The City School Network /Head Office/Academics/English – 2023 to 2024/Unit Plans – Class 7/Term 2

ENGLISH
CLASS 7 – TERM 2 (ACADEMIC YEAR 2023 – 2024)

Week 3

Skills:

- (C1) spoken English

The City School Core Values: - (C2) higher-order thinking
- (C2 – L) analysis of the plot of a novel
- Unity
- (C2 – L) analysis of plot elements: conflict, climax, resolution
- (C3) application of direct and indirect speech
- (C4) dialogue writing skills

Learning Objectives Suggested Activities Success Criteria Resources

1 Lesson Activities Used spoken English for Textbook
Listening and Speaking different communicative Oxford International Lower
Listening and Speaking Activities:
2.3.1 purposes, such as: Secondary English 2: Unit 7
Use conventions of Oxford International Lower Secondary English 2: Unit 7 discussions, presentations, (Setting the Scene) – What
spoken English Language (Setting the Scene) – What Makes a Good Beginning? and reports Makes a Good Beginning? Talk
for different - Study the “Talk About…” questions: 1 and 2. Then discuss About. Page 92
communicative purposes. the relevance and impact of dialogues as part of a
performance. Ask the following questions: Worksheets
1. What is the main purpose of dialogues? 2.3.1 - Dialogue with Context
Vocabulary: 2. How can performances be used for Prompts.pdf
champed, ferny, smote, communicative purposes?
stockade, breasted across, 3. What kind of a message can performances be Multimedia
cutlass, enclosure, 2.3.1 - Dialogue - Daily Life -
used to best convey?
scattering volley, palisade, Audio 1.mp3
- Ask learners to look at the pictures appended that provide
stoutish, divinity, hauled,
dialogue context. Ask learners to present what they think 2.3.1 - Dialogue - Daily Life -
cannonade, ricochet,
gunnery, mainstay, Audio 2.mp3

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The City School Network /Head Office/Academics/English – 2023 to 2024/Unit Plans – Class 7/Term 2

Learning Objectives Suggested Activities Success Criteria Resources

frequent, pursued, the people are saying. Repeat back in correct English what
bombardment, ruffling, the learners generate 2.3.1 - Dialogue - School Life -
detour, knoll, lofty, grove, - Play any one of the dialogues appended and encourage Audio 1.mp3
chink, marsh learners to listen to the dialogue and report what they
hear. Ask the question: Can you identify the problem and 2.3.1 - Dialogue - School Life -
solution in the dialogue? Audio 2.mp3

CENTURY Nuggets
Standard English [SPAG5.08]

2 Lessons Activities Read with fluency and for Activities

Reading inferring the deeper 2.3.2 - Writing Activities.pdf
Reading Activities:
2.3.2 meanings of a text
Ask and answer higher- Oxford International Lower Secondary English 2: Unit 7 Textbook
order questions to (Setting the Scene) – Poem: The Listeners Asked and answered higher- Oxford International Lower
guide/assess reading by - Use the given sequence to conduct a SQ3R activity while order thinking questions Secondary English 2: Unit 7
marking important regarding the use and (Setting the Scene) – Poem:
reading:
information. impact of poetic devices in a The Listeners. Page 99
Have learners preview the title, pictures, poem
graphs, or captions, then read the first and
Survey last paragraph of the article. Make a list Asked and answered higher- Oxford International Lower
below of the main points or objectives you order thinking questions Secondary English 2: Unit 7
find. regarding the tone, (Setting the Scene) –
atmosphere, and imagery in Comprehension. Page 99
Have learners write questions based on
Question a poem
their survey of the text.
Have learners read and answer the Worksheets
Read Answered higher-order
questions they wrote down as they read. thinking questions about the 2.3.2 - Poem - The Listeners by
Have learners look over their questions and meaning and main message Walter de la Mare.pdf
Recite recite the answers without looking them of the poem
up.
Review Have learners summarise what they wrote. CENTURY Nuggets
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The City School Network /Head Office/Academics/English – 2023 to 2024/Unit Plans – Class 7/Term 2

Learning Objectives Suggested Activities Success Criteria Resources

Atmosphere, Mood, and Tone
- While reading the poem, mark the use of all poetic [EN2.25]
devices. Then think about the question: What impact
does the poetic device of _________ have on the poem? Language Devices [EK0.02]
- View the image accompanying the poem, and then draw
connections between the poem being read and the
image. Ask the questions: What kind of tone and/or
atmosphere is the poem conjuring? Does the image relate
with this?
Writing Activities:
- Create Question Sets
- Question and Answer Exchange
- Rewrite Questions
The aforementioned activities can be used for the following
written task:
Attempt a comprehension task of the text
Unit 7 – Comprehension (A, B, and C)
Post-Reading Activities:
Read the full version of the poem and then, in the learner’s
own words, write down the main idea and summary of the
poem
Word Limit: 180 to 210 words
1 Lesson Activities Identified the rules of Textbook
Grammar through conversion for direct and Oxford International Lower
Direct and Indirect Speech
Writing indirect speech Secondary English 2: Unit 7
Grammar Acquisition Activities: (Setting the Scene) – Have You
2.3.3 and 2.3.4

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The City School Network /Head Office/Academics/English – 2023 to 2024/Unit Plans – Class 7/Term 2

Learning Objectives Suggested Activities Success Criteria Resources

Recall and practice the Use one of the worksheets given below to explore the features Used change in tenses and Ever Been to the Theatre?
difference between direct and rules of converting direct to indirect speech. Keep in mind different types of Page 105
and indirect speech and that: punctuation marks to
changes in indirect convert direct speech into Oxford International Lower
Converting direct speech to indirect speech involves several
speech. indirect speech Secondary English 2: Unit 7
changes in sentence structure, pronouns, and verb forms.
(Setting the Scene) – Non-
Write a short dialogue or Here are the basic rules to follow: Analysed the effects of using Fiction: What is Shadow
script between two or Reporting Verb Changes: The verb introducing the reported direct and indirect speech in Puppetry? Page 105 to 106
more people discussing a speech (said, told, asked, etc.) changes according to the dialogue writing
theme or context and tense. Workbook
problem/concern, adding Wrote a playscript using
Pronouns and Verb Tenses: Pronouns may change based on Oxford International Lower
stage directions as dialogues
the subject of the reporting clause. Secondary English Workbook
required.
2: Unit 7 (Setting the Scene) –
Verb tenses shift according to the context and the tense of Planning a Shadow Puppet
the reporting verb. Play. Page 45
Time and Place References: Time and place references
might change according to the context. Worksheets
Punctuation Changes: Quotation marks are removed in 2.3.3 - Direct and Indirect
indirect speech. Speech (Charles Dickens
Edition).pdf
Comma usage may differ in some cases.
2.3.3 – Direct and Indirect
1. Direct and Indirect Speech (Charles Dickens Edition) Speech (Great Expectations
2. Direct and Indirect Speech (Great Expectations Edition) Edition).pdf
Pre-Writing Activities:
Student’s Resources
Oxford International Lower Secondary English 2: Unit 7 2.3.4 - Dialogue Writing Rubric
(Setting the Scene) – Have You Ever Been to the Theatre? for Marking.pdf
- Discuss different types of performances on stage using
the “Talk About…” questions: 1 and 2 CENTURY Nuggets
Speech Punctuation [SPAG1.14]

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The City School Network /Head Office/Academics/English – 2023 to 2024/Unit Plans – Class 7/Term 2

Learning Objectives Suggested Activities Success Criteria Resources

Oxford International Lower Secondary English 2: Unit 7
(Setting the Scene) – Non-Fiction: What is Shadow Puppetry? Punctuating Quotations
[SPAG1.15]
- Read about shadow puppetry and find out about its
features
Audience [ENI7.03]
Oxford International Lower Secondary English Workbook 2:
Unit 7 (Setting the Scene) – Planning a Shadow Puppet Play Purpose [ENI7.04]
- Use the planning sheets in the workbook to draft the
Indirect Speech [SPAG1.16]
dialogue for a shadow puppet play
Writing Activities:
Choose a type of play to write; this could be a drama, a
musical, or even a script for shadow puppetry. Write the
playscript on one of the topics given below. Include stage
directions in your script as per the requirements of the type of
play you have chosen (e.g., a shadow puppet show will require
limited and more exaggerated movement: “the leaf is blown
away to the extreme left”) and set up tone and atmosphere for
your play
• Create a play set in a school where students possess
magical abilities. What challenges do they face, and
how do they use their magic to overcome them?
• Write a play about a team of astronauts on a mission
to explore a new planet. What obstacles do they
encounter, and how do they work together to
overcome them?
• Rewrite a classic fairytale as a modern play. How
would the characters and plot change in a
contemporary setting?

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The City School Network /Head Office/Academics/English – 2023 to 2024/Unit Plans – Class 7/Term 2

Learning Objectives Suggested Activities Success Criteria Resources

• Write a play centred around a high-stakes sports
competition. Explore the challenges faced by the
athletes and their journey to success.
The teacher may assign the written work using any writing
strategy such as individual work or pair work.
Word Limit: 180 to 210 words
Extension Task:
Use the rubric appended to study the marking bands for a
dialogue. Ask learners to mark their own work or the work of
their peers using this rubric to find out areas of improvement
2 Lessons Activities Used effective reading Activities
Literature strategies (e.g., the flipped
Treasure Island by Robert Louis Stevenson – Part 4: Chapter 18 2.3.5 - Reading Activities.pdf
2.3.5 classroom) to read multiple
and 19
Evaluate and analyse the chapters
sequence of events Reading Activities:
Novel
(exposition, setting, - Combat Reading Marked and evaluated the
sequence of events and Treasure Island by Robert Louis
climax, resolution) in a - Reading with Inference
actions in both chapters Stevenson – Part 4: Chapter 18
text, citing evidence for - Teachers may also facilitate a flipped classroom in which and 19. Page 146 to 160
what is explicit. leaners come to class already having read the chapters
Compared the action in one
assigned, and only participate in discussions within the chapter to the resolution in
classroom the other Worksheets
Post-Reading Activities: 2.3.5 - Treasure Island (CH.18) -
Used evidence from the text Comprehension.pdf
- Read both the chapters in different groups. Assing the to support opinions and
group with Chapter 18 the title of “Action”, and the group answers to types of
with Chapter 19 the title of “Resolution”. Ask them to questions 2.3.5 - Treasure Island (CH.19) -
map out the steps of actions and resolutions in the Comprehension.pdf
chapter and then match each action with its resolution.

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The City School Network /Head Office/Academics/English – 2023 to 2024/Unit Plans – Class 7/Term 2

Learning Objectives Suggested Activities Success Criteria Resources

For example, Tom is shot in Chapter 18, and in Chapter
19, he is given a respectful funeral Teacher’s Resources
- For both the chapters, make a list of the settings that are Spark Notes - Treasure Island
available in the text: the garrison, where the pirates are (Summary)
positioned, and from where Jim approaches with Benn
Gunn. Visualise these places through the help of the 2.3.5 - The University of Texas
descriptions in the chapters at Austin - The Flipped
Classroom.pdf
Writing Activities:
- Read the WH-word based, inferential, and reflective CENTURY Nuggets
questions for both Chapter 18 and 19 and then give their Character Description: The
answers Next Superstar [ER1.01]
- Write down a character sketch of each of the following
characters who have developed through their own Character Description: Kate’s
narrations. What do they go through? How do they feel? Grandmother [ER1.02]

Dr. Livesey Jim Hawkins

Word Limit: 120 words each

The teacher may assign the written work using any writing
strategy such as individual work or pair work.

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