PAKISTAN INTERNATIONAL SCHOOL JEDDAH – ENGLISH SECTION

Lesson Plan (2nd Term)– Junior School

Planner: Ms. Mahwish Saud Unit: 4 Week: - 4

Grade Level: Year 4 Unit Name: Mini Mars Mission Week beginning from: 19th – 23rd Jan 2020
21st Jan, Tuesday' 2020.
Subject: English Reading Improvised Lesson: 1 Time Duration: 80 mins

Lesson # 1 (Genre and vocabulary list discussion)

Learning Objectives  To extend the range of reading.
CIP 4SL2, 4Rx4,  To help explore explicit meanings within a text
P 4Rw1  To understand the main stages in a story from introduction to resolution.
Code
Learning Outcome: Ss will be able to:
 Discuss varied use of vocabulary and level of detail according to purpose.
 Explore explicit meanings within a text
 Enable students recognize meaning in figurative language.
 Begin to recognise features of the traditional stories.

 Student’s Book
Resources/ AV Aids Collins International Primary English-Student’s Book ---Harper Collins Publishers Limited 2016
 Teacher’s Resource book
Collins International Primary English-Teacher’s Book ---Harper Collins Publishers Limited 2016
 List of vocabulary words, resource pack, student book, notebook

Vocabulary List

Resource for Teachers Reference (If any)

Main point of Lesson:

(Learners will be able to understand the text, meanings of the difficult words and the features of the given genre ‘Newspaper Report’)
Methodology Time
Management
Warm  Introduce the unit to the students by asking few questions like;
up/Brain  How many of you like to read the newspaper? --15---mins
Storming  What do you notice about newspaper format?
 Now tell students that today they are going to read a text of a different genre but before the reading students
will have vocabulary activity.
 Distribute the genre sheets.
 Distribute the vocabulary sheets.
Class CD1
Discussion  Ask students to read the text ‘Mini Mars Mission ‘quietly.
 Now, ask the following questions to the students like; -35--mins
 What is the genre of this text?
 Who is the article about?
 What has she done, or what happened to her?
 When did it happen?
 Where did it happen?
 Why did it happen?
 How did it happen?
 Tell students that journalists often give the answers to these questions (5 W’s and 1 H) right at start of the
article (in the first paragraph, called the ‘lead’), so that the reader can quickly see what the article is about.
*Now explain this article to the students with the help of genre sheet and sample newspaper report/ article.
Reinforce on 6 basic components of the newspaper report.
 1) Headline
 2) By-line
 3) Place line
 4) Lead
 5)Body paragraph
 6)Quotes (T< >OC)
Group Activity Vocabulary Champion Activity
* Hand-out the resource pack of unit 6 to the students.
* Ask students to read the vocabulary of unit 6 for 5 mins. (Teacher can also read and tell the correct pronunciation
to the students.)
* After that ask the students to turn over their sheets and now, they are not supposed to see it. --20--mins
* Now, teacher can choose any word from the list randomly and ask the students to spell it or any tell any meaning
from the given list and ask the students to guess the word.
* Give any word from the list and ask the students to use it in the sentence.
Pair Activity • Now ask students to find the above mentioned components in the text ‘Mini Mars Mission’.
They might not find all as every report is different ( Ind )

Class none
--0---mins
Assessment
Types of Interactions: (T< >OC=teacher to open class), (Ss< > Ss= Students active, teacher receptive), (Ss< >OC=student to open class), (T< >Ss= Teacher &
students equally active (T< >Gr=Teacher to groups) (Ind.=individual/independent student activity) (T< >T= Teacher active, students receptive)

Evaluation & Teacher’s Reflection

I was able to achieve all of the objectives? Yes No To some extent

I could have used better strategies to improve my lesson. How? (Mention below)

Lesson Planner Signature: ______________________ Coordinator’s Signature: ______________________________

Teachers Acknowledgement: ______________________

______________________

______________________

______________________

______________________

______________________

PAKISTAN INTERNATIONAL SCHOOL JEDDAH – ENGLISH SECTION

Lesson Plan (2nd Term)– Junior School
Planner: Ms. Mahwish Saud Unit: 6 Week: - 5
Grade Level: Year 4 Unit Name: Mini Mars Mission Week beginning from: 19th – 23rd Jan 2020
26th Jan, Sunday' 2020.
Subject: English Reading Improvised Lesson: 1 Time Duration: 80 mins
Lesson # 1 (Reading and Comprehension) pg. 67
Learning Objectives  To extend the range of reading.
CIP 4SL2, 4Rx4,  To help explore explicit meanings within a text
P 4Rw1, 4R02,  To understand the main stages in a story from introduction to resolution.
Code 4R12
Learning Outcome: Ss will be able to:
 Talk confidently about and read the comprehension properly
 Begin to recognise features of the traditional stories.
 Answer questions to demonstrate their understanding supported by textual evidence.
 Begin to recognise features of the traditional stories.
 To enable students to explore the different processes of reading silently and reading aloud.
 To make students explore explicit meanings within a text.
 To make students explore implicit meanings within a text.
 Student’s Book
Resources/ AV Aids Collins International Primary English-Student’s Book ---Harper Collins Publishers Limited 2016
 Teacher’s Resource book
Collins International Primary English-Teacher’s Book ---Harper Collins Publishers Limited 2016
 List of vocabulary words, slides, student book, workbook, notebook
Vocabulary List

Resource for Teachers Reference (If any)

Main point of Lesson:
Comprehensions questions are designed to improve a student’s knowledge of a story’s meaning. Let the students develop skills to process text and
understand the meaning.
Methodology Time
Management
Warm  Ask Students to recall what the text was about.
up/Brain  Talk with the class about newspaper reports and make them recollect what they learnt about newspaper --20---mins
Storming reports previously. Ask them the use of reading newspapers and how it is a good habit to develop. Discuss
the main features of newspaper reports from the genre sheet.
 Ask questions like did you find anything that was humorous or any joke in this article?
 Allow students to quick reread the text and find any humorous phrases. (T< >Ss)

Class CD1
Discussion  Read through the comprehension (Mini Mars Mission) on page 67, and explain each word using the
vocabulary list as it is being read. -25--mins
 Now, introduce puns in this article to the students such as “high hopes”, “out of this world”. Watch this
space.
 Tell learners that puns in the article helps grab the student’s attention and make them smile.
 Show examples of puns with the help of slides.
 Discuss the questions with them for the best possible answers.
( Ss< > Ss)
Group Activity None
----mins
Pair Activity None
 Ask the students to attempt Q 1 a, e, f, h in their notebooks. (Ind.)
Class  Before reading Q e and f, read orange box (puns) and show them the slides of Puns as they have interesting
Assessment examples.
In addition: write the question on board, ask students to attempt in notebooks. --25---mins
Q. 1. What is the genre of this text? Write two features of the genre?
Ans: Newspaper articles, it is written in the past tense and usually answer 5 w’s and 1 h.
Newspaper reports are written in the ‘third person’ point of view
Wrap up/  Read together the blue box on page 64, and discuss the comprehension keeping those features in mind.
Evidence of ( Ss< >OC ) --10---mins
Learning
Home Work Workbook pg 38 Q 1 and 2.

Types of Interactions: (T< >OC=teacher to open class), (Ss< > Ss= Students active, teacher receptive), (Ss< >OC=student to open class), (T< >Ss= Teacher &
students equally active (T< >Gr=Teacher to groups) (Ind.=individual/independent student activity) (T< >T= Teacher active, students receptive)
Evaluation & Teacher’s Reflection
I was able to achieve all of the objectives? Yes No To some extent

I could have used better strategies to improve my lesson. How? (Mention below)

Lesson Planner Signature: ______________________ Coordinator’s Signature: ______________________________

Teachers Acknowledgement: ______________________

______________________

______________________

______________________

______________________

________________________

PAKISTAN INTERNATIONAL SCHOOL JEDDAH – ENGLISH SECTION

Lesson Plan (2nd Term)– Junior School
Planner: Ms. Mahwish Saud Unit: 6 Week: - 5
Grade Level: Year 4 Unit Name: Mini Mars Mission Week beginning from: 19th – 23rd Jan 2020
27th Jan, Monday' 2020.
Subject: English Reading Improvised Lesson: 2 Time Duration: 40 mins

Lesson # 2 (Punctuation- Commas ) pg. 42

Learning Objectives  To encourage the students to adapt speech and gesture to create a character in drama.
CIP 4SL7, 4R04,  To make the students use knowledge of punctuation and grammar to read with fluency,
P 4R05, 4Wp7 understanding and expression.
Code  To help students identify all the punctuation marks and respond to them when reading.
 To encourage students in using speech marks and begin to use other associated punctuation.
Learning Outcome: Ss will be able to:
 To enable students to understand the use of commas in adding extra information to a sentence.
 Students will use correct punctuations on correct places.
 Student’s Book
Resources/ AV Aids Collins International Primary English-Student’s Book ---Harper Collins Publishers Limited 2016
 Teacher’s Resource book
Collins International Primary English-Teacher’s Book ---Harper Collins Publishers Limited 2016
 student book, workbook, slides.
Vocabulary List

Resource for Teachers Reference (If any)

Main point of Lesson:

A comma (,) is a punctuation mark used to mark the divisions in text (as may be caused by phrases, clauses or conjunctions). Commas are used in
lists to separate list items and in numbers to aid reading.
Methodology Time
Management
Warm  Discuss with the students about all the different ways that they have previously studied about commas’
up/Brain usage. (T< >Ss) --10---mins
Storming

Class CD1
Discussion  Tell the students that Commas can be used in various ways. Good writers jnow the rules for commas and
remember to use them in writing. -25--mins
 Show them the slides as a review and ask the students to come forward and add the missing commas.
 Discuss the rules of adding commas: (Refer to resource pack)
 Items in a list: We always order grilled chicken, tuna salad and fries at this café.
 Clauses: Remember to shut down the computer, feed the dog, and iron your uniform.
 Before connectives: I cannot wait any longer, but you should still hurry up.
 When addressing someone: James, put the glass down!
 Tell students that commas are also used around the phrase like: He is famous for taming animal, especially
dogs, to help blind people.
 There are commas around the phrase, ‘especially dogs’, because it gives us a little bit of extra information.
(T< >OC)
Group Activity None
--20--mins
Pair Activity Explain the information given in yellow box on pg. 66
Then ask students to do the Q 2, a, b, c, d, and e in the book in pairs (Check together)

Class  Students will do pg. 40 in Wk bk (Ind)

--20---mins
Assessment

Wrap up/  Review the use of commas to separate extra information ( Ss< >OC )
Evidence of --5---mins
Learning
Home Work Students will bring articles’ cut outs from different magazines for the next class.
Dictation notification for 2nd Feb Sun 2020
Types of Interactions: (T< >OC=teacher to open class), (Ss< > Ss= Students active, teacher receptive), (Ss< >OC=student to open class), (T< >Ss= Teacher &
students equally active (T< >Gr=Teacher to groups) (Ind.=individual/independent student activity) (T< >T= Teacher active, students receptive)
Evaluation & Teacher’s Reflection
I was able to achieve all of the objectives? Yes No To some extent

I could have used better strategies to improve my lesson. How? (Mention below)

Lesson Planner Signature: ______________________ Coordinator’s Signature: ______________________________

Teachers Acknowledgement: ______________________

_______________________

_______________________

_______________________

_______________________

_ ______________________

PAKISTAN INTERNATIONAL SCHOOL JEDDAH – ENGLISH SECTION

Lesson Plan (2nd Term)– Junior School
Planner: Ms. Mahwish Saud Unit: 6 Week: - 6
Grade Level: Year 4 Unit Name: Mini Mars Mission Week beginning from: 2nd – 6th Feb 2020
2nd Feb, Sunday' 2020.
Subject: English – Grammar Practice Lesson: 1 Time Duration: 80 mins
Sheet and Revision of Unit 6

Lesson # 1 (Grammar Practice Sheet)

Learning  To revise the grammar concepts with the students.
Objectives  To assess the learning and understanding of the students.
CIP
P
Code
Learning Ss will be able to:
Outcome:  judge themselves and present their knowledge through end of unit grammar practice sheet.
 revise and learn all the grammar concepts learned previously in this unit.

Resources/ AV  Grammar Practice Worksheet

Aids  Slides
Vocabulary ----------
Methodology Time
Management
Warm  (T< >Ss)
up/Brain  Ask the students to tell you what grammar topics they have learned in this unit.
Storming  Encourage the weak students and ask them random questions related to the Grammar 30 mins
concepts covered.
 Revise the concepts through examples and slide shows of all the topics.
 The teacher will do a quick recap of:
 Commas
 Connectives

Students will do Grammar Practice Sheet (Ind.)

Class
40 mins
Assessment

Wrap up/ Wrap up.

Evidence of  Discuss the answers with the students. 10 mins
Learning
Home Work
Types of Interactions: (T< >OC=teacher to open class), (Ss< > Ss= Students active, teacher receptive), (Ss< >OC=student to open class), (T< >Ss= Teacher &
students equally active (T< >Gr=Teacher to groups) (Ind.=individual/independent student activity) (T< >T= Teacher active, students receptive)

Evaluation & Teacher’s Reflection

I was able to achieve all of the objectives? Yes No To some extent
I could have used better strategies to improve my lesson. How? (Mention below)

Lesson Planner Signature: ______________________ Coordinator’s Signature: ______________________________

Teachers Acknowledgement: ______________________

______________________

______________________

______________________

______________________