph “Horse
and sleigh on Valdez Trail to Fairbanks.” What do you notice first? Look again. What else do you see? What
might be going on in this image?
3. Reading the Poem: Read the poem “Stopping by Woods on a Snowy Evening” by Robert Frost silently.
What do you notice about the poem? Annotate for any words or phrases that stand out to you or any questions
you might have.
4. Listening to the Poem (enlist two volunteers to read the poem aloud): Listen as the poem is read aloud
twice, and write down any additional words and phrases that stand out to you. Call back the lines that you like
by saying these lines aloud with your group.
5. Small-group Discussion: Share what you noticed in the poem with your partner and another pair of students.
Based on the details you just shared with your small group, how might the image from the beginning of class
relate to the poem? What images stand out to you in the poem? What might the woods symbolize?
6. Whole-class Discussion: How would you describe the mood in the poem? Why? What promises do you
think that the speaker might have to keep? Why might the speaker repeat the final line?
7. Extension for Grades 7-8: Reread the first stanza. Why might the speaker say he thinks he knows “Whose
woods these are”? Write a postcard to the owner of the woods from the speaker. What might this speaker tell
the owner?
LESSON PLAN
CLASS 9TH
8. Extension for Grades 9-12: (Teachers, if you haven’t already, now might be a good time to introduce rhyme
scheme.) Reread the poem and pay close attention to the rhyme scheme. Write an emulation of this poem where
you mimic the rhyme scheme. Or, rewrite the poem in a different season.
LESSON PLAN No.:
Class strength: 30
Timing : 45 minutes
Drugs
Teacher Name:
Grade: Grade 9
Subject: English
Objectives:
To learn about various drugs.
To identify risk factors and protective factors associated with substance abuse (drugs and alcohol).
To discuss what addiction is and the consequences of it.
To determine behaviours that increase well-being and allow students to achieve life goals.
Material:
Reference documents are found at the end of this lesson plan.
Activity #1: Name that Drug (9-10.1 Reference)
Activity #2: Recognizing the Risks (9-10.2 Reference)
Activity #3: Path to Addiction (9-10.3 Reference)
Activity #4: Consequences of Addiction (9-10.4 Reference)
Handouts:
Activity #1: Name that Drug (9-10.1 Handout)
Activity #5: Now, it's Your Choice (9-10.5 Handout)
Other Materials:
SMART board/chalk board to summarize responses on
Chart paper and markers for groups to use
Computer/projector to display slides (optional)
Masking tape
Time:
Introduction: 5 minutes
Activity #1: Name that Drug 10 minutes
Activity #2: Recognizing the Risks 15 minutes
LESSON PLAN
CLASS 9TH
Activity #3: Scale of Addiction Use 10 minutes
Activity #4: Consequences of Addiction 15 minutes
Activity #5: Now, it's Your Choice 5 minutes
Conclusion 5 minutes
Total: 60 minutes
Presenter Preparation:
Review the Drugs and Alcohol section of the Centre for Youth Crime Prevention.
Review the Objectives of this lesson plan.
Identify ways in which you are personally linked to the subject matter. This presentation is general in nature,
and will be more effective if you tailor it to your personal experiences, the audience and your community.
Guest speakers can really have an impact. If there is someone in your community who has been impacted by
substance abuse, invite them to speak with the youth. You may also want to consider inviting an RCMP
member from the drug section. Please note: Activities will need to be removed or modified to ensure that the
time allotment is respected.
Print the lesson plan and reference documents.
Print required handouts. Make a few extra copies just to be sure.
Ensure your location has any technology you require (computer, projector, SMART board, etc.)
Lesson:
A) Introduction
Introduce yourself.
Tell the students about your job and why you are there to talk to them. Tell students that in today's class, they
will talk about substance abuse, its impacts and ways they can deal with peer pressure related to substance use
and abuse. Additionally, different supports to help them deal with the issue will be addressed.
If you are a police officer, briefly discuss the role of police officers when it comes to substance abuse (i.e. your
experience dealing with youth and substance abuse issues).
Pass out one index card to each student. Explain that this card is to be used for students to write down any
question they may have. The presenters will collect them towards the end of the presentation and answer the
questions anonymously in front of the group.
B) Activity #1: Name that Drug
Goal: Students will learn about various drugs (including short and long-term health impacts).
Type: Information chart and discussion
Time: 10 minutes
Step #1:
LESSON PLAN
CLASS 9TH
Cut out the drug types and their matching definitions from Activity #1: Name that Drug (9-10.1 Reference) and
place them out of order on the board.
Explain to students that different types of drugs have different effects on our bodies.
Let students know that most drugs can be broken down into three categories:
Stimulants: Drugs that make the user hyper and alert.
Depressants: Drugs that cause a user's body and mind to slow down.
Hallucinogens: Drugs that disrupt a user's perception of reality and cause them to imagine experiences and
objects that seem real.
Step #2:
Ask students to match up the fact with the drug as a class. Go over the answers.
Ask the students to read over the handout Activity #1: Name that Drug (9-10.1 Handout) and start a discussion
based on what the students read. Encourage all students to participate to the discussion by asking questions,
such as: "What is a drug?" "What do drugs do?" "What happens when a person uses drugs?" "What are drugs
used for?" "Do drugs affect everyone in the same way?" "Can drugs be prescribed by a doctor?"
C) Activity #2: Recognizing the Risks
Goal: Students will recognize protective and risk factors associated with substance abuse and addiction and
learn the importance of resilient factors.
Type: T-chart and group activity
Time: 15 minutes
Step #1:
Ask students to define the following terms:
Resiliency: The ability to become strong, healthy and successful after something bad happens to you
(www.merriam-webster.com 2014).
Risk Factors: Factors that can lead to drug use.
Protective Factors: Factors that can shield from drug use.(http://www.rcmp-grc.gc.ca/docas-ssdco/guide-kid-
enf/page3-eng.htm).
Ask the students to get into groups of 3 or 4.
Step #2:
Create a chart on the SMART board, chalkboard or overhead with two titles: (1) Risk Factors & (2) Protective
Factors. Ask students to identify examples of risk factors when it comes to substance abuse, alcohol and
addiction and record their answers. Then ask students to identify some examples of protective factors that could
be associated with not using drugs and alcohol or getting addicted. Use Activity #2: Recognizing the Risks (9-
10.2 Reference) as a guide.
LESSON PLAN
CLASS 9TH
Step #3:
If time allows, give each group playing cards and tell them to work together to make a card house for 5 minutes.
Explain that in this activity, each card represents a protective and resilience factor, and when those factors fail
or diminish the structure will fall.
D) Activity #3: Path to Addiction
Goal: Students will discuss how addiction can impact a person's lifestyle.
Type: Discussion and group activity
Time: 10 minutes
Step #1:
Ask students to define what addiction is as well as the substances a person can become addicted to.
Make sure to include that both drugs and alcohol can be addictive.
Explain to students that addiction is an ongoing process. Addiction may present its challenges at different times
over many years in a user's life.
Write each stage on a different piece of paper. Ask for 5 volunteers to come to the front of the class and give
each student a stage.
Have the student volunteers work together to arrange themselves in the order that they think the scale of
addiction occurs in.
Step #2:
With the students, define each stage of addiction. Discuss the answers with students and use Activity #3: Path to
Addiction (9-10.3 Reference) as a guide.
E) Activity #4: Consequences of Addiction
Goal: Students will examine the consequences of addiction on all facets of life.
Type: 5 corners activity and group discussion
Time: 10 minutes
Step #1:
Separate the students into 5 different groups.
Have the students get into their groups and give each group a piece of chart paper. Assign each of the five
groups one of the topics: (1) Family, (2) Friends & Recreation, (3) School & Jobs, (4) Physical & Emotional
Health, and (5) Financial. Have each group write the topic on their piece of chart paper.
Ask each group to brainstorm and record the consequences of an addiction relating to their topic.
Give the groups 5 minutes to come up with a hashtag that represents how they might be affected in that aspect
of their life.
Discuss answers with the group.
LESSON PLAN
CLASS 9TH
F) Activity #5: Now, it's Your Choice
Goal: Students will commit to a healthy lifestyle
Type: 5 corners activity and group discussion
Time: 15 minutes
Step #1:
Distribute Activity #5: Now, it's Your Choice (9-10.5 Handout)and ask the students to answer the question.
Step #2: (Homework)
As part of their homework from the presentation, ask all the students to make the pledge to say no to drugs on
the National Anti-Drug Strategy website: http://nationalantidrugstrategy.gc.ca/prevention/youth-
jeunes/index.html and click on "Make a Pledge." Tell them to print the pledge they submitted and display them
around the classroom or school.
G) Conclusion
To conclude the lesson, summarize the important points and highlights of your discussion throughout the
session.
Collect all index cards from students. Take some time to answer any questions from the cards that the students
may have had.
Leave students with information about how to contact you if they have any follow up questions they didn't want
to ask in class.
LESSON PLAN No. :

Class strength: 30
Timing : 45 minutes
LESSON PLAN
CLASS 9TH
NOISE
Teacher Name:
Grade: Grade 9
Subject: English
Students’ Learning Outcomes
Differentiate between noise and sounds.
Explore the effects of noise on human health.
Suggest ways to reduce noise pollution and plan an awareness campaign on any one.
Information for Teachers
Noise is an unpleasant sound.
Sources of noise pollution are road traffic, jet plans, construction machinery and manufacturing
machines etc.
Noise pollution affects human health very badly.
Not only hearing ability is affected but other body systems are also disturbed.
Fatigue, headache, hypertension, angry behavior, disorders in digestive and nervous systems are
caused by prolonged exposure to noise.
Material / Resources
Chair, table, plastic bottle, textbook
Worm up activity
Ask the students what kind of sounds they hear every day. Make a list of different sounds on the
board and then ask the students to different pleasant and unpleasant sounds.
Ask a student to dreg a chair on the floor while ask another student to sing a song.
Now ask what kind of sounds they hear around them. Ask them which sounds are pleasant and which
are unpleasant. Conclude that the sounds which produce pleasant sensation in our ears are pleasant
sounds and unpleasant sounds are noise.
Development
Activity 1
Divide the class into groups and ask the students to discuss in each group: Why do we like to go to
quiet places?
After 5 minutes, ask one student from each group to state the main points of discussion.
Write the answers of the students on the board such as:
We can sleep well in quiet places.
We can study
We can think better
LESSON PLAN
CLASS 9TH
We can talk with each other
Then ask the students to discuss again in groups: What do we feel in noisy places? You may create a
noisy place by playing a recorded cassette of busy road traffic.
After 5 minutes, ask one student from each group to state important points of discussion.
Write the students’ comments on board such as:
We can’t sleep due to noise
We can’t study due to noise
We can’t hear each other well when there is noise.
It may cause headache.
It may damage ears.
Ask the students groups to comment one by one: should we avoid noise? How and why?
Conclude the topic after their comments.
Activity 2
Step 1:
Open all the windows and doors of your classroom.
Ask a student to take your chair outside the classroom.
Give him/her an empty plastic bottle and ask him/her to go outside the classroom and strike it against
the chair repeatedly.
Ask the whole class, do you hear a low or a high sound?
Step 2:
Then ask the first student to take the chair further away from the classroom and make a sound with
the bottle again.
Then ask the class: Do you hear a low or high sound this time?
Step 3:
Ask the students; close all the windows and doors of classroom.
Ask the first student to carry the chair inside the classroom again and strike the bottle against the
chair.
Then ask the class students, do you hear a low or high sound now?
(Draw out the conclusion that: The greater the distance between the source of noise and listener, the less is
the noise. In a closed room the noise increases due to reflections from the walls, ceiling and floor).
Activity 3
Draw the following table on the board and ask the students to tell about their noise effects and ways
to reduce them and write the correct answers in the boxes.
Noise Its Effects Ways to reduce it
LESSON PLAN
CLASS 9TH
Loud TV
volume
Horns
Loud
speaker
Traffic
sounds
Street
hawkers
Students’ response:
Noise Its Effects Ways to reduce
it
Loud TV Disturbing Keep volume low
volume
Horns Unpleasant Should be banned
except in
emergency
Loud Hearing Should be banned
speaker problems or the use should
be restricted
Traffic Mental Increasing green
sounds disorders, area/tree
fatigue, plantation
pains
Street Disturbing Close the door
hawkers
Sum up / Conclusion
Ask students: What you have learned from the lesson? And write their answers on the board.
The voice which doesn’t feel good to our ears is a noise.
Noise may cause a headache.
We can’t study in noise.
The noise may damage our ears.
We can reduce noise.
By increasing green area/tree plantation around sources of noise such as factories, motorways,
railways and airports.
Building industrial area, railway stations and airports away from the towns.
Avoiding the use of loud speakers.
LESSON PLAN
CLASS 9TH
Avoiding excessive use of vehicle horns.
We can reduce noise pollution in our community by awareness campaigns for the people.
Assessment
What are the sources of noise pollution?
How can we reduce noise pollution in our city?
Explain the effects of noise on human health?
Follow up
Different type of problems do you face due to the noise when you are in school, at home and on the
road?
Ask the students to make posters showing the noise sources and their effects.
Launch a campaign in your locality to make the people aware of noise pollutants, their effects on our
health and the ways to reduce noise pollution.
LESSON PLAN No. :

Class strength: 30
Timing : 45 minutes
Chinese New Year

Teacher Name:
Grade: Grade 9
Subject: English
This highly engaging Social Studies lesson on Chinese New Year is integrated with elements of performing arts
(drama). This lesson is appropriate for students in K-3, as it can be easily modified.
LESSON PLAN
CLASS 9TH
Objectives & Outcomes
After a lesson on Chinese New Year, the learner will act out (role play) a 30 second scene from a traditional
family visitation tradition using oranges, tangerines, and sweets. The learner will use at least three details that
we discussed.
Materials Needed
American New Year paraphernalia (e.g., glitter glasses, beaded necklace, horns)
“Chinese New Year: Festival of New Beginnings” by Terri Sievert
8 tangerines
8 oranges
Various wrapped fruit candies.
Procedure
Opening to Lesson
Without much explanation, teacher will begin by acting out the countdown segment of a typical American New
Year celebration. Teacher will turn the lights off in the classroom and wear typical American New Year party
paraphernalia (glasses, beaded necklaces, horns) in order to create the setting. Teacher will excitedly count
backwards from 10-1, then finally proclaim HAPPY NEW YEAR!
Teacher will invite students to partake in discourse regarding the scene that was just performed. Have you
experienced anything like that before? What was familiar about it? What did my performance remind you of?
What types of feelings were evoked when you watched my performance? Teacher will dictate students'
responses on to chart paper.
Body of Lesson
Instructional Activity/Development
Teacher will read “Chinese New Year: Festival of New Beginnings” by Terri Sievert.
Teacher and students will discuss the gifts of oranges, tangerines, and sweets that were present in both the story.
Oranges represent money and wealth while tangerines are symbols of good luck
Students will be invited to discuss the similarities and differences between American New Year and the Chinese
New Year Celebrations.
Teacher will introduce the phrase gung hay fat choy, which is the traditional Chinese New Year greeting that
means “May you prosper”.
Guided Practice
Teacher will bring out the traditional gifts that families give to one another on Chinese New Year's Day
(oranges, tangerines, and sweets).
With a student volunteer, teacher will act out (role play) the visitation and gifting process that was described in
the book.
LESSON PLAN
CLASS 9TH
The tradition is to visit family members within three days of the new year. At the visitation, it is customary to
take sweet treats to family members’ homes. This is to symbolize wealth and good fortune in the new year.
Independent Practice
Teacher will bring out the traditional gifts that families give to one another on Chinese New Year's Day
(oranges, tangerines, and sweets).
With a student volunteer, teacher will act out (role play) the visitation and gifting process that was described in
the book.
The tradition is to visit family members within three days of the new year. At the visitation, it is customary to
take sweet treats to family members’ homes. This is to symbolize wealth and good fortune in the new year.
Closing
At this time, we will gather back on the rug to discuss new concepts that were learned in the lesson. Teacher
will dictate student responses onto chart paper.
Assessment & Evaluation
Performance Assessment
The role play section will be used as a performance assessment. This provides students an opportunity to
convey their understanding through gestures, sounds, and physical movement. This provides students with a
deeper connection to the material.
Informal/Anecdotal Assessment
Informal teacher observation of student participation as they create their scene (record will be kept in teacher
log).
LESSON PLAN
CLASS 9TH
LESSON PLAN No. :

Class strength: 30
Timing : 45 minutes
First Aid
Teacher Name:
Grade: Grade 9
Subject: English
Do your students know the basics of first aid? A video lesson gives key facts about injuries and first aid while a
role-playing activity gives students a chance to show what they've learned. Optional extensions and related
lessons are included for ongoing instruction.
Learning Objectives
Upon completion of this lesson, students will be able to:
define 'first aid'
identify different types of injuries
LESSON PLAN
CLASS 9TH
outline the appropriate first aid measures for several different types of injuries
role-play first aid scenarios
Length
45 minutes to 1 hour
Materials
A first aid kit
Assorted slips of paper (enough for each student to have one) with the following words written on them: Injury:
Bleeding; Injury: Puncture wound; Injury: Fracture; First aid responder (about half of the papers should be 'first
aid responder' slips)
A bowl or container
CCSS.ELA-LITERACY.RST.9-10.2
Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex
process, phenomenon, or concept; provide an accurate summary of the text.
CCSS.ELA-LITERACY.RST.9-10.3
Follow precisely a complex multi-step procedure when carrying out experiments, taking measurements, or
performing technical tasks, attending to special cases or exceptions defined in the text.
NGSS Engineering Design Standard: HS-ETS1-3
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for
a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and
environmental impacts.
Key Vocabulary
First aid
Severe bleeding
Puncture wound
Fracture
Instructions
Begin by asking the class if any of them have had an injury that required first aid.
Have the students share their experiences with the class for discussion.
Now ask the class what should be done if they come across someone who is bleeding, again having them share
their ideas during a brief class discussion.
Now play the video lesson Bleeding, Puncture Wounds & Fractures: First Aid, pausing it at 2:39.
Were the students on target with their ideas on how to deal with someone who is bleeding? Fill in any missing
information now by reviewing what was stated in the video lesson.
LESSON PLAN
CLASS 9TH
Now ask the class what a puncture wound is and how they might treat one. Discuss this as a class.
Next play the video lesson, this time pausing it at 3:50.
Review the class discussion on puncture wounds and fill in missing information by reviewing the tips presented
in the video lesson.
Now ask the students to imagine that they encountered someone with a fracture. What would they do? Discuss
their ideas a class.
Now play the remainder of the video lesson.
Were the students correct in their ideas of how to treat a fracture?
Discussion Questions
What are the most important things to remember when providing first aid?
What should we do if we have no idea what to do with an injured person?
Activity
Place the slips of paper in the bowl or container.
Have each student draw a slip of paper from the bowl or container.
Next, have the students who drew an injury pair up with another student who drew first aid responder.
Now have the responders use the first aid kit to role-play the correct response to the specific injury.
Extensions
Give students different injury scenarios and have them create a list of key first aid steps for each.
Ask a paramedic, nurse, or other health care provider speak to the class about first aid.
LESSON PLAN
CLASS 9TH
LESSON PLAN No. :

Class strength: 30
Timing : 45 minutes
Rain
Teacher Name:
Grade: Grade 9
Subject: English
Learning Objectives
Students will be able to understand why rain falls from clouds.
Students will be able to follow multi-step directions.
Students will be able to make predictions.
Introduction
(10 minutes)
LESSON PLAN
CLASS 9TH
Tell students that today they will be learning about the weather.
Invite students to step outside and observe the weather. Great guiding questions include: Is it sunny or cloudy
today? What do the clouds look like?
Have students make predictions about whether or not it will rain today. Ask them to identify what the sky looks
like on a rainy day.
Then, tell students that they will have the chance to observe a rainy day in class today.
Explicit Instruction/Teacher modeling
(15 minutes)
Read The Rainy Day by Anna Milbourne and Sarah Gill.
Model the experiment for the class.
First, fill your jar almost to the top with water. You can place a heavy figurine inside the jar to create the
illusion that the person will get rained on.
Then, ask students what they think clouds are. Explain that clouds are tiny water droplets that come together in
the sky. Tell your students that there are various types of clouds such as cumulus, stratus, and cirrus.
Show your students the Types of Clouds worksheet to give examples of what these clouds look like. Read the
descriptions to your students.
After this discussion, fill the top of your jar with shaving cream. Explain that these represent clouds.
Then, tell the students that when the water is too heavy for the clouds to hold, it begins to rain. Drop about 5
droplets of blue food coloring on top of the clouds, and watch what happens!
Guided Practice
(5 minutes)
Tell your students that they will now have a chance to create their own rainy day.
LESSON PLAN
CLASS 9TH
Give each student the materials that they need to complete the experiment on their own.
Independent working time
(10 minutes)
Give your students time to complete the experiment.
Have students work with a partner to discuss what happened.
Tell each group to discuss things they can do on a rainy day.
Differentiation
Enrichment:
Have students make predictions about what causes thunder and lightning. Observe their predictions to plan for
future lessons.
Support:
Have students work with a partner if they are unable to complete this activity independently.
Have them draw pictures of what they saw outside. Label their pictures for them.
Assessment
(10 minutes)
Observe students as they complete this activity to see if they understand the process of how clouds and rain
form.
Then, give them the Rain Count worksheet to complete in class.
Review and closing
(5 minutes)
To summarize the lesson, invite students to share the process of the experiment with you.
Ask them questions about what each step represented. For example: What was the shaving cream? What did the
blue food coloring represent?
LESSON PLAN
CLASS 9TH
LESSON PLAN No. :

Class strength: 30
Timing : 45 minutes
Newspaper
Teacher Name:
Grade: Grade 9
Subject: English
Walk your students through the steps of writing a newspaper article with this lesson plan. Students will read our
informational lesson explaining what a newspaper is and how to write an article, then put concepts to the test in
a writing activity.
Learning Objectives
define and explain the components of a newspaper
discuss the steps necessary to write an article for a newspaper
work in cooperative groups to identify components of a newspaper
Length
50 minutes for the lesson plus time for the activity
LESSON PLAN
CLASS 9TH
Materials
Copies of the lesson How to Write a Newspaper Article, one for each student
Copies of newspapers
Highlighters
Chart paper
Marker
Copies of the quiz, one for each student
Key Vocabulary
Structure
Topic sentence
Closing sentence
Title
Byline
Content
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs,
or larger portions of a text (e.g., a section or chapter).
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that
point of view or purpose.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their
own clearly and persuasively.
Instructions
Divide students into partner pairs and give each a newspaper article for analysis. Allow students to look at the
article in an open-ended way without specific guidance, recording what they notice.
Have students share their observations about the newspaper article and discuss.
Tell students that newspaper articles have common styles and strategies for creating. Preview vocabulary, then
distribute the lesson How to Write a Newspaper Article.
Have students read the first section 'Newspaper' and discuss:
Is the newspaper a dying art?
What value does a newspaper still have? What was its value prior to the internet?
Read 'Step 1: Structure' together. On chart paper, list the components of a newspaper article.
LESSON PLAN
CLASS 9TH
Next have groups revisit their newspaper article to locate and identify each component and highlight/label.
When groups are finished, have them combine with another pair to share and discuss their article components.
Encourage students to check and discuss one another's work.
Read 'Step 2: Content' and ask groups to determine the who, what, when, why, where, and how of their articles.
When finished, combine into new groups to check.
As student groups work walk around to offer suggestions and make sure groups are on task.
Have students read 'Step 3: Other Information' and repeat the identification/checking process.
Read the 'Lesson Summary' together and administer the quiz to check for understanding. Reteach if necessary.
Assessment
Observe students as they complete this activity to see if they understand the process of newspaper.
LESSON PLAN No. :

Class strength: 30
Timing : 45 minutes
Peace
Teacher Name:
Grade: Grade 9
Subject: English
Teach your students aspects of peace and pacifism with this video-based lesson plan. Students will discuss inner
peace and nonviolent activism, taking a look at pacifists through history.
Learning Objectives
define and explain 'peace' and 'pacifism'
discuss peaceful leaders in history
explain different types of pacifism
Length:
50 minutes
Materials
Access to technology for research
Key Vocabulary
Peace
Inner peace
LESSON PLAN
CLASS 9TH
Pacifism
Dr. Martin Luther King, Jr.
Mahatma Gandhi
Absolute pacifism
CCSS.ELA-Literacy.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
CCSS.ELA-Literacy.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social, or economic aspects of history/social science.
Instructions
Begin by having students respond in writing to the question 'What does it mean to be peaceful?' Allow students
to briefly share answers with their seatmates, then preview vocabulary for this lesson.
Start the video lesson Peace & Pacifist Views.
Pause at 00:45 and ask:
Why is violence bad? What are some examples?
Why is peace 'one of the most sought-after and yet elusive ideals in human history?'
Have students discuss and debate the question 'Is peace practical or is it just a word used by hippies?'
Resume the lesson and pause at 1:50. Discuss:
What is the most basic aspect of peace?
Why is this the 'most basic?'
What else can peace be?
Have students give examples of how peace can be a goal and share methods of finding inner peace.
Restart the lesson and pause at 5:01. Ask:
Why is peace just a state of being or ideal?
What is pacifism's relationship to peace?
Why is pacifism NOT turning a blind eye?
How do pacifists deal with violence?
Have students compare and contrast absolute and conditional pacifism in their groups, then share and compare
as a class.
Play the Lesson Summary and conclude discussions.
Assessment
Observe students as they complete this activity to see if they understand the process of peace.
‫‪LESSON PLAN‬‬
‫‪CLASS 9TH‬‬
‫سبق پالن ‪01‬‬

‫عنوان‪ :‬کسان‬
‫استاد کا نام‪Ayesha Haq Nawaz :‬‬
‫کالس‪10 :‬‬
‫مضمون‪ :‬اردو‬
‫کھیتوں ہیں اور وہ ہماری روزمرہ کی زندگی کو کس طرح متاثر کرتے ہیں؟ کسی سرگرمی سے طلبا کو‬
‫مقامی کاشتکاروں کا باضابطہ شکریہ ادا کرنے کا موقع ملنے سے قبل اس سبق کا منصوبہ کھیت‪ƒƒ‬وں س‪ƒƒ‬ے‬
‫متعلق اہم حقائق کو اجاگر کرنے کے لئے متن کا سبق استعمال کرتا ہے۔‬
‫سیکھنے کے مقاصد‪:‬‬
‫اس سبق کی تکمیل پر ‪ ،‬طلباء‪:‬‬
‫فارم پر کیا ہوتا ہے اس کی وضاحت کریں‬
‫مختلف قسم کے کھیتوں میں تمیز کرنا‬
‫جدید معاشرے میں کھیتوں کی اہم بات کا خالصہ بنائیں‬
‫لمبائی‬
‫‪ 60‬سے ‪ 90‬منٹ‬
‫نصاب کے معیارات‪:‬‬
‫کسی متن کی تفہیم کا مظاہرہ کرنے کے لئے سواالت پوچھیں اور جوابات دیں ‪ ،‬واضح طور پ‪ƒƒ‬ر جواب‪ƒƒ‬ات‬
‫کی بنیاد کے طور پر متن کا حوالہ دیتے ہیں۔‬
‫کسی متن کے مرکزی خیال ک‪ƒƒ‬ا تعین ک‪ƒƒ‬ریں۔ اہم تفص‪ƒƒ‬یالت دوب‪ƒƒ‬ارہ بی‪ƒƒ‬ان ک‪ƒƒ‬ریں اور بت‪ƒƒ‬ائیں کہ وہ کس ط‪ƒƒ‬رح‬
‫مرکزی خیال کی حمایت کرتے ہیں۔‬
‫تاریخی واقعات ‪ ،‬سائنسی نظریات یا تص‪ƒƒ‬ورات ‪ ،‬یا کس‪ƒƒ‬ی متن میں تک‪ƒƒ‬نیکی ط‪ƒƒ‬ریقہ ک‪ƒƒ‬ار کے اق‪ƒƒ‬دامات کے‬
‫درمیان تعلقات کی وضاحت کریں ‪ ،‬جس کی زبان ‪ ،‬وقت ‪ ،‬ترتیب ‪ ،‬اور اسباب ‪ /‬اثر سے متعلق ہو۔‬
‫گریڈ ‪ 3‬کے عنوان یا مضمون کے عالقے س‪ƒ‬ے متعل‪ƒƒ‬ق کس‪ƒƒ‬ی متن میں ع‪ƒƒ‬ام تعلیمی اور ڈومین س‪ƒ‬ے متعل‪ƒ‬ق‬
‫مخصوص الفاظ اور جملے کے معنی بتائیں۔‬
‫عکاسی (جیسے نقشے ‪ ،‬تص‪ƒƒ‬اویر) س‪ƒƒ‬ے حاص‪ƒƒ‬ل ک‪ƒƒ‬ردہ معلوم‪ƒƒ‬ات اور متن کے الف‪ƒƒ‬اظ ک‪ƒƒ‬و متن کی تفہیم ک‪ƒƒ‬و‬
‫ظاہر کرنے کے لئے استعمال ک‪ƒƒ‬ریں (جیس‪ƒƒ‬ے ‪ ،‬کہ‪ƒƒ‬اں ‪ ،‬کب ‪ ،‬کی‪ƒƒ‬وں ‪ ،‬اور اہم واقع‪ƒƒ‬ات کیس‪ƒƒ‬ے واق‪ƒƒ‬ع ہ‪ƒƒ‬وتے‬
‫ہیں)۔‬
‫مواد‪:‬‬
‫فارموں کی مختلف تصاویر‬
‫متن کے اسباق کی کاپیاں فارم کے حقائق‪ :‬بچوں کے لئے سبق‬
‫متعلقہ متن سبق سے کوئز کا استعمال کرتے ہوئے ایک ورک شیٹ بنائی گئی‬
‫مقامی طور پر اگائی جانے والی پیداوار ‪ ،‬جس میں سے ہر ایک کا نام فارم کے نام کے ساتھ ہے‬
‫مقامی طور پر تیار شدہ پیداوار (مثال کے طور پر نام ‪ ،‬مالکان ‪ ،‬مقام ‪ ،‬پتہ ‪ ،‬فارم کا س‪ƒƒ‬ائز ‪ ،‬بڑھ‪ƒƒ‬تی ہ‪ƒƒ‬وئی‬
‫مصنوعات اور اسی طرح) کے ذریعہ ہر ایک کھیت کے لئے ایک مختصر حقائق شیٹ۔‬
‫لکھے ہوئے کاغذ‬
‫لفافے‬
‫ڈاک ٹکٹ‬
‫حوالہ جات‪:‬‬
‫‪ ‬کتاب صفحہ نمبر ‪128‬‬
‫پچھلے سبق کی تالوت‪:‬‬
‫طلباء کو صفحہ نمبر پر ‪ Q2‬کو فوری حل کرنے کو کہہ کر ان تصورات‪ ƒ‬کو سمجھنے کی جانچ کریں۔‬
‫‪ 2‬طلباء کی کتاب۔‬
‫اساتذہ کا اظہار‪:‬‬
‫طلباء سے فارمنگ کے بارے میں تبادلہ خیال کریں۔‬
‫شہری اور دیہی عالقوں میں فرق کے ساتھ ان پر تبادلہ خیال کریں۔‬
‫ایک میز بنائیں اور اس میں فرق شہری اور دیہی عالقوں میں لکھیں۔‬
‫کالس کا کام‪:‬‬
‫کاپیاں پر درج ذیل سواالت کریں‪:‬‬
‫ایک کسان کیا ہے؟‬
‫شہری عالقہ کیا ہے؟‬
‫دیہی عالقہ کیا ہے؟‬
‫پاکستان کے بڑے شہروں کا نام بتائیں؟‬
‫لپیٹ‪:‬‬
‫طلباء سے پوچھ کر سبق کا اختتام کریں‪:‬‬
‫سبق آموز منصوبہ ‪02‬‬

‫عنوان‪ :‬عالمہ اقبال‬
‫استاد کا نام‪:‬‬
‫کالس‪10 :‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے‪:‬‬
‫ہیروز آف پاکستان کے بارے میں جانیں‬
‫عالمہ اقبال کی تاریخ اور علیحدہ ریاست میں ان کے شراکت کے بارے میں جانیں‬
‫‪ ‬بک پیج نمبر ‪ 9‬پاکستان کے مختلف ہیروز کے فلیش کارڈز‬
‫‪ ‬پاکستان کا نقشہ‬
‫‪ .‬رنگ‬
‫طالب علم کا پچھال علم اس ب‪ƒ‬ارے میں پ‪ƒ‬وچھیں کہ وہ پاکس‪ƒ‬تان کے ب‪ƒ‬ارے میں کی‪ƒ‬ا ج‪ƒ‬انتے ہیں ان س‪ƒ‬ے یہ‬
‫پوچھیں کہ پاکستان کے پیدا ہونے پر ہمارے قائدین کون تھے؟ پاکستان ک‪ƒƒ‬ا ق‪ƒƒ‬ومی ش‪ƒƒ‬اعر ک‪ƒƒ‬ون تھ‪ƒƒ‬ا؟ طلب‪ƒƒ‬اء‬
‫سے ان سواالت کے بارے میں پوچھیں کیوں کہ وہ پہلے کی جماعتوں میں ہی اسے پڑھ چکے ہیں؟‬
‫طلباء سے ہمارے ہ‪ƒƒ‬یرو کے ب‪ƒƒ‬ارے میں تب‪ƒƒ‬ادلہ خی‪ƒƒ‬ال ک‪ƒƒ‬ریں۔ آزادی حاص‪ƒƒ‬ل ک‪ƒƒ‬رنے میں ک‪ƒƒ‬ون اپن‪ƒƒ‬ا‬
‫تعاون کرتا ہے؟‬
‫عالمہ اقبال کے بارے میں ان سے تبادلہ خیال کریں۔‬
‫انھیں بتائیں کہ عالمہ اقبال پہلے شخص تھے جنہوں نے پاکستان کا خواب دیکھا۔‬
‫عالمہ اقبال کے بارے میں طلباء کو بیان کریں اور بتائیں کہ وہ کہاں پیدا ہوا تھا اور وہ کب پی‪ƒƒ‬دا‬
‫ہوا تھا؟‬
‫عالمہ اقبال کی ابتدائی تعلیم کے بارے میں ان سے تبادلہ خیال کریں اور یہ کہ انہوں نے علیحدہ‬
‫ریاست کے حصول میں اپنی زندگی میں کیا کردار ادا کیا۔‬
‫کسی بے ترتیب طالب علم سے طلبہ کے کتاب صفحہ نمبر ‪ 9‬پر عالمہ اقبال کے ب‪ƒƒ‬ارے میں متن‬
‫پڑھنے کو کہیں۔‬
‫تحریری کتاب پر مندرجہ ذیل سواالت کریں‪:‬‬
‫‪ ‬پاکستان کا خواب کس نے دیکھا؟‬
‫عالمہ اقبال کی پیدائش کب ہوئی؟ پاکستان کا قومی شاعر کون تھا؟‬
‫گھر کا کام‪:‬‬
‫عالمہ اقبال کے بارے میں ‪ 10‬الئنیں لکھیں۔‬
‫طلباء کو مندرجہ ذیل سواالت کے بارے میں پوچھ کر سبق کا اختتام کریں‪:‬‬
‫‪ ‬پاکستان کا خواب کس نے دیکھا؟‬
‫عالمہ اقبال کی پیدائش کب ہوئی؟‬
‫‪ ‬وہ کب مر گیا؟‬

‫عنوان‪ :‬قائداعظم ‪ ،‬حفیظ جالندھری‬
‫کالس‪10 :‬‬
‫ہیروز آف پاکستان کے بارے میں جانیں‬
‫تاریخ قائداعظم اور حفی‪ƒ‬ظ جالن‪ƒ‬دھری کے ب‪ƒ‬ارے میں ج‪ƒ‬انیں اور ال‪ƒ‬گ ریاس‪ƒ‬ت حاص‪ƒ‬ل ک‪ƒ‬رنے میں ان کے‬
‫تعاون کے بارے میں جانیں‬
‫‪ ‬بک پیج نمبر ‪ 9‬اور ‪ 10‬پاکستان کے مختلف ہیروز کے فلیش کارڈ ‪ ‬پاکستان کا نقشہ‬
‫‪ .‬رنگ‬
‫پچھال سبق کی تالوت‪:‬‬
‫پاکستان کے کچھ ہیروز کا نام طلبہ سے پوچھ ک‪ƒƒ‬ر س‪ƒƒ‬بق ش‪ƒƒ‬روع ک‪ƒƒ‬ریں؟ طلب‪ƒƒ‬اء س‪ƒƒ‬ے پ‪ƒƒ‬وچھیں کہ وہ عالمہ‬
‫اقب‪ƒƒ‬ال کے ب‪ƒƒ‬ارے میں کی‪ƒƒ‬ا ج‪ƒƒ‬انتے ہیں ‪ ،‬ان س‪ƒƒ‬ے قائ‪ƒƒ‬د اعظم کے ب‪ƒƒ‬ارے میں پ‪ƒƒ‬وچھیں ‪ ،‬وہ کب پی‪ƒƒ‬دا ہ‪ƒƒ‬وا؟ وہ‬
‫قائداعظم کے بارے میں کیا جانتے ہیں؟ بانی پاکستان کون تھا؟‬
‫قائداعظم کے بارے میں طلباء سے گفتگو کریں۔‬
‫ان کے ساتھ بات چیت ک‪ƒƒ‬ریں وہ ب‪ƒƒ‬انی پاکس‪ƒƒ‬تان تھے اور وہ س‪ƒƒ‬اری جدوجہ‪ƒƒ‬د کی رہنم‪ƒƒ‬ائی ک‪ƒƒ‬رنے والے‬
‫رہنما تھے‬
‫اس الگ ریاست کو انجام دینے کے لئے۔‬
‫قائداعظم کی کتابیات کے بارے میں طلباء سے گفتگو کریں؟ جب وہ پیدا ہوا؟ جہاں وہ تھا‬
‫پیدا ہونا؟‬
‫قائداعظم کی تعلیم کے بارے میں ان سے تبادلہ خیال کریں۔‬
‫قائداعظم نے علیحدہ ریاست کے حصول میں ادا کیا کردار کے بارے میں مختصر گفتگو کریں۔‬
‫حفیظ جالندھری کے بارے میں بھی تبادلہ خی‪ƒƒ‬ال ک‪ƒƒ‬ریں اور طلب‪ƒƒ‬ا ک‪ƒƒ‬و بت‪ƒƒ‬ائیں کہ وہ ہم‪ƒƒ‬ارے ق‪ƒƒ‬ومی ہ‪ƒƒ‬یرو‬
‫تھے۔‬
‫طلبا کو بتائیں کہ حفیظ جالندھری نے پاکستان کا قومی ترانہ لکھا ہے جسے اب ہم گاتے ہیں‬
‫ایک دن‬
‫ایک بے ترتیب طالب علم سے طلبہ سے متعلق قائد اعظم اور حفیظ جالندھری کے متعلق متن پڑھ‪ƒƒ‬نے‬
‫کو کہیں‬
‫کتاب کا صفحہ نمبر ‪ 9‬اور ‪10‬۔‬
‫نوٹ بک پر مندرجہ ذیل سوال کریں‪:‬‬
‫جب قائداعظم؟ پیدا ہوئے؟‬
‫پاکستان کے بانی والد کون تھے؟‬
‫قائد کی وضاحت کریں۔‬
‫قائداعظم؟ کو کہاں دفن کیا گیا؟‬
‫قائداعظم؟ کا کیا مطلب ہے؟‬
‫طلباء سے قائد کی وضاحت کے لئے سبق کو ختم کریں؟ وہ کہاں پی‪ƒƒ‬دا ہ‪ƒƒ‬وا؟ اس ک‪ƒƒ‬ا انتق‪ƒƒ‬ال کب ہ‪ƒƒ‬وا؟ محم‪ƒƒ‬د‬
‫علی جناح کو قائد اعظم کیوں کہا گیا؟ حفیظ جالندھری کون تھا؟‬

‫عنوان‪ :‬شہری عالقہ بمقابلہ دیہی عالقہ‬
‫کالس‪:‬‬
‫‪10‬‬
‫مختلف قسم کی برادریوں ‪ ،‬شہر اور دیہی عالقوں کے بارے میں جانیں۔‬
‫نقشہ پڑھنے کا طریقہ سیکھیں۔‬
‫شہری عالقوں اور دیہی عالقوں کے مابین فرق کو سمجھیں۔‬
‫‪ ‬کتاب صفحہ نمبر ‪ 15 ، 14‬رنگ‬
‫طلباء کو صفحہ نمبر پر ‪ Q2‬کو فوری حل کرنے کو کہہ کر ان تصورات‪ ƒ‬کو سمجھنے کی جانچ کریں۔‬
‫‪ 2‬طلباء کی کتاب۔‬
‫طلباء سے برادری کے بارے میں تبادلہ خیال کریں۔‬
‫شہری اور دیہی عالقوں میں فرق ‪ b / w‬کے ساتھ ان پر تبادلہ خیال کریں۔‬
‫ایک میز بنائیں اور اس میں فرق ‪ b / w‬شہری اور دیہی عالقوں میں لکھیں۔‬
‫پیہوائی کام‪:‬‬
‫طلبہ کتاب کے پی جی نمبر ‪ 16 ،‬پر کیو ‪ 3‬کریں ‪ ،‬طلبا جوڑے میں بیٹھیں گے اور ایک دوسرے س‪ƒƒ‬ے‬
‫بات چیت کرکے اس سوال کو حل کریں گے۔‬
‫کاپیاں پر درج ذیل سواالت کریں‪:‬‬
‫ایک کمیونٹی کیا ہے؟‬
‫شہری عالقہ کیا ہے؟‬
‫دیہی عالقہ کیا ہے؟‬
‫پاکستان کے بڑے شہروں کا نام بتائیں؟‬
‫شہری اور دیہی عالقوں میں کیا فرق ہے؟‬
‫شہری عالقوں میں کون سی سہولیات میسر ہیں لیکن دیہی عالقوں میں نہیں؟‬
‫دونوں شعبوں میں ماحول کیسے مختلف ہے؟‬

‫نقل و حمل‬
‫کالس‪10 :‬‬
‫مختلف قسم کی برادریوں ‪ ،‬شہر اور دیہی عالقوں کے بارے میں جانیں۔‬
‫نقشہ پڑھنے کا طریقہ سیکھیں۔‬
‫نقل و حمل کے مختلف طریقوں کے بارے میں جانیں‬
‫ورکشیٹ‬ ‫‪ .‬رنگ‬ ‫‪ ‬کتاب صفحہ نمبر ‪16‬‬
‫طلباء کو ورک شیٹ نمبر ‪ 6‬اور ان سے کہیں کہ ہم ان گاڑیوں سے میچ ک‪ƒƒ‬ریں ج‪ƒƒ‬و ہم نق‪ƒƒ‬ل و حم‪ƒƒ‬ل میں‬
‫اس‪ƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒ‬تعمال ک‪ƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒƒ‬رتے ہیں۔‬
‫طلباء کو آمدورفت کے بارے میں پوچھیں کیونکہ انہوں نے نقل و حمل کے ب‪ƒƒ‬ارے میں پہلے ہی‬
‫سیکھا تھا کہ پچھلی کالس ہیں۔‬
‫ان کی وضاحت کریں کہ نقل و حمل ک‪ƒƒ‬ا ط‪ƒƒ‬ریقہ وہ ہے جس س‪ƒƒ‬ے ل‪ƒƒ‬وگ ایک جگہ س‪ƒƒ‬ے دوس‪ƒƒ‬ری‬
‫جگہ جاتے ہیں۔‬
‫مختلف گاڑیوں کے فلیش کارڈز استعمال کریں جو ہم سفر کے لئے استعمال کرتے ہیں۔‬
‫تیز چلتی گاڑیوں اور آہستہ چلتی گاڑیوں کے بارے میں تبادلہ خیال کریں۔‬
‫طلبا کو ان گاڑیوں کے بارے میں بتائیں جو شہروں میں استعمال ہوتی ہیں۔‬
‫شہروں میں ہم کون سی گاڑیاں استعمال کرتے ہیں یہ ظاہر کرنے کیلئے فلیش کارڈز کا استعمال‬
‫کریں۔‬
‫طلبا کو ان گاڑیاں کے بارے میں بھی بیان کریں جو ہم دیہی عالقوں میں استعمال کرتے ہیں۔‬
‫ان کی وضاحت کریں کہ لوگ عام طور پر ایک جگہ سے دوس‪ƒ‬ری جگہ ج‪ƒ‬انے کے ل‪ƒƒ‬ئے چل‪ƒƒ‬تے‬
‫ہیں۔‬
‫ان کی وضاحت کریں کہ دیہی عالقوں میں سب سے عام گاڑیاں یا نقل و حمل کا ذریعہ ہیں‬
‫گدھا گاڑی ‪ ،‬موٹرسائیکلیں اور سائیکل۔‬
‫ان کی وضاحت کریں کہ ہوائی جہاز کسی گاؤں میں نقل و حمل کے طور پر استعمال نہیں کرے‬
‫گا۔‬
‫پی جی نمبر پر کیو ‪ 4‬کریں۔ ‪ 17‬طلباء کی کتاب۔‬
‫طلبا کو مختلف ٹرانسپورٹیشن کے فلیش کارڈ دکھا کر سبق کو ختم ک‪ƒƒ‬ریں اور ان س‪ƒƒ‬ے نق‪ƒƒ‬ل و حم‪ƒƒ‬ل ک‪ƒƒ‬و‬
‫بتانے کو کہیں جو شہری عالقوں اور دیہی عالقوں میں استعمال ہوتی ہے۔‬

‫عنوان‪ :‬ہمارے عالمتوں کا احترام کرنا‬
‫کالس‪10 :‬‬
‫ہمارے جھنڈے کے بارے میں جانیں‬
‫طلبا کو ہمارے جھنڈے کی اہمیت کو سمجھنے یا پہچاننا‬
‫‪ ‬کتاب صفحہ نمبر ‪  12‬گرین اور وائٹ چیٹ پیپرز ‪ ‬پاکستانی پرچم ‪ ‬رنگ ‪ ‬گلو‬
‫شروعاتی سرگرمی‪:‬‬
‫طلباء کو گرین اور سفید رنگ کے کاغذات مہی ‪.‬ا ک‪ƒƒ‬ریں اور انھیں پاکس‪ƒƒ‬تان ک‪ƒƒ‬ا جھن‪ƒƒ‬ڈا بن‪ƒƒ‬انے کے ل‪ƒƒ‬ئے‬
‫کلر پیپر کاٹنے کو کہیں۔‬
‫طلبہ سے گفتگو کریں کہ ہم کس طرح اپنی عالمتوں کا احترام کرسکتے ہیں۔‬
‫ان کی وضاحت کریں کہ ہمارے جھن‪ƒƒ‬ڈے ک‪ƒƒ‬ا اح‪ƒƒ‬ترام کرن‪ƒƒ‬ا بہت ض‪ƒƒ‬روری ہے کی‪ƒƒ‬ونکہ اس س‪ƒƒ‬ے ہم‪ƒƒ‬اری‬
‫قومیت یا شناخت کی شناخت ہوتی ہے۔‬
‫طلباء کے ساتھ قومی عالمتوں پر تبادلہ خیال کریں‬
‫ان کی وضاحت کریں کہ ہم کس طرح اپنی عالمتوں کا احترام کرسکتے ہیں۔‬
‫انہیں ہدایت دیں کہ وہ جھنڈا نہ پھاڑیں اور جھنڈا زمین پر نہ پھینکیں۔‬
‫گروپ کام‪:‬‬
‫طلبا کو چارٹ پیپرز مہیا کریں اور ان س‪ƒƒ‬ے یہ پ‪ƒƒ‬وائنٹس لکھیں کہ ہم اپ‪ƒƒ‬نی عالمت‪ƒƒ‬وں ک‪ƒƒ‬ا اح‪ƒƒ‬ترام کیس‪ƒƒ‬ے‬
‫کرسکتے ہیں۔ ہر گروپ کا ایک ایک فرد اپنے خیاالت کو کالس کے سامنے پیش کرے گا۔‬
‫طلباء سے یہ پوچھ کر سبق کا اختتام کریں کہ عالمت کیا ہے؟ ہمیں کیا پہچانتا ہے؟ ہم اپنی عالمتوں کا‬
‫احترام کیسے کرسکتے ہیں؟‬

‫عنوان‪ :‬تہوار ‪1-‬‬
‫کالس‪10 :‬‬
‫پاکستان میں خصوصی دن کے بارے میں جانیں‬
‫پاکستان اور دنیا میں منائے جانے والے خاص دنوں کے بارے میں جانیں‬
‫دماغی طوفان‪:‬‬
‫بورڈ پر "تہواروں" کا لفظ لکھیں اور طلبا سے ان کے ذہن میں آنے والے چپچپ‪ƒƒ‬ا ن‪ƒƒ‬وٹ پ‪ƒƒ‬ر لکھ‪ƒƒ‬نے ک‪ƒƒ‬و‬
‫کہیں۔ ایک بار ہو جانے کے بعد طلبہ سے بورڈ پر چپچپا نوٹ چسپاں کرنے کو کہیں۔‬
‫طلباء کے علم سے ان کے ساتھ تہواروں کے بارے میں تبادلہ خیال کریں۔‬
‫طلبا کو بتائیں کہ میلہ منایا جاتا ہے جب لوگ خوش ہوتے ہیں۔‬
‫ان کی وضاحت کریں کہ میلہ ہمیں لوگوں کے بارے میں بہت کچھ بتاتا ہے۔‬
‫ثقافت کے بارے میں ان کی وضاحت کریں۔‬
‫ان کی وضاحت کریں کہ ثقافت ہی لوگوں کے رہنے ‪ ،‬بولنے اور لباس پہننے کا طریقہ ہے۔‬
‫طلباء سے پاکستان کی ثقافت کے بارے میں تبادلہ خیال کریں۔‬
‫ان کی وضاحت کریں کہ پاکستان میں ہر صوبے کا کلچر مختلف ہے۔‬
‫ان سے پنجاب ‪ ،‬سندھ ‪ ،‬بلوچستان اور کے پی کے کی ثقافت کے بارے میں تبادلہ خیال کریں۔‬
‫صفحہ نمبر سے ‪ 56‬اور طلباء سے متن پڑھنے کو کہیں۔‬
‫طلبا کو یہ بتانے کے لئے کہ ثقافت کیا ہے کے ذریعہ اس سبق ک‪ƒƒ‬و ختم ک‪ƒƒ‬ریں؟ پاکس‪ƒƒ‬تان کی ثق‪ƒƒ‬افت کی‪ƒƒ‬ا‬
‫ہے؟ پنجاب کی ثقافت کیا ہے؟‬

‫عنوان‪ :‬تہوار‬
‫کالس‪10 :‬‬
‫پاکستان اور دنیا میں منائے جانے والے خاص دنوں کے بارے میں جانیں‬
‫‪ ‬سمجھیں کہ ہم عید الفطر کیوں مناتے ہیں‬
‫طلبہ سے پوچھ کر سبق شروع ک‪ƒ‬ریں‪ :‬تہ‪ƒ‬وار کی‪ƒ‬ا ہوت‪ƒ‬ا ہے؟ آپ ثق‪ƒ‬افت کے ب‪ƒ‬ارے میں کی‪ƒ‬ا ج‪ƒ‬انتے ہیں؟‬
‫ثقافت کسی معاشرے کے بارے میں کیا ظاہر کرتی ہے؟‬
‫طلبا کو ان تہواروں‪ ƒ‬کے بارے میں بیان کریں جو ہم پاکستان میں مناتے ہیں۔‬
‫ان کو دو بڑے تہواروں کے بارے میں بیان کریں جو مسلمان مناتے ہیں۔‬
‫عیدالفطر کے بارے میں ان کی وضاحت کریں۔‬
‫ان کی وضاحت کریں کہ عید الفطر ماہ شوال میں منائی جاتی ہے۔‬
‫ان کی وضاحت کریں کہ یہ ہللا کا تحفہ ہے۔‬
‫ان کی وضاحت کریں کہ یہ مذہبی عید (مسلم مذہبی تہوار) مہینے ک‪ƒƒ‬ا پہال اور واح‪ƒƒ‬د دن ہےش‪ƒƒ‬وال ک‪ƒƒ‬ا جس‬
‫کے دوران مسلمانوں کو روزہ رکھنے کی اجازت نہیں ہے۔ چھٹی اختتام کا جشن مناتی ہے‬
‫رمضان کے پورے مہینے میں طلوع آفتاب سے غروب آفتاب کے ‪ 29‬یا ‪ 30‬دن میں سے‪.‬‬
‫‪‬عید الفطر کے بارے میں طلباء کی وضاحت کریں۔‬
‫‪‬گفتگو کریں کہ وہ اس عید کو کس طرح مناتے ہیں۔‬
‫آپ عید الفطر کیسے مناتے ہیں اس کے بارے میں ‪ 10‬الئنیں لکھیں۔‬
‫طلباء کو عید الفطر کے بارے میں بتانے کے لئے سبق ک‪ƒƒ‬ا اختت‪ƒƒ‬ام ک‪ƒƒ‬ریں۔ مس‪ƒƒ‬لمانوں نے یہ عی‪ƒƒ‬د کب‬
‫منائی؟ مسلمان اس امداد کو کیوں مناتے ہیں؟‬
‫سبق آموز منصوبہ‪9‬‬

‫اسالمی دن‬
‫کالس‪10 :‬‬
‫پاکستان میں منائے جانے والے خاص دنوں کے بارے میں جانیں‬
‫‪ ‬کتاب صفحہ نمبر ‪57 ، 56‬‬
‫طلباء سے پوچھ کر سبق شروع کریں‪ :‬ہم کیا تہوار ک‪ƒƒ‬رتے ہیں؟ ہم پاکس‪ƒƒ‬تان میں ک‪ƒƒ‬ون س‪ƒƒ‬ا تہ‪ƒƒ‬وار من‪ƒƒ‬اتے‬
‫ہیں؟ اساتذہ کا اظہار‪:‬‬
‫طلباء سے ان تہواروں کے بارے میں تبادلہ خیال کریں جو ہم پاکستان میں مناتے ہیں۔‬
‫ان کی وضاحت کریں کہ مس‪ƒƒ‬لمان مس‪ƒƒ‬لمان میں اہم تہ‪ƒƒ‬واروں اور ت‪ƒƒ‬اریخوں کی ش‪ƒƒ‬ناخت کے ل‪ƒƒ‬ئے اس‪ƒƒ‬المی‬
‫تقویم کا استعمال کرتے ہیں‬
‫تاریخ‪.‬‬
‫ان کی وضاحت کریں کہ جب اسالمی نبی اکرم ص‪ƒƒ‬لی ہللا علیہ وس‪ƒƒ‬لم تش‪ƒƒ‬ریف الئے ت‪ƒƒ‬و اس‪ƒƒ‬المی تق‪ƒƒ‬ویم ک‪ƒƒ‬ا‬
‫آغاز ہوتا ہے‬
‫مدینہ منورہ سے۔‬
‫ان کی وضاحت کریں کہ مسلمان اسالمی تقویم اور مغربی تقویم کے لئے پیروی کرتے ہیں۔‬
‫طلباء کو ان اسالمی تہواروں‪ ƒ‬کے بارے میں بتائیں جو ہم پاکستان میں مناتے ہیں۔‬
‫ان کو عید میالد النبی (ص) کے بارے میں بتائیں۔‬
‫ان تہواروں کے بارے میں ان کی تفصیل بتائیں جو ہم پاکستان میں مناتے ہیں۔‬
‫انہیں قومی تہواروں کے بارے میں بتائیں جس کو ہم مناتے ہیں۔‬
‫انہیں بتائیں کہ یوم پاکستان‪ 23( :‬مارچ) ‪ ،‬یوم آزادی‪ 14( :‬اگست) ‪ ،‬پاکستان کا دفاع‬
‫دن‪ 06( :‬ستمبر) ‪ ،‬عالمہ محمد اقبال کی سالگرہ‪ 09( :‬نوم‪ƒƒ‬بر) ‪ ،‬قائ‪ƒƒ‬داعظم کی یوم پی‪ƒƒ‬دائش *‪25( :‬‬
‫دسمبر) کو پاکستان میں تہواروں کی طرح منایا جاتا ہے۔‬
‫طلب‪ƒƒƒƒ‬ا ک‪ƒƒƒƒ‬و ان ثق‪ƒƒƒƒ‬افتی تہ‪ƒƒƒƒ‬واروں کے ب‪ƒƒƒƒ‬ارے میں بت‪ƒƒƒƒ‬ائیں ج‪ƒƒƒƒ‬و ل‪ƒƒƒƒ‬وگ پاکس‪ƒƒƒƒ‬تان میں من‪ƒƒƒƒ‬اتے ہیں۔‬
‫انہیں بتائیں کہ لوگ بسنت ‪ ،‬میلہ چراغان ‪ ،‬لوک میلہ مناتے ہیں۔‬
‫صفحہ نمبر ‪ 1‬پر کیو ‪ 1‬کریں۔ ‪ 57‬طلباء کی کتاب۔‬
‫ہم پاکستان میں منائے جانے والے تہواروں کو بتانے کے لئے طلبہ سے سبق کا اختتام کریں۔‬
‫سبق پالن ‪10‬‬

‫عنوان‪ :‬ہمارا پاکستان‬
‫کالس‪10 :‬‬
‫پاکستان ‪ ،‬اس کی خصوصیات اور عالمتوں کے بارے میں جانیں جو پاکستان کو خصوصی بناتی ہیں۔‬
‫پاکستان کی عالمت عالمتوں کے بارے میں جانئے‬
‫‪ .‬رنگ‬ ‫‪ ‬پاکستان کا نقشہ‬ ‫‪ ‬کتاب صفحہ نمبر ‪7‬‬
‫دماغی طوفان‪:‬‬
‫میںاس باب کو طلبہ کے سامنے پیش کریں اور ذہنی سرگرمی کے ساتھ بورڈ پر پاکستان ک‪ƒƒ‬ا لف‪ƒƒ‬ظ لکھیں‬
‫اور طلباء سے پوچھیں کہ وہ اس کے بارے میں کیا جانتے ہیں؟ ان کے جواب کا استعمال کرتے ہوئے‬
‫ایک لفظ بادل بنائیں اور بورڈ پر ایک ایک کرکے پوائنٹس لکھیں۔‬
‫طلبہ کو اپنے سابقہ علم کو استعمال کرتے ہوئے اس موضوع کو متعارف کروائیں۔‬
‫انھیں پاکستان کے چاروں صوبوں کا نام بتائیں۔‬
‫ان سے آزاد اکائیوں کے بارے میں تبادلہ خیال کریں جو آزادکشمیر اور گلگت بلتستان ہیں۔‬
‫تحریری بورڈ پر پاکستان ک‪ƒ‬ا نقش‪ƒƒ‬ہ چس‪ƒƒ‬پاں ک‪ƒƒ‬ریں اور پڑوس‪ƒƒ‬ی ممال‪ƒƒ‬ک کے ب‪ƒƒ‬ارے میں طلب‪ƒƒ‬اء کی‬
‫وضاحت کریں کہ‬
‫ایران ‪ ،‬افغانستان ‪ ،‬چین اور ہندوستان ہیں۔‬
‫طلباء کے ساتھ نقشوں کے اجزاء پر تبادلہ خیال کریں۔‬
‫طلبہ کو یہ بتائیں کہ پاکستان میں آبادی بہت زیادہ ہے۔‬
‫آبادی کی اصطالح ان سے یہ بتائیں کہ آبادی کل تعداد میں ہے‬
‫کسی عالقے میں رہ رہے ہیں۔‬
‫تحریری نقل پر پاکستان کا نقشہ کھینچیں اور نقشہ کو لیبل کریں۔‬
‫گھر کا کام‪:‬‬
‫ایلطالب علمی کی کتاب کے صفحہ نمبر ‪ 8‬پر پاکستان کا نقشہ ایبل کریں۔‬
‫طلباء سے یہ پوچھ کر سبق کا اختتام کریں کہ پاکستان کے چاروں صوبے کیا ہیں؟ پاکستان کی دو آزاد‬
‫اکائیوں کا نام بتائیں؟ آبادی کے لحاظ سے ان کا کیا مطلب ہے؟‬

‫عنوان‪ :‬دیہی عالقہ کیا ہے؟‬
‫مختلف قسم کی برادریوں ‪ ،‬شہر اور دیہی عالقوں کے بارے میں جانیں۔ نقشہ پڑھنے کا طریقہ سیکھیں۔‬
‫دیہی عالقوں کے بارے میں سمجھنا‬
‫‪ .‬رنگ‬ ‫‪ ‬ورکشیٹ‬ ‫‪ ‬کتاب صفحہ نمبر ‪15‬‬
‫طلبہ سے پوچھ کر سبق شروع‪ ƒ‬کریں‪:‬‬
‫ایک کمیونٹی کیا ہے؟‬
‫شہری عالقے سے آپ کا کیا مطلب ہے؟ ہم کس شہر میں رہتے ہیں؟‬
‫پاکستان کے بڑے شہروں کا نام بتائیں۔‬
‫ان کی سمجھ کو جانچنے کے لئے بے ترتیب طلباء سے ذکر کردہ سواالت پوچھیں۔‬
‫دیہی عالقوں کے بارے میں طلباء کی وضاحت کریں۔‬
‫انہیں بتائیں کہ دیہی عالقہ یا گاؤں ایک شہر سے چھوٹی‪ ƒ‬جماعت ہے۔‬
‫ان کی وضاحت کریں کہ دیہی عالقوں کی آبادیاتی‪ ƒ‬آبادی شہری عالقوں سے مختلف ہے۔‬
‫طلباء کو واضح کریں کہ دیہی عالقوں کی زندگی شہری عالقوں سے مختلف ہے۔‬
‫ان کی وضاحت کریں کہ دیہی عالقے صاف ہیں اور ہوا پاک ہے۔‬
‫ان کی وض‪ƒƒ‬احت ک‪ƒƒ‬ریں کہ دیہی عالق‪ƒƒ‬وں میں ‪ ،‬کھیت ہیں اور ل‪ƒƒ‬وگ ج‪ƒƒ‬انوروں ک‪ƒƒ‬و اپ‪ƒƒ‬نے کھیت‪ƒƒ‬وں میں یا اپ‪ƒƒ‬نے‬
‫گھروں میں رکھتے ہیں۔‬
‫طلباء سے کچھ فارم جانوروں کے نام بتانے کے لئے کہیں۔‬
‫طلباء کو واضح کریں کہ دیہی عالقوں میں قدرتی‪ ƒ‬خصوصیات‪ ƒ‬زیادہ ہیں۔‬
‫ورلڈ گائیڈ سوشل اسٹڈیز ‪2‬‬
‫طلباء کو "قدرتی‪ ƒ‬خصوص‪ƒƒ‬یات"‪ ƒ‬کی اص‪ƒƒ‬طالح بت‪ƒƒ‬ائیں اور ان کی وض‪ƒƒ‬احت ک‪ƒƒ‬ریں کہ ق‪ƒƒ‬درتی خصوص‪ƒƒ‬یات وہ‬
‫چیزیں ہیں جو ہم فطرت‪ ƒ‬سے حاصل کرتی ہیں۔‬
‫طلباء کی وضاحت کریں کہ ایک گاؤں میں ہوا ‪ ،‬ماحول صاف اور پاک ہے۔‬
‫طلبا کی وضاحت کریں کہ لوگ حفظان صحت سے متعلق مصنوعات کھاتے ہیں۔‬
‫ان کی وضاحت کریں کہ دیہی عالقے شہری عالقوں سے کم آلودہ ہیں۔‬
‫طلباء کو واضح کریں کہ دیہی عالقوں میں زندگی بہت آسان ہے۔‬
‫یہ بھی واضح کریں کہ دیہی عالقوں میں صحت ‪ ،‬تعلیم کی سہولیات اچھی نہیں ہیں کہ لوگ کیوں آتے ہیں یا‬
‫بہتر تعلیم اور بہتر طبی سہولیات کے ل ‪ cities‬شہروں میں منتقل ہوجائیں۔‬
‫طلباء کو ورک شیٹ نمبر ‪ 5‬اور ان سے اس کو حل کرنے کو کہیں۔‬
‫‪ a‬دیہی عالقہ کیا ہے؟‬
‫قدرتی خصوصیات سے آپ کا کیا مطلب ہے؟‬
‫دیہی عالقوں میں صحت اور تعلیم کی کس قسم‪ ƒ‬کی سہولیات میسر ہیں؟‬

‫پانی کی الشیں‬
‫گریڈ‪10 :‬‬ ‫درجہ‪:‬‬
‫اردو‬ ‫مضمون‪:‬‬
‫پانی کی الشیں‬ ‫موضوع‪:‬‬
‫میں نے ٹیم کے ذریعہ نم‪ƒƒ‬بر کے س‪ƒƒ‬ربراہان ک‪ƒƒ‬ا ڈھ‪ƒƒ‬انچہ منتخب کی‪ƒƒ‬ا۔ میں نے اس ڈھ‪ƒƒ‬انچے ک‪ƒƒ‬ا‬
‫انتخاب کی‪ƒƒ‬ا ‪ ،‬کی‪ƒƒ‬ونکہ‪ ƒ‬طلب‪ƒƒ‬اء پ‪ƒƒ‬انی کے ایک جس‪ƒƒ‬م ک‪ƒƒ‬و س‪ƒƒ‬یکھنے کے ذمہ دار تھے ‪ ،‬اور انہیں‬ ‫مواد‪:‬‬
‫کالس کو بھی تعلیم دلوانا پڑتی تھی۔ ‪-‬تقریب‪ :‬دریائے ‪ ،‬جھیل ‪ ،‬خلیج‬
‫ٹیکس‪ )6( :‬جغرافیہ۔‬ ‫اہداف‪:‬‬
‫‪ -‬طالب علم اس کی وضاحت کر سکے گا کہ ایک ندی ‪ ،‬جھیل اور خلیج کی‪ƒ‬ا ہے۔ ‪ -‬ط‪ƒ‬الب علم‬
‫ایک اہم ندی ‪ ،‬جھیل اور خلیج کی شناخت کر سکے گا۔ ‪ -‬طالب علم ہمارے جس‪ƒƒ‬مانی‪ ƒ‬پ‪ƒƒ‬انی ک‪ƒƒ‬و‬ ‫مقاصد‪:‬‬
‫محفوظ کرنے کے طریقوں کی نشاندہی‪ ƒ‬کرنے کے قابل ہو گا۔‬
‫تعمیراتی کاغذ ‪ -‬مارکرز‪ - ƒ‬رنگین پنسلیں ‪ -‬کریونس ‪ -‬ٹیکسٹ بک ‪ -‬کالس روم الئ‪ƒƒ‬بریری میں‬
‫مواد‪:‬‬
‫واقع پانی کی الشوں پر روایتی‪ ƒ‬وسائل کی کتابیں‬
‫پانی کا جسم کیا ہے؟ یہ زمینی‪ ƒ‬مواقع کی طرح کیسا ہے جیسے ہم مطالعہ کر رہے ہیں؟‬ ‫تعارف‪:‬‬
‫‪-‬جو طلب‪ƒ‬ا نص‪ƒ‬ابی کتب ب‪ƒ‬انٹ رہے ہیں ‪ ،‬اس گ‪ƒ‬روپ کے بط‪ƒ‬ور‪ ƒ‬متن ک‪ƒ‬و دیکھیں۔ تص‪ƒ‬اویر‪ ƒ‬کے‬
‫ذریعے دیکھو‪ ƒ‬اور متن کو پڑھیں۔ پانی کی الشوں کی قسم پر تب‪ƒƒ‬ادلہ خی‪ƒƒ‬ال ک‪ƒƒ‬ریں اور س‪ƒƒ‬واالت‬
‫ترقی‪:‬‬
‫پوچھیں‪ :‬ندی کی کیا مثال ہے؟ کیا ہمارے پاس فورٹ‪ ƒ‬ورتھ میں ندیاں ہیں؟ ہم اپنے دریاؤں کو‬
‫کیسے بچاسکتے ہیں؟‬
‫پانی کے پوسٹر کے جسم کے لئے معیار بنائیں‪- .‬کریمیریا‪ )1 ƒ:‬عن‪ƒƒ‬وان ‪ )2‬پ‪ƒƒ‬انی کے جس‪ƒƒ‬م کی‬
‫تعریف ‪ )3‬مثال ‪ )4‬تحفظ ‪ )5‬درسی کتاب کے عالوہ کسی اور وسیلہ سے متعلق حقائق ‪ a‬کسی‬
‫مشق‪:‬‬
‫تعریف ‪ ،‬مثال کی مثال کے طور پر تبادلہ خیال کریں ‪ ،‬اور وضاحت کریں کہ تحف‪ƒƒ‬ظ کی‪ƒƒ‬ا ہے۔‬
‫طلباء کو تحفظ کی ایک گروپ مثال کے طور پر پہچانیں۔‬
‫‪-‬میری کالس میں آٹ‪ƒƒ‬زم ک‪ƒƒ‬ا ط‪ƒƒ‬الب علم ہے۔ وہ بہت اعلی ک‪ƒƒ‬ام ک‪ƒƒ‬رنے واال ہے اور ہ‪ƒƒ‬ر دوس‪ƒƒ‬رے‬
‫طالب علم کی طرح زیادہ سے زیادہ حصہ لیتا ہے۔ میں نے مستقل طور پر اس کے گروپ پر‬
‫مزید جانچ پڑتال کی تاکہ یہ یقینی بنایا جاسکے کہ وہ ایک گروپ کی حیثیت سے کام کررہے‬
‫ہیں اور ہر ممبر اس میں شریک تھا۔ خصوصی ضروریات کا ط‪ƒƒ‬الب علم آس‪ƒƒ‬انی س‪ƒ‬ے مش‪ƒƒ‬غول‬ ‫رہائش‪:‬‬
‫ہوجاتا ہے اور طلباء اسے گھومنے دیتے ہیں ‪ ،‬لہذا میں نے ان سے مستقل طور پر پوچھ‪ƒƒ‬ا کہ‬
‫وہ گروپ کے طور پر کیسے کام کررہے ہیں اور اگر ہر ایک حص‪ƒ‬ہ لے رہ‪ƒ‬ا ہے ت‪ƒ‬و اس کی‬
‫نگرانی کی جاسکتی‪ ƒ‬ہے۔‬
‫تفہیم کے ل——————ئے ج——————انچ‬
‫طلباء نے پوسٹر‪ ƒ‬میٹنگ کی نشاندہی کی معیارات کا اندازہ کیا۔‬
‫پڑتال‪:‬‬
‫طلباء پوسٹرز کالس میں پیش کرتے ہیں اور کالس کو اپنے لینڈفارم‪ ƒ‬کے ب‪ƒƒ‬ارے میں پڑھ‪ƒƒ‬اتے‬
‫بندش‪:‬‬
‫ہیں۔‬
‫طلباء کا اندازہ اس بات پر کیا جاتا ہے کہ آیا ان کے پوسٹرز‪ ƒ‬کی شناخت ش‪ƒƒ‬دہ معی‪ƒƒ‬ار پ‪ƒƒ‬ر پ‪ƒƒ‬ورا‬
‫تشخیص‪:‬‬
‫اترتا ہے یا نہیں۔‬
‫س‪ƒƒ‬بق اچھ‪ƒƒ‬ا چال گی‪ƒƒ‬ا۔ انہ‪ƒƒ‬وں نے اپ‪ƒƒ‬نے گروپ‪ƒƒ‬وں میں بہ‪ƒƒ‬تر ک‪ƒƒ‬ام کی‪ƒƒ‬ا اور میں ان کے گ‪ƒƒ‬روپ میں‬
‫"شراکت کار" ہونے کے ذمہ دار کی مدد کرتا ہوں۔ طلباء نے اسے ایک ذمہ داری کے ط‪ƒƒ‬ور‬
‫پر سنجیدگی‪ ƒ‬سے لیا۔ انہوں نے سبق سے لطف اٹھایا اور ایک دوسرے‪ ƒ‬سے بہت کچھ س‪ƒƒ‬یکھا۔‬ ‫اساتذہ کی عکاسی‪:‬‬
‫مجھے واقعی نہ صرف طلبا کو سیکھنے میں ہی لطف آتا ہے ‪ ،‬بلکہ ان کے ساتھ مل ک‪ƒƒ‬ر ک‪ƒƒ‬ام‬
‫کرتے ہوئے دیکھنے اور تنازعات کو حل کرنے کے انتظام کرنے میں۔‬

‫د‪ƒ‬ن‪ƒ‬ی‪ƒ‬ا‪ ƒ‬ب‪ƒ‬ھ‪ƒ‬ر‪ ƒ‬م‪ƒ‬ی‪ƒ‬ں‪ ƒ:ƒ‬ع‪ƒ‬ا‪ƒ‬ل‪ƒ‬م‪ƒ‬ی‪ ƒ‬ب‪ƒ‬ر‪ƒ‬ا‪ƒ‬ع‪ƒ‬ظ‪ƒ‬م‪ ƒ‬ا‪ƒ‬و‪ƒ‬ر‪ ƒ‬ب‪ƒ‬ح‪ƒ‬ر‪ ƒ‬ہ‪ƒ‬ن‪ƒ‬د‪ƒ‬‬
‫گریڈ ‪10‬‬ ‫درجہ‪:‬‬
‫اردو‬ ‫مضمون‪:‬‬
‫جائزہ اور مقصد‪:‬طلباء زمین اور جغرافیائی‪ ƒ‬عالقوں کے اہم عالقوں کو سمجھنے کے لئے کام کریں گے۔‬
‫مقاصد‪:‬‬
‫‪.St‬محرک سمجھ جائے گا دنیا ان خطوں سے بنی ہے جو آب و ہوا ‪ ،‬جغرافیہ ‪ ،‬جانوروں کی زندگی اور ثقافت کے لحاظ‬
‫سے ایک دوسرے سے بہت مختلف ہے۔‬
‫‪ .Students‬طلباء ریاستہائے مت ‪itself‬حدہ کی مختلف اقس‪ƒƒ‬ام اور جغرافی‪ƒƒ‬ائی خصوص‪ƒƒ‬یات ‪ ،‬ج‪ƒƒ‬انوروں کی واف‪ƒƒ‬ر زن‪ƒƒ‬دگی‪ƒ‬‬
‫اور بہت ساری ثقافتوں پر مشتمل سمجھیں گے۔‬
‫‪ .Students‬طلباء سات برصغیروں اور چار ب‪ƒ‬ڑے س‪ƒƒ‬مندروں ک‪ƒƒ‬و تلف‪ƒƒ‬ظ ‪ ،‬ہجے اور ان کی نش‪ƒƒ‬اندہی ک‪ƒƒ‬رنے کے اہ‪ƒ‬ل ہ‪ƒƒ‬وں۔‬
‫کلیدی الفاظ میں شامل ہوں گے‪ :‬شمالی امریکہ ‪ ،‬جن‪ƒƒ‬وبی‪ ƒ‬ام‪ƒƒ‬ریکہ ‪ ،‬انٹارکٹ‪ƒƒ‬ک ‪ ،‬آس‪ƒƒ‬ٹریلیا ‪ ،‬اف‪ƒƒ‬ریقہ ‪ ،‬یورپ ‪ ،‬ایش‪ƒƒ‬یا ‪ ،‬بح‪ƒƒ‬ر‬
‫الکاہل ‪ ،‬بحر اوقیانوس‪ ، ƒ‬بحر ہند اور جنوبی‪ ƒ‬بحر‬
‫عالمی نقشہ ‪ ،‬انٹارکٹیکا‪ ، ƒ‬آسٹریلیا ‪ ،‬نیپ‪ƒ‬ال اور چین کی تص‪ƒ‬اویر ‪ ،‬اور عم‪ƒ‬ان ‪ ،‬پ‪ƒ‬اورپوائنٹ جس میں ان تم‪ƒ‬ام ممال‪ƒ‬ک کے‬
‫موسم ‪ ،‬زمینی اور جانوروں کی زندگی کے بارے میں معلومات کا ایک ٹکڑا ہے۔‬
‫ط‪ƒ‬ر‪ƒ‬یق‪ƒ‬ے‪ƒ‬‬
‫تعارف‪:‬‬
‫‪ .1‬ثقافت کی تعریف کا جائزہ لیں۔‬
‫‪ .2‬طلبہ سے پوچھیں "آپ کے خیال میں موسم ‪ ،‬زمینی اور جانوروں کی ثقافت پر کیا اثر پڑتا ہے؟"‬
‫‪ .Ant‬انٹارکٹیکا کی تصاویر‪ ƒ‬دکھائیں اور طلبا کو ان‪ƒƒ‬دازہ لگ‪ƒƒ‬ائیں کہ ان کے خی‪ƒƒ‬ال میں اس ب‪ƒƒ‬راعظم میں ثق‪ƒƒ‬افت کیس‪ƒƒ‬ی ہے۔‬
‫طلبہ کو یہ سمجھاؤ کہ انٹارکٹیکا میں لوگوں کی ثقافت کے بارے میں کیا کہنا ہے اس کا اندازہ لگانا مشکل ہے کی‪ƒƒ‬وں کہ‬
‫وہاں بہت کم لوگ آباد ہیں۔ بہر حال ‪ ،‬طلبہ سے ان لوگوں کے بارے میں س‪ƒƒ‬وچنے کے ل‪ƒƒ‬ئے کہیں جن ک‪ƒƒ‬و انٹارکٹیک‪ƒƒ‬ا میں‬
‫کچھ دوسرے لوگوں کے ساتھ کئی مہینوں تک مسلسل کام کرنے کے لئے بھیجا گی‪ƒƒ‬ا ہے۔ پ‪ƒƒ‬وچھیں ‪" ،‬دوس‪ƒƒ‬رے‪ ƒ‬اف‪ƒƒ‬راد کی‬
‫طویل عرصے تک بہت کم تعداد میں رہنے کے کیا فوائد اور نقصانات ہیں؟"‬
‫‪ .‬طلبہ سے پوچھیں کہ وہاں کتنے براعظم ہیں۔ جوابات سفید تختہ پر گراف کریں۔‬
‫‪ .‬طلبا سے پوچھیں کہ امریکہ میں کتنے پیدا ہوئے ہیں (ہاتھ دکھ‪ƒƒ‬ائیں) وہ کس ب‪ƒƒ‬راعظم میں پی‪ƒƒ‬دا ہ‪ƒƒ‬وئے تھے؟ پ‪ƒƒ‬وچھیں کہ‬
‫امریکہ سے باہر کتنے پیدا ہوئے (انفرادی جوابات ‪ ،‬کہاں؟) وہ کس براعظم میں پیدا ہوئے تھے؟‬
‫مشغولیت‪:‬‬
‫‪ .1‬چارٹ پ‪ƒ‬اس ک‪ƒ‬ریں جس میں ایک ط‪ƒ‬رف ممال‪ƒ‬ک ہ‪ƒ‬وں اور اس میں موس‪ƒ‬م‪ ، ƒ‬زن‪ƒ‬دگی‪ ƒ‬کی ش‪ƒ‬کل ‪ ،‬ج‪ƒ‬انور‪ ƒ‬اور ثق‪ƒ‬افت ہ‪ƒ‬و۔‬
‫مظاہرہ کریں کہ طلبا کو چارٹ کس طرح پُ‪ƒƒ‬ر کرن‪ƒƒ‬ا چ‪ƒ‬اہئے۔ وہ حق‪ƒƒ‬ائق ک‪ƒ‬و پ‪ƒ‬اورپوائنٹ اور اپ‪ƒƒ‬نی تحقی‪ƒ‬ق س‪ƒ‬ے چ‪ƒƒ‬ارٹ میں‬
‫رکھیں گے۔‬
‫‪ .2‬ممالک پر پاورپوائنٹ‪ ƒ‬سالئیڈز دکھائیں۔‬
‫‪ .De‬مظاہرہ کریں کہ طلباء کس طرح متن س‪ƒ‬ے ممال‪ƒ‬ک کے ب‪ƒ‬ارے میں مزید معلوم‪ƒ‬ات تالش کرس‪ƒ‬کتے ہیں اور ان کے‬
‫ساتھ ان کے ساتھ بات چیت کرسکتے ہیں کہ ان کے خیال میں ان ممالک میں ثقافت کیس‪ƒƒ‬ی ہ‪ƒƒ‬وگی۔ انہیں بت‪ƒƒ‬ائیں کہ وہ متن‬
‫کو دیکھ کر حقیقت کی تصدیق کرسکتے ہیں۔‬
‫‪ .4‬طلباء کو لیبل لگا براعظموں کے ساتھ عالمی نقشہ دکھائیں۔‬
‫‪ .5‬دنیا سے نقشے کا رشتہ دکھائیں۔‬
‫کالس پریکٹس‪:‬‬
‫‪ .1‬کوآپریٹو‪ ƒ‬سیکھنے کی سرگرمی‪ ƒ:‬طالب علموں کو اکٹھا کرنے کے ل ‪ life‬زندگی کا سائز‪ ƒ‬کا جیگاس پہیلی کا نقشہ۔‬
‫‪ .2‬طلباء کو شراکت داروں کے ساتھ مل کر کام کریں اور چارٹ کو مکمل طور‪ ƒ‬پر پُر کریں۔‬
‫آزاد مشق‪:‬‬
‫‪ .1‬طلبا کو دنیا کا ایک خالی خاکہ نقشہ دیں ‪ ،‬رنگ بنائیں اور ‪ 7‬براعظموں اور ‪ 4‬بحروں کی شناخت کریں۔‬
‫‪ .‬طلبہ سے یہ تصور‪ ƒ‬کرنے کی درخواست کرتا ہے کہ وہ ان ممالک ک‪ƒ‬ا دورہ ک‪ƒƒ‬ررہے ہیں۔ ان ک‪ƒƒ‬و ایک مل‪ƒ‬ک کے رواج‬
‫اور ان کے اپنے درمیان تین مماثلتیں اور تین اختالفات لکھیں۔‬
‫رہائش (مختلف ہدایت)‪:‬‬
‫‪ .1‬طلب‪ƒƒ‬اء ک‪ƒƒ‬و کم‪ƒƒ‬پیوٹر‪ ƒ‬س‪ƒƒ‬افٹ ویئر ‪ /‬گیم ک‪ƒƒ‬و اس‪ƒƒ‬تعمال ک‪ƒƒ‬رنے کی اج‪ƒƒ‬ازت دیں ‪ ،‬براعظم‪ƒƒ‬وں کی ص‪ƒƒ‬حیح تلف‪ƒƒ‬ظ س‪ƒƒ‬ن ک‪ƒƒ‬ر ‪،‬‬
‫براعظموں کی شناخت کرنے کا اشارہ دیں۔‬
‫براعظموں کا گانا سنیں۔‬
‫سیکھنا چیک اپ‪:‬‬
‫‪ .1‬طلبا کو جوڑے جوڑیں اور طلباء کو مشق کریں۔‬
‫‪ .‬طلبہ سے پوچھیں کہ "آپ کو ثقافتوں کے بارے میں کیا دلچسپ معلوم ہوا؟"‬
‫‪ .‬یہ ثقافت ہمارے اپنے جیسے کیسے ہیں؟ ان میں کیسے فرق ہے؟‬
‫‪ .1‬طلبا سے پوچھیں "امریکہ‪ ƒ‬میں کس قسم کی ثقافتیں ہیں؟"‬
‫‪ .2‬کالس کے ساتھ ثقافتوں کا جائزہ لیں۔‬

Lesson Plans 8608 2021

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LESSON PLAN

Workshop Coordinator/ Supervisor Name:

(in bullet points)

(to accomplish your textbook, smart board,

- Who created man, animal and plant?

Development of Teacher Role

[Formative [ ] Drawing [ ] Writing Key words [ ] Lab

Feedback] (specify) ...........................................................................................................................................

Differentiation in For High Achievers Students For Average Students

SEN students Names: Accommodations :

Integration of Integration with …………Arabic. to read the Arabic letters well……………….

Use of Technology [ √ ] Yes

Mechanism: (Both teacher and student use)

HOD’s / Academic Advisor Remarks:

(in bullet points) .

(to accomplish your textbook, smart board,

- Who created man, animal and plant?

Development of Teacher Role

Plenary [ √ ] kagan activity [ ] Quiz [ ] Writing main points [

Differentiation in For High Achievers Students

SEN students Names: Accommodations :

Integration of Integration with …………Arabic. to read the Arabic letters well……………….

Use of Technology [ √ ] Yes

Mechanism: (Both teacher and student use)

Implementation of Reading, Memorizing, Thinking

Resources required textbook, smart board,

Development of Teacher Role

[Steps taken for

Plenary [ √ ] kagan activity [ ] Quiz [ ] Writing main points [

[Formative [ ] Drawing [ ] Writing Key words [ ] Lab

Feedback] (specify) ...........................................................................................................................................

Differentiation in For High Achievers Students For Average Students

SEN students Names: Accommodations :

Methods of Formative Assessment

Learning Thumb sign The lesson

Integration of Integration with …………………Arabic and science………………………….

Use of Technology [ √ ] Yes

Mechanism: (Both teacher and student use)

Implementation of Reading, Memorizing, Thinking

Lesson Objectives By the end of the Lesson students would be able to :

(in bullet points)

(to accomplish your

Development of Teacher Role

[Steps taken for

Plenary [ ] kagan activity [ ] Quiz [ ] Writing main points [

[Formative [ ] Drawing [ ] Writing Key words [ ] Lab

Feedback] (specify) ...........................................................................................................................................

Differentiation in For High Achievers Students For Average Students

Methods of Formative Assessment

Learning Thumb sign The lesson

Integration of Integration with …………………Arabic and science………………………….

Use of Technology [ √ ] Yes

Mechanism: (Both teacher and student use)

HOD’s / Academic Advisor Remarks:

(to accomplish your Textbook, board, projector, worksheets

Development of Teacher Role

[Steps taken for

Plenary [ √ ] kagan activity [ ] Quiz [ ] Writing main points [

[Formative [ ] Drawing [ ] Writing Key words [ ] Lab

Feedback] (specify) ...........................................................................................................................................