Lahore Grammar School
Grade lII
English Assigned Work - IB
3 February 2025 - Monday, 7 February 2025 – Friday
rd st
Day Lesson Resources
Lesson 1&2 Objectives of the lesson:
Comprehension Students will be able to:
• Develop their thinking skills about what type of
stories will be there in the new reader
• Read the story and retain important information
• Develop their descriptive writing skills by pretending
to be one of the characters in the story.
• Make sentences of words from the vocabulary list
• Answer the comprehension questions
Dictation:
The teacher will take dictation of the following vocabulary
words:
• orbiting
• whizzing
• quarter
• rocket
• instruments
• kilometre
• television
• satellite
• weather
• Sputnik
Book: Tales we like
Story: The vinegar bottle
Provocation:
Students will go through the book cover of the new reader.
By using their imagination, they will share their ideas of
what the reader will be about. They will talk about the
vibrant characters and skim through the illustrations from
the inside of the reader as well.
Students will complete the ‘see, think, wonder’ exercise:
Reading
The students will take turns to read the story out loud with
their peers. Each student will be asked to come towards the
speaker’s corner when it is their turn to read. The teacher
should ask questions after every couple of pages to make
sure that the students are completely involved, attentive
and do not have any confusions about the story.
Task 1:
Vocabulary:
Ask students to write down their index:
Ask students to write down their index:
Date Index
The vinegar bottle - vocabulary
Words Sentences
Students will be asked to make sentences of the following
words:
1. cottage
2. vinegar
3. unhappy
4. forest
5. wand
Comprehension questions:
Answer in sentences:
1. What would you say if you were the fairy in the story
‘the vinegar bottle?’ Write about why you made the
old woman’s wishes come true. How did you feel
when she didn’t like living in the palace?
Students will illustrate a scene related to the story in their
copy.
Task 2:
Language workbook page 43
Book: Tales we like
Story: One-eyed Jack (reading only)
Reading
The students will take turns to read the story out loud with
their peers. Each student will be asked to come towards the
speaker’s corner when it is their turn to read. The teacher
should ask questions after every couple of pages to make
sure that the students are completely involved, attentive
and do not have any confusions about the story.
After reading the poem, students will complete the given
VTR encouraging them to use their thinking skills:
Lesson 3&4 Objectives:
Poetry 1. understand the concept of writing Cinquan poem
2. write an acrostic poem on the given topic
Brainstorming:
The teacher will show a power point slideshow and share
rules for writing a Cinquan poem with the students, along
with a few examples of Cinquan poem.
After watching the power point slideshow, students will
write the definition of the cinquan poem along with an
example, in their copy.
Examples of a cinquan poem will be shared with students on
the white board:
Topic: Lobster
Follow-Up: After watching the slideshows, brainstorm
further by asking relevant questions discussing descriptive
words or phrases that they can use in their poem.
Teacher questions:
Noun (Subject - Line 1)
- What is a lobster?
- Where can you find a lobster?
Two Adjectives (Line 2)
- What words describe a lobster? (Think
about color, texture, or size.)
Three Action Words (Line 3)
- What does a lobster do? (Think about
how it moves, eats, or defends itself.)
A Short Phrase (Line 4)
- What is something interesting or
surprising about lobsters?
A Synonym (Line 5)
- What is another word for a lobster?
(Could be related to its habitat,
behaviour, or appearance.)
These questions and the power point slideshows will help
them write their poem, along with an illustration.
Students will also asses their understanding of the cinquan
poem format by filling the exit ticket:
Lesson 5&6 Objectives:
Creative Students will be able to:
Writing 1. Differentiate between fiction and non-fiction.
2. Engage their imagination to create a story based on
the given topic
3. Use new vocabulary words in their story writing.
4. Express their thoughts with an illustration.
Topic: Please don’t close the donut shop
Explanation:
The local donut shop, "Sweet Treats Donuts," is a place
where everyone loves to go. But one day, the owner
announces that the shop might have to close. You and your
friends decide to do something special to help save it!
- What do you do to try and keep the
donut shop open?
- What funny or surprising things
happen along the way?
- How does the donut shop make the
town a better place?
- Who helps you in your mission? (Do
you ask other customers, your family,
or even the townspeople?)
- What happens to the donut shop after
it is saved? (Does it become even more
popular, or does something special
happen?)
Word bank: community, obstacles, grand opening,
collaboration, delectable, mouth-watering . . . .
Students will do the compass point exercise which will help
them jot down the points and organize their story before
writing it:
Students will illustrate a scene related to their fiction story,
in their copy.
Lesson 7&8 Students will be able to:
Grammar 1. understand the concept of silent letters
2. Use the concept of silent letters correctly in
sentences
Brainstorming/ Hands-on learning experience:
The teacher will explain the concept of silent letters and the
following worksheet will be displayed on the white board.
After the discussion, students will be given turns to come on
the white board and sort the silent words in correct
columns:
Task 1:
Index format:
Ask students to write down their index:
Date Index
Silent letters
Page format:
Ask students to write down the day, date and heading.
Date Day
Silent letters
Task 2:
Students will do the exercises.
Page 28
Students will fill in the given exit ticket at the end of the
lesson:
Lesson 9&10 Objectives:
Phonics Students will be able to:
1. Understand the perception of vowel digraph ‘oo’ as
in ‘moon’
2. Come up with words using the concept discussed
3. Complete the sentences
Brainstorming:
The teacher will have a thorough discussion in class and
make sure all the students are aware of the words with
perception of vowel digraph ‘oo’ as in ‘moon’. This
discussion will help them construct a word monster as well.
Task 1
Index and page preparation:
‘Perception of vowel digraph ‘oo’ as in ‘moon’
school moon zoo stool troop balloon food boots
cool
Make sentences from any five of the words from the above
list.
Students will fill in the given exit ticket at the end of the
lesson:
English Integration:
Descriptive Art Reflections
Activity: The teacher will show powerful artworks to the
students and ask them to describe how it makes them feel.
They will engage in the social and political issues discussed
through various art forms and how it creates a change in the
society.
Students will write a reflection on each of the following
images, using appropriate vocabulary words and descriptive
language. They will talk about how these images have created
a change in the society about the issues such as racism, child
labour etc.
After writing a reflection, students will be asked to think of
any societal or political issue that concerns them (e.g,
pollution, racism, animal violence, women rights etc…) and
illustrate how they would want to create a change in it.
Skills: Vocabulary, descriptive language.
ATL skills: commination, social, open minded
Assessment tools:
▪ Clear message about a social issue
▪ Artwork connects to the theme of change
▪ Correct and effective use of English in explanations
▪ Expressing ideas clearly when writing about their
artwork
‘Slave Labour’ by Banksy: It was created by the infamous
artist in protest against the use of sweatshops to create
Diamond Jubilee and London Olympics memorabilia in 2012.
It features a child crouching on the ground, sewing together
bunting with the Union Jack. It has become an iconic image of
child labour and child slavery.
‘Twin Flames – Protest for George Floyd’
The exhibit examines the role of art and community in
creating deeper understanding and empathy. It aims to keep
alive the message of the protests and prevent people from
forgetting the injustices.
‘Bomb Hugger or Bomb Girl by Banksy’ is an iconic piece of
street art that remains one of Banksy's most celebrated works
that promotes peace and love. 'Bomb Love' first appeared in
east London in 2001, in Bristol, and then later in Brighton and
features a young girl hugging a bomb as if it were a cherished
teddy bear.
