English Planner (Week 11)

The City School
Darakhshan Campus
Prep Section
Day/Date: March, 25th – Subject: English Class: 8 Term: 2 Duration: 35 + 35
29th, 2024 minutes
Week: 11
Topic: Comprehension
Sub topic: Unseen Comprehension (Giordano Bruno)
Learning Objectives Learning outcomes
(What would learning look like by the end of the lesson)
Learners will: Success Criteria:
 Reading Comprehension: Understand passages  Accurate Question Answering: Respond accurately to

thoroughly, capturing main ideas, details, and questions related to unseen passages.
nuances effectively.  Clear Expression: Express answers clearly and concisely,
 Vocabulary Building: Encounter new words and employing appropriate language and grammar.
phrases in passages to expand vocabulary.  Reading Strategies: Apply reading strategies like skimming,
 Inference Skills: Develop the ability to draw scanning, and close reading to extract information
conclusions and make predictions based on effectively.
textual evidence.
Subject specific & cross – curricular linkages: Resources:
History: In history classes, students can study Bruno's life Unseen Worksheet
and the historical context in which he lived, including the
Renaissance period and the conflicts between scientific
and religious authority. They can explore Bruno's ideas in
https://www.ereadingworksheets.com/free-reading-
the context of the Counter-Reformation and the worksheets/reading-comprehension-worksheets/
Inquisition, highlighting the challenges he faced for his
unconventional beliefs.
Learning Activities
Starter Activity: Duration
Language Techniques 5min
Students will engage in discussions focusing on language techniques utilized in various texts. They will
analyze how authors employ literary devices such as metaphor, simile, and imagery to convey meaning
and enhance the reader's experience. Through collaborative exploration, students will deepen their
understanding of how language is used to evoke emotions, create vivid imagery, and convey complex
ideas in literature.
 Foreshadowing and flashback
 Irony
 Juxtaposition
 Symbolism
 Metaphor and simile
Methodology: Duration
Learning Activity: Teacher will list down tasks to be done on Whiteboard so students have time limited 55min
activities and know they are on the clock.
For Example:
Task#1 Make an Index Entry for Unseen Comprehension
Task#2 Reading and Discussion
Task#3 Attempt the Worksheet (30min)
Task#5 Learning Log
Reading Strategies:
Annotate the Text:
 Instruct students to annotate the passage as they read. They can underline key sentences, circle
unfamiliar terms, and make marginal notes to track their understanding and questions.
Audiobook Option for Auditory Learners:
Offer an audiobook version of the passage for auditory learners to listen to while following along with
the written text. This can enhance their comprehension and engagement.
TCS DK/ PLANNER/2023-24
Giordano Bruno was an Italian philosopher, poet,
cosmological theorist and esotericist. He is known for
his cosmological theories, which conceptually
extended to include the then-novel Copernican
model.
Born: 1548, Nola, Italy
Died: February 17, 1600 (age
52 years), Campo de' Fiori, Rome, Italy
Influenced: Galileo Galilei, Gottfried Wilhelm
Leibniz, Umberto Eco, MORE
Influenced by: Nicolaus Copernicus,
Plenary/Wrap Up: Duration

Peer Feedback: Facilitate peer feedback sessions where students can share their answers to 5min
comprehension questions or discuss their understanding of the passages. Encourage
constructive feedback and provide opportunities for students to clarify any misconceptions.
Assessment Opportunities
Assessment for Learning: Duration
Show What You Know 5min
The students will be given a worksheet in which they will circle how they felt about the lesson.
Additionally, they will write three ideas they remember from today’s lesson to culminate what they have
learned.
Class Assignment: Duration
Unseen Worksheet (30min)
Extended Task:
Workbook session, Unit no. 8, focus.
Home Assignment:
Workbook session, Unit no. 8, practice.
Century Nuggets: N/A
Lesson Evaluation
Plan followed Yes _______(section/s) No _______ (section/s)
If not, specify the reason:

__________________________________________________________________________________
What went well:

__________________________________________________________________________________
__________________________________________________________________________________
Even better if?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Students who need extra support: (Mention Subsequent Planning:
the sections too)  Use written and reading assignments
 Incorporate grammar worksheets
 Implement peer assessment for monitoring
 Implement differentiated instruction by offering varied
materials, activities, and levels of support. Provide alternative
texts, audio resources, or visuals to accommodate diverse
learning preferences.

The City School
Darakhshan Campus
Prep Section

29th, 2024 minutes
Week: 11
Topic: Literature
Sub topic: Chapter no. 12 & 13, book 3, A Tale of Two cities
Learners will: Success Criteria:
 Evaluate the motivations and actions of the  Analyse the motives and behaviours of the main characters
characters. in the chapter.
 Formulate opinions or interpretations of the  provide evidence from the text to support their
material. interpretations and conclusions.
 Understand the key events, characters, and  construct clear and organized written responses to
settings in the chapter. questions about the chapter.
 Grasp the main ideas and themes presented in  Include at least three-character traits about Madame
the chapter. Defarge in the summary.
Geography: The novel's settings, primarily London and A Tale of Two Cities
Paris, offer opportunities for geographic exploration.
Students can study maps of these cities, analyze their https://www.coursehero.com/lit/A-Tale-of-Two-Cities/book-3-
geographical features, and compare and contrast their chapter-11-summary/
cultural, economic, and social landscapes.
Political Science: Given its themes of revolution, tyranny, https://www.coursehero.com/lit/A-Tale-of-Two-Cities/book-3-
and justice, "A Tale of Two Cities" lends itself to chapter-12-summary/
discussions on political systems, ideologies, and
governance. Students can explore the concepts of
democracy, monarchy, and authoritarianism, and
examine how political decisions and actions impact
society.
Learning Activities
Multiple Choice Questions 5min
1. What causes Lucie to collapse in Chapter 11?
a) Charles Darnay's farewell b) Dr. Manette's distress c) Emotional strain of the trial d) Sydney Carton's revelation
2. How does Charles Darnay show empathy towards Dr. Manette?
a) Apologizing for past misunderstandings b) Comforting Lucie during the trial c) Offering financial support d) Urging
mercy from the court
3. What does Lucie's reaction to Darnay's departure symbolize?
a) Resilience and strength b) Emotional impact of the trial c) Fragility of human emotions d) Foreshadowing future
conflicts
4. How does Sydney Carton gather information?
a) Eavesdropping at the Defarges' shop b) Interviewing witnesses c) Reading newspapers d) Consulting legal experts
5. What revelation is made about Madame Defarge's past?
a) Familial connection to Evrémonde family b) Secret allegiance to aristocracy c) Involvement in conspiracies d)
Aspirations for political power
6. How does Dickens create suspense?
a) Courtroom drama and interactions b) Vivid descriptions c) Introspective reflections d) Flashbacks
For Example:
Task#1 Make an Index Entry for Book 3, Chapter no. 9 & 13
Task#2 Reading and discussion of chapter events
Task#3 Annotating the pages. (group work) 20 min
Task#4 Central Idea (only one) 6min
Task#5 Character Sketch (Madame Defarge) 6min
Summary no. 11 & 12: (Combined)
In the aftermath of the courtroom proceedings, Lucie displays her strength and compassion as she bids

farewell to her husband, Charles Darnay. Despite her grief, she assures Darnay that they will meet again,
expressing her unwavering love and faith. Darnay, in turn, shows empathy towards Dr. Manette,
acknowledging the doctor's suffering and extending forgiveness for past misunderstandings. As Darnay
is led away, Lucie collapses in shock, highlighting the overwhelming emotional toll of the moment.
Meanwhile, Sydney Carton's intricate plan unfolds as he orchestrates a reconnaissance mission at the
Defarges' wine shop. His cleverness and genuine heroism become evident as he gathers crucial
information while remaining undetected. Carton's bond with Jarvis Lorry deepens, reflecting a newfound
trust and camaraderie between the two men. Additionally, the revelation of Madame Defarge's personal
connection to the Evrémonde family sheds light on her relentless pursuit of vengeance, offering insight
into her motivations and the complexities of her character.
As Carton prepares to execute his daring plan to save Darnay, the suspense builds, leaving readers on
edge as they anticipate the unfolding events. Despite the seemingly insurmountable odds, Carton's
unwavering determination and selflessness propel the narrative towards its climactic resolution. Amidst
the turmoil and uncertainty, themes of love, sacrifice, and redemption resonate, underscoring the
profound impact of individual choices in shaping the course of destiny.
-The teacher will organize the students

into groups of five and provide them
with the assignment of crafting an
answer. This collaborative setting will
enable the students to pool their
knowledge and creativity to generate
an answer that meets the minimum
word requirement of total 6 – 7 lines.
The teacher will encourage students to
work together in their groups, fostering
teamwork and shared insights. By
doing so, the students can collectively
analyze the text, consider various
perspectives, and jointly construct
comprehensive answers.
Additionally, the teacher will emphasize
the importance of grammar and
articulation, urging students to craft
their answers with clarity and precision.
The teacher may also provide
constructive feedback and guidance to
help students refine their language,
ensuring that the answers effectively
convey the key points of the chapters.

Character sketch: (Madame Defarge) 5min
A character sketch is a detailed description or portrayal of a fictional or real person within a literary
work or any other form of storytelling. It provides insights into the character's personality, traits,
motivations, behaviour, and relationships with other characters. Character sketches aim to create a vivid
and nuanced understanding of a character, allowing readers to empathize, relate to, or understand the
character's role within the narrative. They often include physical descriptions, psychological insights,
and contextual information that contribute to the development and depth of the character. Character
sketches can be found in novels, short stories, plays, films, and other forms of literature and media.
They serve to bring characters to life and enhance the overall richness and complexity of a story.
Opinionated Writing 5min
Q1. Do you believe Sydney Carton's ultimate sacrifice for Charles Darnay was the epitome of selflessness, or do
you view it as an act of desperation stemming from his own inner turmoil?
Q2. Considering Sydney Carton's transformation from a disillusioned alcoholic to a heroic figure, do you think his
redemption is believable and satisfying, or do you find it too idealistic and contrived within the context of the
novel?
Central Idea & opinionated question (6 points)
Extended Task:
Contrast b/w Charles Darnay and Sydney Carton
Home Assignment:
Read Chapter 13 and 14, Book 3 annotate and write down unfamiliar words in learning journal.
Answers:
1. c) Emotional strain of the trial
2. a) Apologizing for past misunderstandings
3. c) Fragility of human emotions
4. a) Eavesdropping at the Defarges' shop
5. a) Familial connection to Evrémonde family
6. a) Courtroom drama and interactions
Lesson Evaluation

__________________________________________________________________________________
What went well:

__________________________________________________________________________________
__________________________________________________________________________________
Even better if?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

The City School
Darakhshan Campus
Prep Section

29th, 2024 minutes
Week: 11
Topic: Composition
Sub topic: 8.3 Account Writing
Learning Objectives: Success Criteria:
 Clarity and coherence in presenting events or experiences.

 Account writing involves documenting events or  Accuracy and factual representation of information.
experiences, with or without a specific subject.  Engaging and relevant storytelling to maintain reader
 Its primary purpose is to chronologically present interest.
the sequence of events to the reader.  Effective organization and structure, including logical
sequencing of events.
 The introductory paragraph typically addresses
the questions of "Where?", "What?", and
"When?" to establish context.

Ethics / Philosophy: Reflecting on ethical dilemmas or Learner’s book Session 8.3
philosophical questions raised by the events depicted in
the account. Analyzing characters' moral choices and the Activity no. 5
consequences of their actions.
Technology: Discussing technological advancements or
Differentiated Worksheets 8A. 8B, 8C
innovations that play a role in the narrative. Exploring
how technology affects characters' lives, relationships, or
societal dynamics.
Learning Activities
Teacher will ask learners to complete differentiated worksheets 8A,8B and 8C in order to consolidate 6min
understanding of linking adverbs and signposting phrases.
For Example:
Task#1 Make an Index Entry for 8.3 Account Writing (180 – 220 words)
Task#2 Discussion of features and structure
Task#3 Complete activity no. 5
Main Activities:
1. The risk of a wrong decision is preferable to the terror of indecision. (Maimonides)
2. In any moment of decision, the best thing you can do is the right thing, the next best thing
is the wrong thing, and the worst thing you can do is nothing. (Theodore Roosevelt)
Explain that the first quotation was written 800 years ago and the second about 100 years ago.
Ask: Do these quotations express similar ideas about making decisions?

Get several responses from different learners. Point out that the quotations emphasize:
• The difficulty or pain that can be involved in making decisions
• The danger or threat of avoiding decisions
• The idea that sometimes any decision is better than no decision at all.
Writing task: Ask learners to keep these points in mind and complete Activity 5. Also remind them to use
linking adverbs to structure their account appropriately.
Differentiated ideas:
Support: Provide learners the Paragraph plan for writing:
• Paragraph 1: 50 words describing the decision
• Paragraph 2: 50 words describing how you decided
• Paragraph 3: 50 words describing how you felt afterwards
Challenge: Ask learners to write a longer piece- approximately around 220-250 words.
Structure:
1. Introduction
2. Summary
3. Analysis
4. Interpretation
5. Evaluation (if applicable)
6. Conclusion

During peer checking, review the paragraph for adverbs, focusing on words that modify verbs, adjectives, or other 5min
adverbs. Evaluate if adverbs enhance clarity, vividness, and precision. Consider whether adverbs contribute to the
overall tone and style, avoiding redundancy. Ensure adverbs are used judiciously and consider suggesting stronger
verbs or more descriptive language where appropriate. Offer constructive feedback to help refine the writing.
In the context of Assessment for Learning (AFL), students will engage in the task of composing an analytical 5min
response to a selected paragraph from the provided quotes. This activity prompts learners to carefully dissect the
chosen paragraph, extracting its underlying meaning, and examining its relevance to their own experiences or
broader philosophical concepts. By articulating their insights, students not only demonstrate their understanding
of the text but also develop critical thinking skills and the ability to communicate effectively. This exercise fosters
active engagement with the material, encouraging students to construct meaning and draw connections between
the text and their own perspectives.

Account Writing and Differentiated worksheet
Extended Task:
Workbook session, 8.3 practice
Home Assignment:

Workbook session, 8.3 focus
Lesson Evaluation

__________________________________________________________________________________
What went well:

__________________________________________________________________________________
__________________________________________________________________________________
Even better if?
__________________________________________________________________________________
__________________________________________________________________________________

The City School

Darakhshan Campus
Prep Section
Day/Date: March, 25th – Subject: English Class: 8 Term: 2 Duration: 35 minutes
29th, 2024
Week: 11
Topic: Grammar
Sub topic: 8.3 Adverbs
Learning objectives: Success criteria:
 Identify and classify adverbs in sentences.  Students can accurately identify adverbs and categorize
 Analyze the impact of adverbs on the meaning them according to their functions.
and tone of sentences.  Learners can explain how the use of adverbs influences the
 Revise writing to incorporate adverbs effectively meaning and tone of sentences.
for clarity and emphasis.  Students demonstrate the ability to revise sentences by
 Apply knowledge of adverbs to enhance strategically incorporating adverbs for clarity and
descriptive and narrative writing. emphasis.
 Learners exhibit proficiency in employing adverbs to enrich
descriptive and narrative writing, enhancing reader
engagement and understanding.
Mathematics: Adverbs are used in mathematical Learner’s book Session 8.3
contexts to describe quantities, rates, or positions.
Students encounter adverbs in word problems where ‘Top ten ways to make better decisions’
they indicate the speed of change (e.g., "quickly,"
"gradually"). Analyzing adverbs in mathematical contexts
Activity 4
helps students understand how language is used to
convey mathematical concepts and solve problems.
Learning Activities
White board activity: 5min
The teacher writes sentences on the whiteboard, calls upon students, and they identify adverbs within the
sentences:
1. The cat swiftly jumped over the fence.

2. She carefully placed the fragile vase on the shelf.
3. He eagerly awaited the arrival of his long-lost friend.
4. The stars twinkled brightly in the clear night sky.
For Example:
Task#1 Make a Grammar Index Entry titling it 8.3 Adverbs
Task #2 Discussion and Features
Task#3 Attempt the worksheet 8.1
Definition:
An adverb is a word that modifies (describes) a verb (“he sings loudly”), an adjective (“very tall”),
another adverb (“ended too quickly”), or even a whole sentence (“Fortunately, I had brought an
umbrella.”). Adverbs often end in -ly, but some (such as fast) look exactly the same as their adjective
counterparts.
Adverbs can be classified into different types in accordance with what kind of information they are
providing or what they are describing.
The different types of adverbs are:
 Adverbs of manner
 Adverbs of time
 Adverbs of place
 Adverbs of frequency
 Adverbs of degree
 Conjunctive adverbs

In this activity, students practice forming sentences with linking adverbs, enhancing their 3min
understanding of how these adverbs connect clauses within a sentence. Through creating and
sharing their sentences, learners develop skills in both identifying and effectively utilizing
linking adverbs, fostering collaboration and critical thinking in the process.

After completing the adverb worksheet, learners will share their answers, discussing the adverbs they 4min
identified and their functions within sentences, fostering peer learning and active participation.
Activity no. 4 and Worksheet 8.1
Extended Task:
Workbook session, 8.3 challenge
Home Assignment:

Lesson Evaluation

__________________________________________________________________________________
What went well:

__________________________________________________________________________________
__________________________________________________________________________________
Even better if?
__________________________________________________________________________________
__________________________________________________________________________________
The City School

Darakhshan Campus
Prep Section
Day/Date: March, 25th – Subject: English Class: 8 Term: 2 Duration: 35 minutes
29th, 2024
Week: 11
Topic: Listening and speaking
Sub topic: Conditionals
Learning objectives: Success criteria:
 Identify and classify different types of  Students can accurately recognize and categorize
conditional sentences (zero, first, second, third) conditional sentences according to their types.
in written texts.  Learners demonstrate comprehension of conditional
 Analyze the structure and meaning of sentence structures and their implications for conveying
conditional sentences to understand how they hypothetical situations.
express hypothetical or unreal situations.  Students exhibit proficiency in constructing well-formed
 Apply knowledge of conditional sentence conditional sentences that effectively convey intended
structures to create grammatically correct and meanings in various contexts.
contextually appropriate sentences.
Science: In science classes, students encounter Learner’s book Session 8.2 The Road Not Taken Activity 1,2
conditional statements when formulating hypotheses Dictionary Language focus – LB pg.207 Language Worksheet 8.1
and making predictions based on experimental data. [Adverbs] for homework LS_English_8_Lang_Workshe et_8.1.docx
Conditional sentences are used in scientific reasoning to LS_English_8_learner_book_ answers.pdf
describe cause-and-effect relationships and to make LS_English_8_workbook_ans wers.pdf Conditionals:
inferences about natural phenomena. Analysing
conditional sentences in science enhances students' https://www.ef.com/wwen/english-resources/english-grammar/
ability to communicate scientific concepts and findings type-3-conditional/
accurately.
Learning Activities
If-Then Scenarios: Present students with a series of hypothetical scenarios or real-life situations, and ask them to 5min
complete sentences using conditional statements (e.g., "If it rains, then..."). Encourage students to come up with
creative and plausible outcomes based on the given scenarios. This activity promotes critical thinking and helps
students practice forming conditional sentences in context.
1. If it rains...
2. If you study hard...
3. If she doesn't leave soon...
4. If I win the lottery...
5. If the power goes out...
For Example:
Task#1 Make a Grammar Index Entry titling it Conditionals
Task #2 Discussion and Features
Task#3 Attempt the worksheet
Conditionals describe the result of a certain condition. The if clause tells you the condition (If you study
hard) and the main clause tells you the result (you will pass your exams). The order of the clauses does
not change the meaning.
If you study hard, you will pass your exams.
You will pass your exams if you study hard.
Conditional sentences are often divided into different types.
Zero conditional:
We use the zero conditional to talk about things that are
generally true, especially for laws and rules.
If I drink too much coffee, I can't sleep at night.
Ice melts if you heat it.
When the sun goes down, it gets dark.
The structure is: if/when + present simple >> present
simple.
First conditional:
We use the first conditional when we talk about future
situations, we believe are real or possible.
If it doesn't rain tomorrow, we'll go to the beach.
Arsenal will be top of the league if they win.
When I finish work, I'll call you.
In first conditional sentences, the structure is
usually: if/when + present simple >> will + infinitive.
It is also common to use this structure with unless, as long as, as soon as or in case instead of if.
I'll leave as soon as the babysitter arrives.
I don't want to stay in London unless I get a well-paid job.
I'll give you a key in case I'm not at home.
You can go to the party, as long as you're back by midnight.

Second conditional:
The second conditional is used to imagine
present or future situations that are
impossible or unlikely in reality.
If we had a garden, we could have a cat.
If I won a lot of money, I'd buy a big
house in the country.
I wouldn't worry if I were you.
The structure is usually: if + past simple
>> + would + infinitive.
When if is followed by the verb be, it is
grammatically correct to say if I were, if
he were, if she were and if it were.
However, it is also common to hear these
structures with was, especially in
the he/she form.
If I were you, I wouldn't mention it.
If she was prime minister, she would
invest more money in schools.
He would travel more if he was younger.
Third conditional: sentences are used to
explain that present circumstances would
be different if something different had
happened in the past. Look at the following examples:
If you had told me, you needed a ride, I would have left earlier.
If I had cleaned the house, I could have gone to the movies.
These sentences express a condition that was likely enough but did not actually happen in the past. The speaker in
the first sentence was capable of leaving early but did not. The speaker in the second sentence was capable of
cleaning the house but did not. These are both conditions that were likely but (regrettably, in these cases) did not
happen.
Note that when using the third conditional, we use the past perfect (i.e., had + past participle) in the if-clause.
The modal auxiliary (would, could, should, etc.) + have + past participle in the main clause expresses the
theoretical situation that could have happened.
Consider these common mistakes when applying the third conditional:

Incorrect: If you would have told me you needed a ride, I would have left earlier.
Correct: If you had told me you needed a ride, I would have left earlier.
Explanation: With third conditional sentences, do not use a modal auxiliary verb in the if-clause.
Incorrect: If I had cleaned the house, I could go to the movies.
Correct: If I had cleaned the house, I could have gone to the movies.
Explanation: The third conditional expresses a situation that could have happened in the past only if a certain
condition had been met. That’s why we use the modal auxiliary verb + have + the past participle.
Peer Checking: Learners will exchange the worksheet to peer check the answers. 5min
Learners will share the answers with the class, from the worksheet they have attempted. 3min
Conditionals worksheet
Extended Task:
Workbook session, 8.4 practice
Home Assignment:

Lesson Evaluation

__________________________________________________________________________________
What went well:

__________________________________________________________________________________
__________________________________________________________________________________
Even better if?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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The City School

 Reading Comprehension: Understand passages  Accurate Question Answering: Respond accurately to

Plenary/Wrap Up: Duration

Century Nuggets: N/A

If not, specify the reason:

What went well:

TCS DK/ PLANNER/2023-24

TCS DK/ PLANNER/2023-24

TCS DK/ PLANNER/2023-24

-The teacher will organize the students

Plenary/Wrap Up: Duration

Century Nuggets: N/A

If not, specify the reason:

What went well:

TCS DK/ PLANNER/2023-24

TCS DK/ PLANNER/2023-24

 Clarity and coherence in presenting events or experiences.

Subject specific & cross – curricular linkages: Resources:

TCS DK/ PLANNER/2023-24

5. Evaluation (if applicable)

Plenary/Wrap Up: Duration

Class Assignment: Duration

TCS DK/ PLANNER/2023-24

Century Nuggets: N/A

If not, specify the reason:

What went well:

Students who need extra support: (Mention Subsequent Planning:

The City School

1. The cat swiftly jumped over the fence.

Plenary/Wrap Up: Duration

TCS DK/ PLANNER/2023-24

Century Nuggets: N/A

If not, specify the reason:

What went well:

The City School

TCS DK/ PLANNER/2023-24

Consider these common mistakes when applying the third conditional:

Century Nuggets: N/A

If not, specify the reason:

What went well:

TCS DK/ PLANNER/2023-24

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