Name of Teacher: Saima Amjad 8A&B Subject: English

Topic: A Tale of Two cities Duration: 80 mins Date/Week: 4 24th to 28th 2022

Attainment Target:

 Read content that is structured in different ways and read for a range of purposes. (R)
 Identify how issues and themes are presented to reflect on the writer’s ideas and motivation, exploring distinctive features such as development of plot and
overall impact. (R)
 Explore, derive and interpret information from a variety of sources. (R)
 Develop an appreciation and love of reading, and read increasingly challenging material independently. (R)
 Use persuasive and appropriate logic and reasoning, and formal structure to discuss all issues. (S)
 Read sections of text to explore
 theme, setting, characters and plot. (R)
 Identify how issues and themes are presented to reflect on the writer’s ideas and motivation; explore distinctive features, development of plot and overall
impact. (R)
 Understand increasingly challenging texts through making inferences and referring to evidence in the text. (R)
 Read critically through recognizing the use of rhetorical and literary devices to understand the impact. (R)
 Use language to explore and interpret different themes, characters. (S)
 Read sections of text to explore theme, setting, characters and plot. (R)
 Identify how issues and themes are presented to reflect on the writer’s ideas and motivation; explore distinctive features, development of plot and overall
impact. (R)
 Understand increasingly challenging texts through making inferences and referring to evidence in the text. (R)
 Read critically through recognizing the use of rhetorical and literary devices to understand the impact. (R)

Learning Outcomes:
Students will be able to: Read the text through SQ4R

Answer the question related to the chapters

By completing the routine lesson.

Content and Teacher’s Activity Students’ Activity Time Learning Formative
WALT: Comprehend the chapters and answer the questions 80mins Material and Assessment
WILF: Discuss the main events of 3 chapters and answer the Resources
given questions.
Sharing their
understanding
Starter Activity:
 How you have found Dickens way of writing this novel? Students will share their
whole class discussion… all responses to be recorded… understanding of the chapter
among the groups. Each
member will share their
 understanding within the
The class will be formed in groups of 3. They will discuss the main event
group.
Students response
of the given 3 chapters and will write them on the flipchart.
.
students will respond
and discuss.
Whole Class Activity: Teacher will engage students in a whole class
discussion and will ask:

Chapter 6: The Shoemaker

1.What is Dr. Manette’s condition?
2.What does Dr. Manette say his name is?
3.What is the significance of what he says?
4.What helps Dr. Manette begin to remember his past? Writing sentences about
5.How soon do they decide to leave France? Students will write a few
chapter 4
6.Why does Mr. Lorry refer to “business” again? sentences to summarise their
7.What is Lucie’s “strength” in this chapter? understanding of the chapter
8.What is the importance of Dr. Manette returning to the shoe he is
making? My Understanding of
9.What does Mr. Lorry say to DR. Manette?
the Chapter
10.What is the nature of Dr. Manette’s reply? What function does his reply
serve regarding the plot?
Answers
1. Dr. Manette is weak and feeble. He cannot remember his past; he
cannot even remember his
name.
2. He says “One Hundred and Five, North
Tower.” Completing worksheet
This is the number of his prison cell and an illustration of how his long Students will read chapter 5
imprisonment has stolen his
in groups
in groups They will complete
identity.
4. Lucie shows that she loves him by showering him with affection.
the SQ4R worksheet
5. They decide to leave France immediately.
6. He refers to “busi
ness” because he may be trying to deny that he is forming a personal students will complete
connection the whole class activity
with the Manettes. and the written task.
7. Her strength is that her love is able to do good for instance, helping her
father remember his past.
8. This shows that he has a long way to go in recalling his past as a
doctor.
9. Mr. Lorry asks Dr. Manette, “I hope you care to be recalled to life?” Answering the
10. Dr. Manette replies, “I can’t say.” This leaves the plot dangling, urging
the reader on to the next installment. students will complete the questions
Book the Second: The Golden Thread AFL Activity.
Chapter 1: Five Years Later & Chapter 2: A Sight
1.How is Tellson’s Bank described at the beginning of the chapter? By completing the
2.What is the eighteenth century view of the death penalty in England? routine lesson.
3.Why does Jerry Cruncher call his wife “a conceited female,” and what is
her reaction to this?
4.What is the significance of the striking physical resemblance between
Jerry Cruncher and his son?
5.Why is there such a large crowd in the courtroom?
6.What does Jerry Cruncher ask the man who assumes that Darnay will
be found guilty?
7.Why do all eyes in the courtroom turn to Lucie Manette?
8.How is Lucie Manette different from those around her in the courtroom?
9.How is this strength undermined?
10.On what suspenseful note does the chapter end?
Answers
1.Tellson’s Bank is an unchanging, oldfashion
ed place, proud of its dirtiness and ugliness.
2.The death penalty was in great use for even minors.
3.He calls her conceited because he assumes that she thinks her prayers
are worth something. She tells him that the prayers come from her heart,
and that is all that they are worth.
4.This shows that young Jerry will probably end up just like his father,
stuck rigidly in a low social class.
5.The crowd is large because many people wish to see a public execution.
6.He asks this man if he means “if” they find the defe
ndant guilty. The man assures Cruncher that the jury will find him guilty.
7.All eyes turn to her because of the striking expression of fear and
compassion on her face.
8.She is one of the few people in the courtroom who are able to feel pity
for the prisoner.
9.Her moral strength is undermined by her physical weakness, shown by
her need to cling to her father.
10.We learn that, although Lucie feels compassion for the prisoner, she is
a witness agains
Written Work:

Following questions will be given as writing task.

● Why does the author emphasize the faintness of Dr. Manette's

voice?
● What does the eerie calm and concentrated focus of Madame
Defarge convey about her?
● Who is the golden thread and what does the golden thread stand
for?
● How does Stryver discredit the prosecution's first witness, John
Barsad?
 ● What is suspicious about the Crown's evidence? What damage
does Lucy's do?
● What negative impressions does the reader get of Sydney Carton?
Wrap up: 3-2-1

‘
Name of Teacher: Saima Amjad 8A&B Subject: English

Topic: Narrative Writing (Reinforcement) Duration: 40 mins Date/Week: : 4 31st February to 4th Feb 2022

Attainment Target:

 Writing for different purposes-narrative

 Use planning, drafting and editing strategies to present own work and critically analyse, anticipating readers’ reaction
Learning Outcomes:

Students will be able to:

Write a narrative on the given topic using the graphic organizer. (300-350 words)
By completing the routine lesson.
Content and Teacher’s Activity Students’ Activity Time Learning Formative
WALT: Writing narrative using the elements of narrative 80mins Material and Assessment
writing Resources
WILF: writing a narrative (300-350 words) Write a narrative on the
given topic using the
Starter Activity: Recap: graphic organizer.
 Recall the elements of narrative writing. students will respond (300-350 words)
whole class discussion… all responses to be recorded… and discuss.
By completing the
routine lesson.
Written Work: Criteria will be shared with students.

Criteria for narrative writing Marks

Allocated
students will write a
Hook 1
narrative
Content (relevance to the topic) 1

Orientation, complication & resolution 2

 Paragraphing 1

Sentence structure (grammatically sound and 2

meaningful sentences)

Use of wide ranging vocabulary and pitchforking. 2

Accurate use of punctuation 1

Total 10

write narrative writing with the help of last day graphic

organizer.

i. Topic: “Sarah never knew what hit her……….”

students will complete the
AFL Activity.
.

AFL: 3-2-1

Name of Teacher: Saima Amjad 8A&B Subject: English

Topic: My Return (Comprehension) Duration: 80 mins Date/Week: 4 31st to 4th Feb 2022

Attainment Target:


Read content that is structured in different ways and read for a range of purposes. (R)

Identify how issues and themes are presented to reflect on the writer’s ideas and motivation, exploring distinctive features such as development of plot and
overall impact. (R)
 Explore, derive and interpret information from a variety of sources. (R)
 Develop an appreciation and love of reading, and read increasingly challenging material independently. (R)
 Use persuasive and appropriate logic and reasoning, and formal structure to discuss all issues. (S)
Learning Outcomes:

Students will be able to:

Critically analyse the text
Answer the comprehension questions
Change active speech into passive
By completing the routine lesson.
Content and Teacher’s Activity Students’ Activity Time Learning Formative
WALT: Comprehend the main idea of the text 80mins Material and Assessment
WILF: Answer the questions on the text Resources

Starter Activity: If you get a time machine in which era you students will respond Students will be able to:
would like to go? and discuss. Students will be able to:
Whole Class Activity: Discussion on the presentation. Critically analyse the
Poem Recitation: Students will take turns text
Students will read the
Answer the
passage comprehension
Written Work: questions
Answer the comprehension questions on pg 105 (question 1-5) Answer the questions Change active speech
Change the active speech sentences into passive (pg 43 of
into passive
workbook) students will complete the
AFL: Exit ticket AFL Activity. By completing the
routine lesson.

Name of Teacher: Saima Amjad 8A&B Subject: English

Topic: Science Fiction Duration: 80 mins Date/Week: 4 31st to 4th Feb 2022

Attainment Target:

 Write for a wide range of purposes and audiences to narrate, recount, describe, inform/explain, layout a procedure, argue and persuade by drawing on their
knowledge of conventions of the genre. (W)
Learning Outcomes:

Students will be able to: To write a science fiction (300-350)

By completing the routine lesson.
Content and Teacher’s Activity Students’ Activity Time Learning Formative
WALT: Comprehend the features of science fiction 80mins Material and Assessment
WILF: Writing a science fiction story Resources

Starter Activity: Write the word Paracosm on board and students will respond Students will be able to:
ask students its meaning and discuss.
Paracosm is a phenomenon where a detailed, imaginary Writing a science
world is created in one's mind. ... Sometimes people take fiction story
Students will read the
their imagination and their fiction world beyond limits which By completing the
passage
leads to a condition called, Paracosm routine lesson.
Whole Class Activity:
Ask Students to read science fiction story on pg 108 as a Writing a science fiction
sample writing. story
Discussion on science fiction elements. students will complete the
Written Work: AFL Activity.
Write a science fiction story (300-350)
The following ideas can be given to students
space travel, time travel, utopias and dystopias, and
encounters with alien beings
AFL: Exit ticket