ompleting the

spider diagram.

LUCID FLOW CHART

SELF PACED LEARNING ALGORITHM

Follow the directions at your pace in the algorithm

page in your file to achieve your Target

NO

How do I infer the information, events or ideas from texts

using the imagery?
No

yes All relevant resources are uploaded in MS TEAMS FILES.

LEARNING Post your status of learning progression on Padlet.com.
MENU

No
yes yes
Reattempt the Self Achieved the
Plenary/ Revisit assessment PLENARY WALT
the concept
No
 LESSON 1 ( Secondary)
• Subject : ENGLISH
• CLASS: Y 8
• Date: 12-09-2022
• TOPIC: Reading Analysis
• Key Learning Area: Reading and writing
 STARTER 3 minutes

Watch the video attentively and define in

your words what does inference mean?

An inference is an assumed fact based

on available information. It is using
observation & background to reach a
logical conclusion.
For example, if you see someone eating
new food and he or she makes a face,
then you infer he does not like it. Or if
someone slams a door, you can infer that
she is upset about something.
 1 minute
Lesson focus Question (LFQ) :
How do I infer the information, events or ideas from texts using the
imagery?
SYLLABUS:
READING ANALYSIS
WALT:
• To identify sensory details and imagery.
• To deduce, infer or interpret information, events or ideas from texts using the imagery.
• To analyze how a writer’s use of imagery affects meaning.

WILF:
• I am able to Identify sensory details and imagery. (GRADE-C/below)
• I am able to deduce, infer or interpret information, events or ideas from texts using the imagery. (GRADE-B)
• I am able to analyze how a writer’s use of imagery affects meaning. (GRADE-A/A*)
 MINI –ACTIVITY: 3 minutes
Sample Response
 The writer creates the image of a scary place, like a
forest. This is an isolated area as there are not
many lights – “the moonlight” this seems to be the
only light available.

The mist creeps up to the gate and closer to  The writer is trying to make sure the reader is
us all the time, the cold whispers of the wind
afraid. “the mist creeps” something creeping
blow against my bare skin. Threatening trees
toward you can be scary. The writer is trying to
create a sense of fear in the reader, I know this
highlighted in the path of light, temporarily from the quote “the mist creeps up” personifying
created by the glistening moon which the mist ensures the reader is aware of the
ensures we are forced to look in only one presence created by the mist.
direction, even if we wish to go another way.

Imagery is the author’s use of language that  The writer uses words like “bare skin” making the
appeals to the five senses(sight,hear,taste,smell reader think the person is not properly dressed
and touch) in order to help the reader imagine and then is vulnerable. Also the word “forced”
what is being described. suggests the person has no control over what is
going on.
Mini-Plenary :3 minutes

• Now Quickly go to
https://quizizz.com/join

Teacher will share the code of Quizizz

 Reading : 5 minutes

READ THE PASSAGE CAREFULLY (Text 5C,page :68, ENGLISH

COURSEBOOK) AND ANSWER THE QUESTIONS GIVEN IN THE NEXT
SLIDE IN YOUR NOTEBOOK.
INSTRUCTIONS: Choose the tasks of your bias and target grade .Write your response in the note book.(15-20 Minutes)
Blooms / Grades
Learning Applying Analysing Evaluating/Creating
Style Use the information Take Apart Judge it

List out the imagery created The aim of the passage is Pick out three powerful
by writer in the text. Pick to create a sense of words/phrases from the text
out the phrases to support exclusion and loneliness. that create the feeling of
your answer. Which images or ideas sympathy for the
did you find the most narrator?Explain how each
powerful? Can you word or phrase selected is
explain why? used effectively in the
context. Write the analysis in
detail in your English note
book. Word limit:50-100
 SAMPLE ANSWER POINTS
Blooms / Grades

Learning Applying Analysing Evaluating/Creating

Style Use the information Take Apart Judge it

TASK 1 • ‘only one left’ I peered through a crack

• sound – ‘The metal gate clanged • ‘Nobody had come for me’ Eventually I was the only one left.
shut’ • ‘Not a person was in sight’
• sight – ‘I watched my classmates • ‘nobody was coming to pick The young child is abandoned at
disperse me up the end of a traumatic new
• touch – ‘I pushed against the experience of starting school, in
massive iron gate’ contrast to the other children
who are collected lovingly. She is
shut out of the protection of the
school where she feels out of
place and unnoticed.
 TIME : 5 MIN
PLENARY- LEARNING REFLECTION

Evaluate your work on the basis of the sample answer and re-write it if necessary. Based on the score
that you got, write WWW and EBI for you.
 ompleting the
spider diagram.

LUCID FLOW CHART

SELF PACED LEARNING ALGORITHM

Follow the directions at your pace in the algorithm

page in your file to achieve your Target

NO
How do I apply Present Tense & Past Tense to improve my
writing?

No

yes All relevant resources are uploaded in MS TEAMS FILES.

LEARNING Post your status of learning progression on Padlet.com.
MENU

No
yes yes
Reattempt the Self Achieved the
Plenary/ Revisit assessment PLENARY WALT
the concept
No
 LESSON 2 ( Secondary)
• Subject : ENGLISH
• CLASS: YR8
• Date:13/09/2022
• Topic: Simple Present and Simple Past
• Key Learning Areas: Grammar
 Is this sentence written in the present tense or past tense?

John plays tennis every morning.

 Lesson focus Question (LFQ) :
How do I apply Present Tense & Past Tense to improve my
writing?
SYLLABUS: SIMPLE PRESENT TENSE AND SIMPLE PAST TENSE

WALT:
• To identify simple present and simple past.
• To apply simple present and simple past in sentence.

• WILF:
I will be able to identify simple present and simple past . (GRADE-B/C)
I will be able to apply simple present and simple past in sentence. (GRADE-A/A*)
 Help sheet

Present Simple Tense Past Simple Tense

Subject Verb Subject Verb
Affirmative walk walked
I,you,they,we I, you, they, we
Negative don’t walk didn’t walk
Affirmative He, she, it, walks He , she, it, proper walked
Negative proper noun doesn’t walk noun didn’t walk

Present Simple Tense Past Simple Tense

Auxiliary Subject Verb Auxiliary Subject Verb
Do I/you/they/we Walk? I/you/they/we/he/
Interrogative(?) Interrogative(?)
Did she/it Walk?
(Closed Questions) Does He/she/it Walk?

Present Simple Tense Past Simple Tense

Verb to Be Subject Adjective Verb to Be Subject Adjective
Am I Cold? Interrogative(?)( Was I/she/he/it Cold?
Interrogative(
Are You/they/we Cold? Closed
?) Were You/we/they Cold?
Is He/she/it Cold? Questions)
Mini Activity – Pair work (3 minutes)

Identify the tenses whether they are in simple present or simple past and give reasons .
Define each tense in your own words with the help of given examples.

Present simple tense

Past Simple Tense
Mini-Plenary: How can you differentiate both sentences in different tenses? Can you define each tense
in your own words with the given sentences? 3 minutes

• - Present simple tense

The present simple tense is used to talk about routines, facts, states that are
permanent, and things that are true.

• Past simple tense

The past simple tense is used to talk about completed actions, regular actions,
and successive actions in the past.
 Choose the task corresponding to your ‘Target Grade”.

Choosing tasks that supports your learning style will enable maximum progress.

After finishing your ‘Target Grade’ task ‘Progress’ to the next level. Reaching ‘A*’ is the ultimate
target.

Students with Even bias can attempt either Spatial or Verbal bias tasks.

Choose 2 more tasks for your home learning, preferably from a different learning style
INSTRUCTIONS: Choose the tasks based on target grade .Write your response in the note book.(15-20 Minutes)
Blooms / Grades

Applying / Analysing / Evaluating /

Use the information Take Apart Judge it

Choose the correct form of the Read the following story: Tick the correct form of the verb in these sentences.
verb: use simple present and Bob is a young sailor. He lives in England, but he is often away 1. We (selled/sold) our car.
simple past with his ship. One summer he comes back from a long voyage and 2. I (heard/heared) a noise.
1.I_________ to do that last finds new neighbors near his mother’s house. They have a pretty 3. The man (lost/losed)his way.
Monday ( want) daughter, and Bob soon loves her and he wants to marry her when 4. He (met/meeted) his uncle.
2.You were there, he comes back. Bob promises the girl to send a present from every 5. I (writed/wrote) a letter to my friend.
I _____________you ( see) port. Bob’s first port is Capetown in Africa, and he sends the girl a Fill in the correct verb forms.
3.Lisa________5 years old ( be) parrot from there. The parrot speaks three languages. When Bob’s I love travelling in the country, but I _________________
4.Does she _______ chocolate? ship reaches Australia, a letter comes from the girl. The letter says, (NOT LIKE) losing my way. I _________________ (GO)
( like) “Thank you for the parrot, Bob. It tastes much better than a on a trip the other day, but my trip took me longer than I
5.Sarahi __________the chicken.” _________________ (EXPECT). 'I'm going to Woodford
questions ( not - answer) Use THE SIMPLE PAST: Green’, I _________________ (SAY) to the conductor as I
6.It was hot in the room, so Bob was a young sailor. He lived in England, but he was often _________________ (GET) on the bus, 'but I
I______ the window ( open) away with his ship. _________________ (NOT KNOW) where it is.' - ‘I will
7. The film was very long, it …………………………………………………………………… tell you where to get off,' _________________
___________ at 7:15 and …………………………………………………………………… (ANSWER) the conductor. I _________________ (SIT) in
finished at 10:00( start) …………………………………………………………………… front of the bus to get a good view of the countryside. After
8._____You_________ around …………………………………………………………………… some time, the bus _________________ (STOP). I realized
the world every year ( travel ) …………………………………………………………………… with a shock that I _________________ (BE) the only
9._____________________me? …………………………………………………………………… passenger left on the bus. 'You _________________
( she/he -want) (MUST, GET) off here', the conductor said, ‘This is as far
as we go.' We are going back now,' _________________
(SAY) the conductor.
PROGRESS CHECK: Self- ASSESSMENT (POSSIBLE ANSWERS )5 Minutes. Post your answers in the Padlet link
You have to evaluate your response based on the sample responses given in the slide.
Blooms / Grades

Applying Analysing Evaluating /

Use the information Take Apart Judge it

wanted Bob was a young sailor. he lived in Tick the correct form of the verb in these sentences.
saw england, but he was often away with 1. We sold our car.
is his ship. 2. I heard a noise.
like One summer he came back form long 3. The man lost his way.
Does not answer voyage and found new neighbors near 4. He met his uncle.
opened his mother's house. they had a pretty 5. I wrote a letter to my friend.
started daughter, and bob soon loved her and Fill in the correct verb forms.
travel he wanted to marry her when I love travelling in the country, but I DON’T LIKE (NOT
Does she want he came back. bob promised the girl LIKE) losing my way. I WENT (GO) on a trip the other day,
to sent a present from every port. but my trip took me longer than I EXPECTED (EXPECT). 'I'm
Bob's first port was capetown in Africa going to Woodford Green’, I SAID (SAY) to the conductor as I
, and he sent the girl a parrot from GOT (GET) on the bus, 'but I DON’T KNOW (NOT KNOW)
there. The parrot spoke three where it is.' - ‘I will tell you where to get off,' ANSWERED
languages. When Bob's (ANSWER) the conductor. I SAT (SIT) in front of the bus to
ship reached Australia, a get a good view of the countryside. After some time, the bus
letter came from the girl. The STOPPED (STOP). I realized with a shock that I WAS (BE) the
letter said, "Thank you for the parrot, only passenger left on the bus. 'You MUST GET (MUST, GET)
Bob. It tasted much better than a off here', the conductor said, ‘This is as far as we go.' We are
chicken." going back now,' SAID (SAY) the conductor.
 TIME : 5 MIN
PLENARY- LEARNING REFLECTION

Evaluate your work on the basis of the sample answer and re-write it if necessary. Based on the score
that you got, write WWW and EBI for you.
 ompleting the
spider diagram.

LUCID FLOW CHART

SELF PACED LEARNING ALGORITHM

Follow the directions at your pace in the algorithm

page in your file to achieve your Target

NO

How do I incorporate punctuation marks and capitalization

effectively in my sentences?
No

yes All relevant resources are uploaded in MS TEAMS FILES.

LEARNING Post your status of learning progression on Padlet.com.
MENU

No
yes yes
Reattempt the Self Achieved the
Plenary/ Revisit assessment PLENARY WALT
the concept
No
 LESSON 3 ( Secondary)
• Subject : ENGLISH
• CLASS: Y8
• Date: 14/09/2022
• Topic:Punctuation
• Key Learning Areas:Grammar
 Starter :Class Discussion (5 Minutes) Choose correct answer for the following questions.

1. Which of the following is correct?

a. My pin number has two 5's. It's easy to remember.
b. My pin number has two 5s. It's easy to remember.

2. Which of the following is correct? Check Your Answer:

a. The weather this winter has been: windy, wet, and unpredictable.
b. The weather this winter has been windy, wet, and unpredictable. 1. My pin number has two 5s. It's easy to
remember. (b)
3. Which of the following is correct? 2. The weather this winter has been
a. Waiting for the storm to stop I was anxiously looking out the window. windy, wet, and unpredictable.(b)
b. Waiting for the storm to stop, I was anxiously looking out the window. 3. Waiting for the storm to stop, I was
anxiously looking out the window.(b)
4. Which of the following is correct? 4. Harvey is a good driver; moreover, he
a. Harvey is a good driver, moreover, he is a very friendly one. is a very friendly one.(c)
b. Harvey is a good driver. Moreover he is a very friendly one.
c. Harvey is a good driver; moreover, he is a very friendly one.
Lesson focus Question (LFQ) :
How do I incorporate punctuation marks and capitalization effectively in my
sentences?
SYLLABUS: PUNCTUATION

WALT:
To identify the use of capitalization, fullstop,commas,semi colon,colon,dash and speech marks
in my writing .
To use capitalization, fullstop,commas,semi colon,colon,dash and speech marks in my writing .

WILF:
I will be able to identify the use of capitalization, fullstop,commas,semi colon,colon,dash and
speech marks in my writing .(C/B)
I will be able to use capitalization, fullstop,commas,semi colon,colon,dash and speech marks in
my writing .(A/A*)
Mini-activity: 5 minutes
Mini-activity: Class Discussion 4 minutes
Carefully examine the sentences given below and discuss the effect of the punctuation marks used in the sentences.

1. I looked up, and there he was — the same guy from the gym and the party.
2. There was only one possible word to describe how I felt at that moment — like a pile of mush.
3. Balloons appeal to children, who like bright colours.
4. If the person whom you are looking for isn’t available , the receptionist who is always at the front desk will
take a message.
5. “I’ve already seen it,” John replied.

We use Dash when you need

to interject something, and you
Now , discuss the use of the remaining punctuation
want to draw attention to it, or
when you need to explain or
clarify something.
INSTRUCTIONS: Choose the tasks of your bias and target grade .Write your response in the note book.(15-20 Minutes)
Blooms / Grades

Applying / Analysing / Evaluating /

Use the information Take Apart Judge it

Take out your English Take out your English Workbook and Take out your English Workbook
Workbook and answer the answer the following exercises: and answer the following exercises:
following exercises: 1. Complete exercise 4 from page 1. Complete exercise 8 a)
1. Complete exercise 84 from page 86,
6 from page 85
PROGRESS CHECK-
INSTRUCTIONS: SELF
Choose the ASSESSMENT (CHECKLIST
tasks of your bias )5 Minutes
and target grade .Write your response in the note book.(15-20 Minutes)
You have to evaluate your response based on the sample responses given in the slide. For some questions, your response may vary, then you can check whether
your responses are approximately matching with the sample responses given here or not.
Blooms / Grades

Applying / Analysing / Evaluating /

Use the information Take Apart Judge it
Zorbing is one of the latest 4 a Balloons appeal to children, who like bright colours. (It Not always was the Kangaroo as now we do behold him, but a
extreme sports: it makes you is assumed that all children Different Animal with four short legs. He was grey and he was
feel as though you are travelling like bright colours.) woolly, and his pride was inordinate: he danced on an outcrop
in a hamster’s exercise ball. You b Children who like nonsense also like magic. in the middle of Australia, and he went to the Little God Nqa.
can do it over land or water. It c The word which comes to mind is ‘crazy’! He went to Nqa at six before breakfast, saying, “Make me
may seem mad, but it is d If the person whom you are looking for isn’t available, different from all other animals by ve this afternoon.”Up
surprisingly popular in New the receptionist, who is always at the front desk, will take jumped Nqa from his seat on the sand at and shouted, “Go
Zealand – and elsewhere. Just a message. away!”
remaining e I don’t know which is worse: the student who is always He was grey and he was woolly, and his pride was inordinate:
upright is a great achievement. late, or the student who never does any homework. he danced on a rockledge in the middle of Australia, and he
Basically, you hurtle down a hill 7 a There were many things I had to remember to pack for went to the Middle God Nquing.He went to Nquing at eight
in nothing more than an in the bike trip: antimalaria tablets; sticking plasters in case after breakfast, saying, “Make me different from all other
atable ball as protection; the of accidents; sunscreen and a sunhat; waterproof animals; make me, also, wonderfully popular by ve this
inner capsule, suspended on clothing; plenty of water. afternoon.”Up jumped Nquing from his burrow in the spinifex
nylon strings,protects you from b He would always remember the Scout motto: ‘Be and shouted, “Go away!”He was grey and he was woolly, and
the bumps on your head-over- prepared’; it had not changed since 1910. his pride was inordinate: he danced on a sandbank in the
heels ride. c This is a famous quotation by Julius Caesar: I came; I middle of Australia, and he went to the Big God Nqong. He
saw; I conquered. went to Nqong at ten before dinner-time, saying, “Make me
d Many times the wolf approached the edge of the farm; different from all other animals; make me popular and
many times it hid in fear: it was the primeval fear of wonderfully run after by ve this afternoon.”
humans. Up jumped Nqong from his bath in the salt-pan and shouted,
e There are many kinds of nonsense verse: poems with “Yes, I will!”
made up or silly words in; poems which are about things
which cannot happen or are illogical; poems which don’t
make sense at all.
Plenary questions
• Now Quickly go to

https://quizizz.com/join

Go to chatter in your classroom to receive the code.

 ompleting the
spider diagram.

LUCID FLOW CHART

SELF PACED LEARNING ALGORITHM

Follow the directions at your pace in the algorithm

page in your file to achieve your Target

NO

How do I infer and interpret the ideas from the given text?

No

yes All relevant resources are uploaded in MS TEAMS FILES.

LEARNING Post your status of learning progression on Padlet.com.
MENU

No
yes yes
Reattempt the Self Achieved the
Plenary/ Revisit assessment PLENARY WALT
the concept
No
 LESSON 4 ( Secondary)
• Subject : ENGLISH
• CLASS: Y 8
• Date: 15/09/2022
• Topic: Reading comprehension
• Key Learning Areas: Reading
Starter :Class Discussion (3 Minutes)

“Peggy slammed the door shut behind her and stomped down the
stairs.”
Q. What do you infer from the given statement?

Peggy was upset and angry.

 Lesson focus Question (LFQ) :
How do I infer and interpret the ideas from the given text?
SYLLABUS: READING COMPREHENSION

WALT:

• To locate, synthesis and select information from the given text.

• To Infer ideas stated in the text.
• WILF:
• I will be able to locate, synthesis and select information from the given text.(Grade C/B)
• I will be able to Infer ideas stated in the text.(Grade A/A*)
Mini-Activity :Pair work (4 Minutes).
Discuss with your partner and write down the correct answer in the notebook with reasons.
1.Facts
2.Inference
3.Inference
4.Inference
5.Inference

1.No
2Yes
3. Yes
4.Yes
5.No
Mini-Activity :Pair activity (4 Minutes).
Discuss with your partner and write down the correct answer in the notebook with reasons.

People are always less happy to accept scientific data they feel contradicts their preconceived beliefs. No surprise here;
no human likes to be wrong. But science isn't supposed to care about preconceived notions. Science, at least good
science, tells us about the world as it is, and not as some wish it to be. Sometimes what science finds is consistent with a
particular religion's wishes. But usually it is not.

What can be inferred about good science? Select the correct Answer to the above question is option 2 and this can be
answer from the given options with reason drawn on the basis of the line “But science isn't supposed to
a) A good science is well received by the educated people. care about preconceived notions. Science, at least good
b) A good science is based on concrete results obtained science, tells us about the world as it is and not as some wish it
through testing the hypothesis. to be".
c) A good science and religion are same.
d) A good science will always prove the general populace Option 1 is wrong as there is no relevant point in the passage
wrong. to draw this conclusion.
Option 3 is too farfetched and it may not be always true for
science and religion to be same.
Option 4 is wrong as there is no fact in the passage to support
this option.
 4 minutes
Read the passage carefully and answer the questions given on the next slide
INSTRUCTIONS: Choose the tasks of your bias and target grade .Write your response in the note book.(15-20 Minutes)

Blooms / Grades

Applying / Analysing / Evaluating /

Use the information Take Apart Judge it

a. State the circumstances a) How did Ama Atta’s friends react to a) …. at her beck and call
that made Ama Atta decide to her refusal to attend the party? I. What figure of speech is
hawk her materials. b) What prevented the ‘smart’ retailers used in the expression
b. Why could Ama Atta not from carrying out their evil above?
continue hawking her intention? II. What does it mean?
materials herself? c) What made the retailers stay in the b) For each of the following
c. What was Ama Atta’s real hawking business? words find another word or
reason for not going to the d) ….. who came to her shop phrase which means the same
party? I. What is the grammatical name as the word and can replace it
given to this expression? in the passage:
II. What is its function? i. Incredible;
ii. Enthusiasm;
iii. Upset;
iv. Embraced;
v. Unduly.
PROGRESS CHECK-
INSTRUCTIONS: SELF
Choose the ASSESSMENT (CHECKLIST
tasks of your bias )5 Minutes
and target grade .Write your response in the note book.(15-20 Minutes)
You have to evaluate your response based on the sample responses given in the slide. For some questions, your response may vary, then you can check whether
your responses are approximately matching with the sample responses given here or not.
Blooms / Grades

Applying / Analysing / Evaluating /

Use the information Take Apart Judge it
a) Her sales dwindled and she was a) They reacted angrily. a) i) Metaphor
finding it difficult to make ends meet. b) The vigilance of their colleagues ii) Ready to serve her or; it
b) She felt exhausted whenever she made it difficult for them to means charity was always
hawked. execute their evil plots. prepared to serve Ama Atta.
c) She didn’t have money to spend. c) Ama Atta paid them well and they b) i) incredible--unbelievable
were proud of hawking cloth. ii) Enthusiasm— great
d)i) Adjectival clause interest/eagerness/joy
ii) It is qualifying the noun ‘’people’’ iii) Upset— disturbed
iv) Embraced—
welcomed/accepted
v) Unduly— unnecessarily
 TIME : 5 MIN
PLENARY- LEARNING REFLECTION

What did I learn today ?

Evaluate your work on the basis of the sample answer provided and write down your WWW and EBI.

You can write WWW and EBI based on the given points below:
• Identify the implied meanings used in the text.
• Analyse explicit and implicit meanings and comment on the effect from the given text.