The City School

Darakhshan Campus
Prep Section
Day/Date: April 02nd – Subject: English Class: 8 Term: 2 Duration: 35 +
05th, 2024 35 minutes
Week: 12
Topic: Comprehension
Sub topic: Unseen Comprehension (Answer Discussion)
Learning Objectives Learning outcomes
(What would learning look like by the end of the lesson)
Learners will: Success Criteria:

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

passages thoroughly, capturing main questions related to unseen passages.
ideas, details, and nuances effectively.  Clear Expression: Express answers clearly and concisely,
 Vocabulary Building: Encounter new employing appropriate language and grammar.
words and phrases in passages to expand  Reading Strategies: Apply reading strategies like skimming,
vocabulary. scanning, and close reading to extract information
 Inference Skills: Develop the ability to effectively.
draw conclusions and make predictions
based on textual evidence.
Subject specific & cross – curricular Resources:
linkages: Unseen Worksheet
History: In history classes, students can study
Bruno's life and the historical context in which he https://www.ereadingworksheets.com/free-reading-
lived, including the Renaissance period and the
conflicts between scientific and religious authority.
worksheets/reading-comprehension-worksheets/
They can explore Bruno's ideas in the context of
the Counter-Reformation and the 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 55min
limited activities and know they are on the clock.
For Example:
Task#1 Make an Index Entry for Unseen Comprehension
Task#2 Reading and Discussion (Answers)
Task#3 Discuss implicit and explicit meanings.
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.
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 5min
to 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 (Answer discussion)
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: Subsequent Planning:
(Mention 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
Day/Date: April 02nd – Subject: English Class: 8 Term: 2 Duration: 35 + 35
05th, 2024 minutes
Week: 12
Topic: Composition
Sub topic: Argumentative Writing
Learning Objectives Learning outcomes
(What would learning look like by the end of the lesson)
Learners will: Success Criteria:

 Clear and debatable thesis statements.

 Construct clear, arguable thesis statements.  Effective use of diverse and relevant evidence.
 Thoughtful inclusion of counterarguments.
 Analyze and integrate relevant evidence
 Integrate Adverbs and Pronouns in the essay.
effectively.
 Proper use of punctuation marks (commas, semicolons,
 Identify and incorporate opposing viewpoints. colons, dashes) to signal transitions, separate ideas, and
clarify arguments.
 Organize arguments cohesively with logical
reasoning.

Subject specific & cross – curricular linkages: Resources:

Ethics/Philosophy: Discussing ethical principles or Online Writing Labs (OWLs):
philosophical theories to underpin or challenge Purdue OWL: Offers comprehensive guides on argumentative writing,
including structure, evidence, and citation styles.
arguments concerning morality, justice, or societal
Books and Guides:
norms. "They Say/I Say: The Moves That Matter in Academic Writing" by Gerald
Graff and Cathy Birkenstein: A book focusing on effective argumentation
Mathematics: Utilizing statistical data or mathematical and counterargument strategies.
models to support claims or analyze trends in various "Writing Arguments: A Rhetoric with Readings" by John D. Ramage, John C.
subjects like economics, sociology, or science. Bean, and June Johnson: Offers guidance on constructing arguments and
supporting them with evidence.
Learning Activities
Starter Activity: Duration
"Tug-of-War Perspectives": Divide the class into two groups representing opposing viewpoints 5min
on a contentious issue. Students stand on either side of an imaginary line and take turns
presenting arguments, trying to convince others to join their side.

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 Argumentative Writing
Task#2 Make Mind Map or Venn diagram
Task#3 Write Argumentative Writing (35min)
Task#4 Learning Log
Structure:
Topic: ‘Developed countries should accept refugees’

Introduction:
1. Hook: Begin with a captivating statement, question, or anecdote related to the topic of accepting
refugees. For example, "In a world plagued by conflict and displacement, the question of whether
developed nations should open their doors to refugees has become increasingly urgent."

2. Background Information: Provide some context or background information about the issue. This could
include statistics on the global refugee crisis or a brief overview of the legal framework surrounding
refugee protection.

3. Thesis Statement: Clearly state your position on the topic and preview the main arguments that you will
be making in support of your position. For instance, "Developed countries have a moral obligation to
accept refugees, as doing so upholds principles of compassion and solidarity, promotes global stability,
and benefits host nations economically and culturally."

Body Paragraphs:

4. Topic Sentence: Begin each body paragraph with a clear topic sentence that introduces the main point of
the paragraph. This will help the reader understand the focus of each argument.

5. Evidence and Explanation: Present evidence, examples, or real-life anecdotes to support your argument.
This could include historical examples of refugee acceptance by developed nations, statistical data on the
economic contributions of refugees, or personal stories of refugees who have successfully integrated into
host communities.

6. Analysis: Explain how the evidence supports your argument and why it is relevant. Analyze the
implications of accepting refugees for both host nations and refugees themselves.

7. Counterargument and Rebuttal: Anticipate potential counterarguments to your position and address
them. Provide counterpoints and evidence to refute opposing views. This demonstrates a nuanced
understanding of the issue and strengthens your argument.

Conclusion:

8. Restate Thesis: Begin by restating your thesis statement in different words to remind the reader of your
main argument.

9. Summary of Main Points: Summarize the key points made in the body paragraphs, highlighting the most
compelling evidence supporting your position.

10. Final Thought or Call to Action: End with a strong closing statement that reinforces the significance of
your argument or suggests a course of action. This could involve urging policymakers to prioritize refugee
resettlement programs or encouraging individuals to advocate for refugee rights.

Overall Tips:

 Use clear and concise language to communicate your ideas effectively.

 Structure your essay logically, with each paragraph building upon the previous one.

 Provide citations for any sources or evidence used to support your arguments.
  Maintain a formal tone appropriate for academic writing.

 Proofread your essay carefully to ensure clarity, coherence, and correctness.

Title: The Moral Imperative: Developed Countries Should Accept Refugees

In an interconnected world marked by geopolitical upheavals and humanitarian crises, the question of whether
developed countries should accept refugees remains a contentious issue. Advocates argue that it is both a moral
imperative and a practical necessity for developed nations to open their doors to those fleeing persecution and
violence. This essay contends that developed countries should indeed accept refugees, as doing so aligns with
fundamental principles of humanity, international law, and serves their own long-term interests.

Firstly, accepting refugees is a moral obligation rooted in the principle of empathy and compassion. History is
replete with instances where nations extended help to those in need, recognizing the shared humanity that
transcends borders. Real-life evidence from the aftermath of World War II showcases how countries like the United
States provided refuge to millions, thereby embodying the moral duty to assist the persecuted.

Secondly, accepting refugees is not merely a moral gesture but also a legal obligation under international law. The
1951 Refugee Convention and its 1967 Protocol oblige signatory states to protect individuals fleeing persecution
based on race, religion, nationality, political opinion, or membership in a particular social group. Failure to fulfill
these obligations undermines the integrity of the global refugee protection regime.

Furthermore, accepting refugees can also yield tangible benefits for developed nations. Numerous studies
demonstrate that refugees contribute to the economic and cultural fabric of their host countries. For instance,
research from the Fiscal Policy Institute in the United States indicates that refugees make significant economic
contributions, both as consumers and taxpayers, revitalizing declining communities and filling labor market gaps.

Moreover, welcoming refugees can enhance a country's reputation and soft power on the international stage. By
demonstrating solidarity and compassion, developed nations can strengthen diplomatic ties and influence global
discourse on refugee rights. Conversely, shirking responsibility risks reputational damage and undermines efforts to
promote peace and stability worldwide.

Nevertheless, opponents argue that accepting refugees may strain resources and exacerbate social tensions.
However, evidence suggests that well-managed refugee resettlement programs can mitigate these concerns.
Countries like Canada and Germany have implemented comprehensive integration initiatives that promote social
cohesion and economic self-sufficiency among refugees, yielding positive outcomes for both newcomers and host
communities.

In conclusion, the imperative for developed countries to accept refugees is indisputable. It reflects not only moral
principles but also legal obligations and pragmatic considerations. By embracing refugees, nations uphold the
values of compassion and solidarity, contribute to global stability, and enrich their own societies. As history has
shown, the true measure of a nation's greatness lies not in its wealth or power but in its capacity for empathy and
altruism towards those in need.

Helping Adverbs:

1. Remarkably, the team achieved their goals ahead of schedule.

2. Predictably, the market responded positively to the new product launch.

3. Arguably, this method offers the most efficient approach to problem-solving.

4. Thankfully, the support from the community was instrumental in our success.

5. Allegedly, there have been reports of misconduct within the organization.

6. Consequently, the changes implemented resulted in a significant improvement.

7. Naturally, people tend to resist change due to uncertainty.

8. Evidently, the data indicates a strong correlation between the variables.

9. Admittedly, there are limitations to this approach that need consideration.

10. Strikingly, the visual representation highlighted key disparities in the data.

11. Interestingly, the data reveals a surprising trend in consumer behavior.

12. Certainly, there are various ways to approach this complex issue.

13. Notably, the results of the experiment differed from our initial predictions.

14. Undoubtedly, technological advancements have transformed our daily lives.

15. Fortunately, there are solutions available to address these pressing concerns.

16. Surprisingly, the event attracted a larger audience than expected.

17. Regrettably, the environmental impact of such actions cannot be ignored.

18. Significantly, these findings contribute to our understanding of the problem.

19. Unfortunately, the resources required for the project are limited.

20. Interestingly enough, the research aligns with earlier studies on the topic.

Plenary/Wrap Up: Duration

Ethical Dilemmas: Engage participants in a discussion of the ethical dilemmas inherent in the refugee 5min
acceptance process, such as the tension between national sovereignty and humanitarian obligations,
the prioritization of certain groups of refugees over others, and the risks of exploitation and
discrimination.

Assessment Opportunities
Assessment for Learning: Duration
 Problem-Based Learning (PBL) Scenario 5min

Problem Statement: In a developed nation facing an influx of refugees, a community task force must devise a plan
to integrate newcomers while addressing resource constraints, cultural tensions, and social cohesion concerns.

Scenario: You are part of a community task force tasked with addressing refugee integration challenges. Tensions
are rising, and misinformation is spreading. A comprehensive approach is needed to foster understanding,
cooperation, and well-being for refugees and locals.

Task: Develop a plan to facilitate refugee integration, including initiatives for cultural exchange, language training,
employment, and support networks. Address concerns about housing, healthcare, and social services, while
fostering trust and positive interactions.

Deliverables: The students will brainstorm solutions or ideas to integrate refugees into the system effectively
while addressing criticism from the community.

Class Assignment: Duration

Argumentative Writing (200 – 250 words)

Extended Task:
Think-Pair-Share: Pose a thought-provoking question related to refugee acceptance, such as "What are
the potential benefits and challenges of accepting refugees?" Give students 1 minute to think about
their response, then pair them up to discuss their ideas for 2 minutes each, followed by a brief whole-
class discussion.

Home Assignment:
Workbook session 8.6, 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

The City School

Darakhshan Campus
Prep Section
Day/Date: April 02nd – Subject: English Class: 8 Term: 2 Duration: 35 + 35
05th, 2024 minutes
Week: 12
Topic: Grammar
Sub topic: Persuasive Language
Learning Objectives Learning outcomes
(What would learning look like by the end of the lesson)
Learning Objectives: Success Criteria:

 Students will demonstrate the ability to use  Students will craft a persuasive argument with clear, logical
persuasive language effectively to advocate for reasoning and compelling evidence.
a specific viewpoint or idea.  Students will incorporate persuasive techniques such as
 Students will identify persuasive techniques emotional appeals, credibility, and logical reasoning into
such as ethos, pathos, and logos in written and their communication.
spoken communication.  Students will evaluate the effectiveness of their persuasive
 Students will analyze the impact of persuasive language by considering audience responses and adjusting
language on audience attitudes and behaviors. their approach accordingly.

Subject specific & cross – curricular linkages: Resources:

Arts: Scholastic "Persuade Me!" Series: Scholastic's "Persuade Me!"
Students can express their understanding of refugee series offers engaging articles and activities that teach students
experiences and integration through creative forms such about persuasive techniques through real-world examples and
as visual arts, music, and drama, fostering empathy and interactive exercises.
cultural awareness. TED-Ed Lessons: TED-Ed offers a series of animated lessons on
Social Studies: persuasive techniques, rhetoric, and argumentation. These short
Students will explore issues related to refugee videos can serve as valuable supplements to classroom instruction
acceptance and integration from historical, political, and and spark discussions about persuasive communication.
cultural perspectives, understanding the global context
of forced migration and refugee crises.
Learning Activities
Starter Activity: Duration
1. Ethos (Appeal to Ethics/Authority): 4min
Example: A commercial featuring a well-known doctor recommending a particular brand of toothpaste
because it's "recommended by 9 out of 10 dentists." Explanation: The presence of a reputable figure like a
doctor lends credibility and authority to the product, making viewers more likely to trust its effectiveness.
2. Pathos (Appeal to Emotion):
Example: A charity advertisement showing heart-wrenching images of starving children accompanied by
emotional music and a voiceover urging viewers to donate to provide them with food and shelter.
Explanation: By evoking emotions like sadness, empathy, or guilt, the advertisement aims to compel
viewers to take action out of compassion for those in need.
3. Logos (Appeal to Logic):
Example: A public service announcement providing statistical data on the dangers of texting while driving,
highlighting the increased risk of accidents and fatalities. Explanation: By presenting factual evidence and
logical reasoning, the PSA appeals to viewers' sense of reason and encourages them to make safer choices
based on rational analysis of the risks involved.
Methodology: Duration
Learning Activity: Teacher will list down tasks to be done on Whiteboard so students have time limited 24min
activities and know they are on the clock.
For Example:
Task#1 Make a Grammar Index Entry titling it Persuasive Language
Task #2 Discussion and Features
Task#3 Attempt the worksheet
Task#4 Reading and identifying page no. 217 – 218
Main Activities:
Ask learners to read the text on pg.217-218. Tell them to identify the language techniques used by the
writer. Remind them that all the types will not be there. Let them complete Activity 3-part a in pairs. Let
them write the effects of each type used in the text.

Differentiated ideas:
Support: Before learners fill in the table, give them dictionary and ask them to look up the following
words: hyperbole, rhetorical, statistic, emotive, figurative, imperative.
Challenge: After they have finished Activity 3, ask learners to rank the language techniques from 1 (most
persuasive) to 12 (least persuasive). They may share their reasons for their choice.
Plenary/Wrap Up: Duration
In this activity, students will exchange their completed worksheets with a peer. They will then 3min
review each other's work to check for accuracy and completeness. This peer-checking process
allows students to provide feedback and learn from each other's perspectives, reinforcing their
understanding of the material in a collaborative setting.
Assessment Opportunities
Assessment for Learning: Duration
Instruct learners to complete their table by writing down examples of language techniques not 4min
found in the text, along with their effects. This task encourages students to think critically and
creatively, applying their understanding of language techniques to new contexts and
considering how these techniques can impact the audience's interpretation of the text.
Class Assignment: Duration
Activity 3, Language technique handout/worksheet
Extended Task:
Workbook session 8.5, challenge
Home Assignment:
Workbook session 8.6, 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.