Beaconhouse School System

Name of Teacher: Farwa Batool Class: II Subject: English

Topic: I feel frightened Duration:80mins Date:
Attainment target: Determine the sequence, understand content, main idea, essential details, procedures while/after listening attentively to a variety of information texts, stories, poems, spoken
language, audio recordings/videos, presentations and other media.
Learning Outcome: Students will identify different reason which makes them frightened or scared and learn how to overcome the feeling of being scared.

Content and Teacher’s Activity Students’ Activity Time Learning Material and Resources Formative Assessment
mins
Students will write their personal experiences when 15mins Students will write their
Oracy plus routine work: New reader I feel frightened
the felt frightened and why, on a sticky note. personal experiences
will be introduced. Before introducing the reader, each
individually
child will be asked to write a story on a sticky note, if
they ever felt frightened and then randomly stories will
be read in the class by the teacher. Teachers must
talk about what frightens them, why and what do they
do as a result.

After that teacher will show the title page of the  Sticky notes
reader and let them guess what the reader is about.  Readers
Students will read the reader in pairs after shared Students will read the book
Then shared reading will be done.  Flash cards
reading with teacher. independently as much as
20mins  Workbook possible.
New Vocabulary: Discuss the meaning of difficult/new  Whiteboard
words by asking students to infer the meaning while
referring to the reader (looking at the pictures,
reading the relevant lines). Show the flashcards and
ask students to use these in sentences. Later, ask them
to complete workbook page ‘Riddles’.
30mins
Solve the riddles given the
Home work: Pg#50 0f workbook will be given in
workbook without teacher’s
homework
help.

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Students will do three questions in homework

 Writing letters in alphabetical order
from the given box
 Writing opposites of the given words 5mins
 Choosing the correct answer from the (Writing
given options. diary)

Students will practice formation of letters and

Handwriting: Pg 62 correct spacing of words following NHS in the 10mins
workbook

Han
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Identified students will be be given more chances to participate to motivate them.

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Name of Teacher: Farwa Batool Class: II Subject: English

Topic: I feel frightened Duration:80mins Date:
Attainment target: Identify, read and spell words with regular and irregular verb endings (e.g. walked, crying, etc.)

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Learning Outcome: Students will recognize verbs and use them in their sentences.

Content and Teacher’s Activity Students’ Activity Time Learning Material and Resources Formative Assessment
mins
Oracy: Charades game
Class will be divided into two groups. Different actions
will be written on slips and turn by turn a child will
come from each group and perform the action written on
selected slip and the other group will guess the verb.
The group which guess more verbs will be the winner. Students will perform different actions and other 15mins Students will identify the
Slips
 Teacher will ask the students to make a sentence with students in group will guess the verb doing words.
that action word. For example: Amir is eating. Ali is
hopping like a frog.
 Explain that the action words are verbs.

Routine Work: Flash cards with different sentences

describing actions will be given to students in pair and
Pair work: Children will draw pictures and Students will illustrate the
they will draw accordingly. 20mins Flash cards
illustrate the verb. action words in pair.
For example: My cat is sleeping, so they will draw a
sleeping cat.
.Individual Work. Students will individually do Children will independently
 Workbook
Written Work: Page # 55 of workbook. workbook page where pictures are given and 30mins describe the words in 1-2
students will describe the verb.  whiteboard sentences.
Story time:
How will you make the lesson inclusive?
Identified students will be be given more chances to participate to motivate them.

Lesson Evaluation
Strengths

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 Beaconhouse School System

Identify a way forward to improve this lesson:

Name of Teacher: Farwa Batool Class: II Subject: English

Topic: I feel frightened Duration:80mins Date:
Attainment target: Use nouns (e.g. singular/plural) in writing.

Learning Outcome: Students will create plural nouns and use them in sentences.

Content and Teacher’s Activity Students’ Activity Time Learning Material and Resources Formative Assessment
mins

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 Beaconhouse School System

Students will read a paragraph from the reader

Oracy: Reading of the reader 15mins Independent reading by each
independently one by one. Readers
student.

 Routine Work: Teacher will explain that 15mins

“Today we are learning about plural nouns. As
you might remember, a noun is a person, place,
or thing. Let’s review quickly. Turn to your
partner and give them a list of 5 nouns.”
 Say, “Now, we will learn about plural nouns,
which are people, places, or things in amounts
greater than one.”
 Share with the students that, “Most of the
time you just have to add an –s to a noun in
order to make it plural. For example, I found
my book. What if I found more than one book?
What would my sentence be then?” White board Students will write plurals of
 Share another example: “I like shopping at the MWB 5nouns independently
mall. What if I go to more than one mall?
How does my sentence change? The rule here
is that you add –s to the end of the noun to
make it plural. However, this rule doesn’t
work with every noun. When nouns end in ch,
sh, s, x, z, you add –es. For example, the fox Students will select a slip from a basket and they
ran into a hole. What if there was more than have to quickly tell the plural of the noun and
one fox? How would the sentence change?” rest of the class will count till 5.

 Say, “The last rule we will learn today is for

a noun that ends in 'y.'” For example, ‘The 10mins
baby cried a lot.’ What if there was more
than one baby?” Give one more similar example. Activity: writing plurals for the given nouns.

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A passage will be given to students in which

plurals are misspelled. Children will identify those
Notebook Attempt the questions
Written work: Search for plurals in the given passage. and write misspelled plural, correct plural and 30mins
White board individually.
singular of that noun in a table in their note book.
For example: Mouses Mice mouse
Two question will be attempted by students 10mins
Homework: Workbook page 51 will be given in
Select plural nouns from the given nouns Writing .
Homework.
Use three plurals in a short story. diary
How will you make the lesson inclusive?
Identified students will be be given more chances to participate to motivate them.

Lesson Evaluation
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 Beaconhouse School System

Name of Teacher: Farwa Batool Class: II Subject: English

Topic: I feel frightened Duration:80mins Date:
Attainment target:Use personal pronouns (I, he, she, it, we, they and him, her, it, us, them)

Learning Outcome: Students will learn and identify pronouns.

Content and Teacher’s Activity Students’ Activity Time Learning Material and Resources Formative Assessment
mins
Students will recall and practice the difficult
words of the reader by playing chinese whisper 15mins
Oracy: Chinese Whisper
game
Routine Work: Teacher will elicit the difference between 10mins
common and special/proper naming words. She will teach
the usage of pronouns (he, him, she, he, it, they, them,
I, we, us). After that will explain the usage of
has/have for singular and plural nouns/pronouns.
Whiteboard
Students will use the pronouns
Photographs
Students will be asked to show the photograph of in their sentences accurately.
Workbook
any of their family members (homework given a
day before) and talk about him/her using
15mins
pronouns.
Written Work: Later will ask students to complete
the first two bullets ofworkbook page ‘Naming
Words’individually.
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25mins
Story time: https://www.youtube.com/watch?v=sUj8No-
15mins Multimedia
GPa0

How will you make the lesson inclusive?

Identified students will be be given more chances to participate to motivate them.

Lesson Evaluation
Strengths

Identify a way forward to improve this lesson: