LESSON PLAN

SESSION 2024 -25

CLASS – V SUBJECT - English

DATE- From: 1/4/7/24 To 7/4/24

TOPIC- Bridging the gap (Parts of speech), Speech marks and subject verb
agreement
TEACHING-LEARNING-MATERIAL- Worksheets

TOPIC SYNOPSIS
This unit will focus on understanding the parts of speech, the use of speech marks in writing,
and the rules of subject-verb agreement. These fundamental elements of grammar will help
students improve their writing and speaking skills.

ENDURING UNDERSTANDING/VALUE-ADDED/PRE-REQUISITE
KNOWLEDGE

● Enduring Understanding: Knowing the parts of speech helps in constructing

sentences correctly. Speech marks are crucial for writing dialogue, and subject-verb
agreement ensures grammatical correctness.
● Value-Added: Enhances students’ ability to write accurately and communicate
effectively.
● Pre-requisite Knowledge: Basic sentence structure and punctuation.

LEARNING OBJECTIVES
 Identify and use different parts of speech in sentences.
 Correctly use speech marks to indicate dialogue.
 Apply the rules of subject-verb agreement in writing and speaking.

METHODOLOGY (PROCEDURE, ACTIVITIES, DISCUSSIONS, Q/A

ETC.)
Day 1: Introduction to Parts of Speech
 ● Objective: Introduce students to the basic parts of speech and their roles in sentences.
● Procedure:
o Introduction (10 min): Discuss the eight parts of speech (noun, pronoun, verb,
adjective, adverb, conjunction, preposition, interjection) with examples.
o Activity (15 min): Interactive game where students sort words into categories
based on their part of speech.
o Discussion (15 min): Discuss how different parts of speech function in a
sentence.
● Reflection: Students should be able to identify and categorize words based on their
part of speech.

Day 2: Practice with Parts of Speech

● Objective: Reinforce understanding and usage of parts of speech through practice.
● Procedure:
o Review (10 min): Quick recap of the parts of speech with examples.
o Activity (15 min): Sentence construction game where students create sentences
using a mix of parts of speech.
o Discussion (10 min): Share and review sentences created by students.
● Reflection: Students should be more comfortable using and identifying parts of speech
in context.

Day 3: Introduction to Speech Marks

● Objective: Teach students how to use speech marks in writing dialogue.
● Procedure:
o Introduction (10 min): Explain what speech marks are and when they are
used.
o Activity (15 min): Read a short dialogue and identify where speech marks are
used.
o Discussion (10 min): Discuss the importance of punctuation in dialogue
writing.
● Reflection: Students should understand how to punctuate dialogue using speech marks
correctly.

Day 4: Introduction to Subject-Verb Agreement

● Objective: Teach the rules of subject-verb agreement and their application in
sentences.
● Procedure:
o Warm-up (5 min): Discuss what subject and verb agreement means and why
it's important.
 o Activity (20 min): Present common subject-verb agreement rules with
examples.
o Discussion (10 min): Practice identifying correct and incorrect subject-verb
pairs in sentences.
● Reflection: Students should be able to apply subject-verb agreement rules in their
writing.

Day 5: Review and Assessment

● Objective: Assess students' understanding of parts of speech, speech marks, and
subject-verb agreement.
● Procedure:
o Warm-up (5 min): Discuss what students learned during the week.
o Activity (20 min): Conduct a quiz covering parts of speech, speech marks, and
subject-verb agreement.
o Discussion (10 min): Review quiz answers and address any areas of confusion.
● Reflection: Evaluate students' understanding through quiz results and class
participation. Collect feedback to improve future lessons.

VOCABULARY/ KEYWORDS
 Parts of Speech: Noun, verb, adjective, adverb, conjunction, preposition, interjection.
 Speech Marks: Speech marks, dialogue, quotation marks, punctuation.
 Subject-Verb Agreement: Subject, verb, agreement, singular, plural.

WRITTEN WORK
Fill-in-the-blank exercises, dialogue writing, sentence correction, quizzes, and reflection
worksheets.

HOMEWORK- IF ANY
 Paragraph with parts of speech.
 List examples from a book.
 Write a dialogue.
 Sentences with subject-verb agreement.
 Review for upcoming assessments.
RESOURCES/LINKS

● BBC Bitesize - Quotation Marks

● Grammar Book - Subject-Verb Agreement
● Cambridge English - Learning Resources
REFLECTION AND EVIDENCES OF LEARNING
 Participation: Monitor student involvement in activities and
discussions.
 Assessment: Evaluate written work, quizzes, and group activities to
ensure understanding.

LESSON PLAN
SESSION 2024 -25

CLASS – V SUBJECT - English

DATE- From: 8/4/7/24 To 15/4/24

TOPIC- Unit 1 (Lesson 1.1)-My World

TEACHING-LEARNING-MATERIAL- Textbooks and Digital Resources

TOPIC SYNOPSIS
"My World" is designed to help students explore and describe their immediate environment,
including family, friends, school, and community, while developing their language skills. This
unit focuses on expressing personal experiences and understanding diverse perspectives.

ENDURING UNDERSTANDING/VALUE-ADDED/PRE-REQUISITE
KNOWLEDGE
 Enduring Understanding: Students will develop an appreciation for their personal
world and its connection to the broader community, fostering a sense of belonging and
responsibility.
 Value-Added: Promotes self-awareness, empathy, and cultural understanding.
 Pre-requisite Knowledge: Basic knowledge of family, school, and community
roles, as well as the ability to construct simple sentences.

LEARNING OBJECTIVES
 To articulate thoughts about their world using descriptive language.
 To use and understand vocabulary related to their personal and community life.
 To engage in discussions about diversity and similarities within their community.
 To build confidence in presenting ideas and experiences in both written and oral forms.

METHODOLOGY (PROCEDURE, ACTIVITIES, DISCUSSIONS, Q/A

ETC.)
 Introduction (10 minutes):
● Start with an open discussion about what "My World" means to each student.
● Use a digital tool or whiteboard to create a shared mind map of elements in their world
(e.g., family, school, hobbies, community).
 Activity 1 (20 minutes):
● "World Mapping" Exercise: Students draw a map of their world, highlighting
important places and people.
● Share maps with a partner, discussing the significance of each element.
 Reading and Comprehension (20 minutes):
● Read a passage from the textbook describing a child's world in another culture.
● Discuss questions such as:
o "What are some differences between this child's world and yours?"
o "What can we learn from these differences?"
 Activity 2 (20 minutes):
● Group Discussion: In small groups, students discuss what makes their world unique.
Encourage them to use new vocabulary.
●Each group presents their findings to the class, focusing on one unique aspect of their
world.
 Vocabulary and Language Focus (15 minutes):
 ● Introduce and practice vocabulary related to the topic (e.g., community, diversity,
tradition, culture, environment).
● Conduct a vocabulary quiz or matching activity.
 Conclusion (10 minutes):
● Reflect on the lesson's key points.
● Ask students to consider how they contribute to their world.

VOCABULARY/ KEYWORDS
 Community
 Diversity
 Tradition
 Culture
 Environment
 Perspective
 Identity
 Responsibility

WRITTEN WORK
Write a descriptive essay titled "A Day in My World," using at least eight of the new
vocabulary words.

HOMEWORK- IF ANY
"Cultural Interview": Interview a family member or friend about their world
and write a short report comparing it with your own experiences.

RESOURCES/LINKS
 Cambridge Primary English
 BBC Bitesize: Exploring Communities
REFLECTION AND EVIDENCES OF LEARNING
 Reflection: Evaluate student engagement and participation during
discussions and activities. Note any areas where additional support may
be needed.
 Evidences of Learning:
● Students' world maps and essays.
● Participation in group discussions and presentations.
● Effective use of vocabulary in speaking and writing.
 LESSON PLAN
SESSION 2024 -25

CLASS – V SUBJECT - English

DATE- From: 16/4/7/24 To 22/4/24

TOPIC- Unit 1 (Lesson 1.2) Where in the world am I?

TEACHING-LEARNING-MATERIAL- Textbooks and Digital Resources
TOPIC SYNOPSIS
Where in the World Am I?" focuses on helping students understand their place in the world by
exploring geographical locations, cultural identities, and personal connections to different
places. The lesson emphasizes using descriptive language and map skills to articulate these
ideas.

ENDURING UNDERSTANDING/VALUE-ADDED/PRE-REQUISITE
KNOWLEDGE
 Enduring Understanding: Students will recognize the significance of their geographical
and cultural location and how it influences their identity and perspective.
 Value-Added: Encourages global awareness, cultural appreciation, and geographical
literacy.
 Pre-requisite Knowledge: Basic understanding of geography, maps, and cultural diversity.

LEARNING OBJECTIVES

 To locate and describe their position in the world using geographical terms.
 To understand cultural identities and their influence on personal experiences.
 To enhance map-reading skills and use geographical vocabulary accurately.
 To express their understanding of their place in the world through writing and discussion.

METHODOLOGY (PROCEDURE, ACTIVITIES, DISCUSSIONS, Q/A

ETC.)
Day 1: Introduction to Geography and Location
1. Introduction (10 minutes):
o Use a globe or world map to discuss the concept of geography and location.
o Explain how geography influences culture, language, and lifestyle.
2. Activity (15 minutes):
o Class Discussion: Talk about the different continents and countries students
have heard of or visited.
o Introduce the terms "latitude," "longitude," and "hemisphere."
3. Reading and Q/A (20 minutes):
o Read a passage from the textbook about a child from a different part of the
world.
o Ask questions to compare their life with that of the students.
4. Conclusion (5 minutes):
o Recap the key terms learned and introduce the map activity for the next day.
Day 2: Map Exploration and Location
1. Review (5 minutes):
o Quick review of geographical terms introduced on Day 1.
2. Activity (20 minutes):
o Map Exploration: Students use digital maps or atlases to locate their city,
country, and continent.
 o Students mark these locations on a blank map.
3. Discussion (15 minutes):
o Discuss the importance of these locations and how they connect to other parts
of the world.
o Introduce the concept of cultural influences based on location.
4. Vocabulary Focus (10 minutes):
o Introduce new vocabulary (e.g., climate, culture, geography).
o Practice using these words in sentences.
5. Conclusion (5 minutes):
o Summarize the day's activities and highlight the connection between location
and culture.
Day 3: Cultural Exploration
1. Introduction (10 minutes):
o Discuss how culture varies with location.
o Show pictures or videos of different cultural practices from around the world.
2. Activity (20 minutes):
o Cultural Snapshot: Students research a country of their choice and prepare a
brief presentation.
o Focus on the country’s culture, language, and geographical location.
3. Presentation (20 minutes):
o Students present their findings to the class.
o Encourage questions and discussions about the different cultures.
4. Conclusion (5 minutes):
o Reflect on the diversity of cultures and how geography influences them.
Day 4: Vocabulary and Language Skills
1. Review (10 minutes):
o Recap the geographical and cultural terms learned over the previous days.
2. Vocabulary Exercise (20 minutes):
o Conduct a matching or fill-in-the-blank exercise to reinforce geographical
vocabulary.
o Use flashcards or a digital quiz for interactive learning.
3. Writing Activity (20 minutes):
o Students write a paragraph describing their location and how it affects their
daily life.
o Encourage the use of at least five vocabulary words learned during the week.
4. Conclusion (5 minutes):
o Collect written work and provide feedback on vocabulary usage.
Day 5: Reflection and Assessment
1. Introduction (10 minutes):
o Discuss what students have learned throughout the week.
o Reflect on how their understanding of geography and culture has changed.
2. Activity (20 minutes):
 o Group Discussion: Students discuss in groups how their location influences
their identity and compare it with other places.
o Each group shares their thoughts with the class.
3. Assessment (15 minutes):
o Conduct a short quiz on the vocabulary and concepts covered.
o Review and correct the quiz in class to ensure understanding.
4. Conclusion (5 minutes):
o Summarize the key takeaways from the unit.
o Assign the homework task for the weekend.

VOCABULARY/ KEYWORDS
 Continent
 Climate
 Culture
 Latitude
 Longitude
 Hemisphere
 Identity
 Perspective

WRITTEN WORK
Write a paragraph describing your location using geographical terms and reflecting on its
influence on your life.

HOMEWORK- IF ANY
"Geographical Journey": Choose a place you’d like to visit and write a diary
entry as if you traveled there, describing what you see, hear, and experience.
RESOURCES/LINKS
 Google Earth
 National Geographic Kids
 BBC Bitesize: Geographical Skills

REFLECTION AND EVIDENCES OF LEARNING

 Reflection: Consider students’ engagement and understanding of the
content. Identify areas where additional support may be needed.
 Evidences of Learning:
● Students’ marked maps and written paragraphs.
 ● Participation in discussions and presentations.
● Use of geographical vocabulary in context.

LESSON PLAN
SESSION 2024 -25

CLASS – V SUBJECT - English

DATE- From: 23/4/7/24 To 30/4/24

TOPIC- Unit 1(Lesson 1.3) Inspiring People

TEACHING-LEARNING-MATERIAL- Textbooks and Digital Resources

TOPIC SYNOPSIS
"Inspiring People" focuses on learning about individuals who have made significant
contributions to society. The lesson aims to motivate students by exploring the lives and
achievements of various inspirational figures, while integrating language skills through the use
of present perfect tense and prepositions.

ENDURING UNDERSTANDING/VALUE-ADDED/PRE-REQUISITE
KNOWLEDGE
 Enduring Understanding: Students will recognize the impact of inspiring individuals on
society and learn how their actions can motivate personal growth and achievement.
 Value-Added: Encourages self-improvement, goal-setting, and the importance of role
models.
 Pre-requisite Knowledge: Basic knowledge of notable historical and contemporary figures
and their contributions.

LEARNING OBJECTIVES

 To identify and describe the achievements of inspiring people using the present perfect
tense.
 To use prepositions accurately in context.
 To understand the qualities that make someone inspiring.
 To express thoughts on how these figures influence personal goals.

METHODOLOGY (PROCEDURE, ACTIVITIES, DISCUSSIONS, Q/A

ETC.)
Day 1: Introduction to Inspiring People
1. Introduction (10 minutes):
o Begin with a discussion on what it means to be inspiring.
o Ask students to name some people they find inspiring and why.
2. Activity (15 minutes):
o Brainstorming Session: Students list qualities that make someone inspiring.
o Create a class mind map with these qualities on the board.
3. Reading and Q/A (20 minutes):
o Read a passage from the textbook about a famous inspirational figure.
o Ask questions to help students identify what made this person inspiring.
4. Conclusion (5 minutes):
 o Highlight key qualities discussed and introduce the focus on language skills for
the week.
Day 2: Present Perfect Tense
1. Review (5 minutes):
o Recap the qualities of inspiring people discussed on Day 1.
2. Grammar Focus (20 minutes):
o Introduce the present perfect tense with examples from the lives of inspiring
people (e.g., "She has achieved great success," "He has inspired millions").
o Explain the structure: have/has + past participle.
3. Activity (15 minutes):
o Sentence Construction: Students write sentences about an inspiring person
using the present perfect tense.
o Share and discuss these sentences in pairs.
4. Practice Exercise (10 minutes):
o Complete a worksheet with present perfect tense sentences about different
figures.
5. Conclusion (5 minutes):
o Review the key points of using the present perfect tense.
Day 3: Exploring Inspiring Figures
1. Introduction (10 minutes):
o Discuss how achievements can inspire others.
2. Activity (20 minutes):
o Research Project: In small groups, students choose an inspiring person to
research.
o Focus on their achievements and impact using the present perfect tense.
3. Presentation Preparation (15 minutes):
o Students prepare a short presentation on their chosen figure, highlighting
achievements with the present perfect tense.
4. Vocabulary Focus (10 minutes):
o Introduce key vocabulary related to achievements and inspiration (e.g.,
"influenced," "achieved," "contributed").
5. Conclusion (5 minutes):
o Encourage students to consider what they can learn from these figures.
Day 4: Prepositions and Presentation
1. Review (10 minutes):
o Quick recap of the present perfect tense.
2. Grammar Focus (20 minutes):
o Introduce prepositions of place and time (e.g., "in," "at," "on," "during").
o Practice using prepositions in sentences about inspiring people.
3. Activity (15 minutes):
o Preposition Exercise: Complete sentences using the correct prepositions.
o Share sentences with the class.
 4. Presentation (15 minutes):
o Groups present their research on an inspiring figure, using the present perfect
tense and prepositions accurately.
5. Conclusion (5 minutes):
o Discuss what students learned from each presentation.
Day 5: Reflection and Assessment
1. Introduction (10 minutes):
o Reflect on the week’s learning and the qualities of inspiring people.
2. Activity (15 minutes):
o Personal Reflection: Write a short paragraph about an inspiring person in their
own life using the present perfect tense and prepositions.
3. Assessment (20 minutes):
o Conduct a quiz on present perfect tense and prepositions.
o Review and discuss the answers as a class.
4. Conclusion (5 minutes):
o Encourage students to think about how they can be inspiring to others.

VOCABULARY/ KEYWORDS
 Inspire
 Achieve
 Influence
 Contribute
 Motivation
 Role model

WRITTEN WORK
Write a paragraph about an inspiring person, using the present perfect tense and prepositions.

HOMEWORK- IF ANY
"Inspiration Diary": Write a diary entry about how an inspiring person has
influenced your goals.
RESOURCES/LINKS
 Biography.com
 TED Talks
 BBC Bitesize: Present Perfect
REFLECTION AND EVIDENCES OF LEARNING
 Reflection: Evaluate students’ ability to use present perfect tense and
prepositions in context. Identify any areas needing reinforcement.
  Evidences of Learning:
● Students’ sentences and paragraphs using the present perfect tense.
● Participation in presentations and discussions.
● Use of prepositions accurately in writing and speaking.

LESSON PLAN
SESSION 2024 -25

CLASS – IV SUBJECT - English

DATE- From: 1/5/7/24 To 8/5/24

TOPIC- Unit 1(Lesson 1.4 A first time for everything)

TEACHING-LEARNING-MATERIAL- Textbooks and Digital Resources

TOPIC SYNOPSIS
"A First Time for Everything" explores experiences of trying new things and the emotions that
come with these experiences. The lesson aims to build students’ understanding of verb patterns
while reflecting on personal first-time experiences.

ENDURING UNDERSTANDING/VALUE-ADDED/PRE-REQUISITE
KNOWLEDGE
 Enduring Understanding: Students will understand the significance of new experiences in
personal growth and how language can describe these events.
 Value-Added: Encourages self-reflection and the expression of feelings and thoughts
through language.
 Pre-requisite Knowledge: Basic understanding of verbs and sentence structure.

LEARNING OBJECTIVES
 To identify and use verb patterns such as verb + object and verb + object + infinitive.
 To express experiences and emotions related to trying something for the first time.
 To develop writing and speaking skills through personal narratives.

METHODOLOGY (PROCEDURE, ACTIVITIES, DISCUSSIONS, Q/A

ETC.)
Day 1: Introduction to New Experiences
1. Introduction (10 minutes):
o Start with a discussion about trying new things and the emotions involved.
o Encourage students to share a personal "first-time" experience.
2. Reading and Discussion (20 minutes):
o Read a passage from the textbook about someone trying something for the first
time.
o Discuss the emotions and thoughts experienced by the person in the story.
3. Activity (15 minutes):
o Think-Pair-Share: Students think about a new experience they’ve had, pair up
to discuss it, and share with the class.
4. Conclusion (5 minutes):
o Summarize the importance of new experiences in personal growth.
Day 2: Verb Patterns (Verb + Object)
1. Introduction (5 minutes):
o Briefly review verbs and objects in sentences.
2. Grammar Focus (20 minutes):
o Introduce verb patterns with verb + object (e.g., "She painted a picture," "He
read a book").
o Provide examples and explain the structure.
3. Activity (15 minutes):
o Sentence Construction: Students create sentences using the verb + object
pattern related to first-time experiences.
o Share sentences in pairs and discuss.
4. Practice Exercise (10 minutes):
o Complete a worksheet with sentences that use the verb + object pattern.
5. Conclusion (5 minutes):
o Recap the key points of the verb + object pattern.
Day 3: Verb Patterns (Verb + Object + Infinitive)
1. Review (5 minutes):
o Quick recap of the verb + object pattern from Day 2.
2. Grammar Focus (20 minutes):
o Introduce verb patterns with verb + object + infinitive (with "to") (e.g., "She
asked him to help," "He wanted her to succeed").
o Explain the structure and provide examples.
3. Activity (15 minutes):
o Sentence Construction: Students write sentences using the verb + object +
infinitive pattern related to first-time experiences.
o Share sentences with a partner and discuss the meanings.
4. Practice Exercise (10 minutes):
o Complete a worksheet with sentences that use the verb + object + infinitive
 pattern.
5. Conclusion (5 minutes):
o Summarize the verb patterns learned and their uses.
Day 4: Writing Personal Narratives
1. Introduction (10 minutes):
o Discuss how to express feelings and details in writing about new experiences.
2. Writing Activity (25 minutes):
o Personal Narrative: Students write a short paragraph about a first-time
experience, using verb patterns learned.
o Encourage creativity and detail in describing emotions and events.
3. Peer Review (10 minutes):
o Students exchange narratives with a partner for feedback and discussion.
4. Conclusion (5 minutes):
o Highlight the importance of using verb patterns to express ideas clearly.
Day 5: Reflection and Assessment
1. Introduction (10 minutes):
o Reflect on the week’s learning and the significance of trying new things.
2. Activity (15 minutes):
o Class Discussion: Share insights from personal narratives and discuss what was
learned from trying new experiences.
3. Assessment (20 minutes):
o Conduct a quiz on verb patterns (verb + object and verb + object + infinitive).
o Review and discuss answers as a class.
4. Conclusion (5 minutes):
o Encourage students to continue trying new things and reflecting on their
experiences.

VOCABULARY/ KEYWORDS
 Experience
 Emotions
 Verb patterns
 Infinitive
 Object

WRITTEN WORK
Write a paragraph describing a first-time experience, using verb patterns learned.

HOMEWORK- IF ANY
"New Experience Journal": Write a journal entry about something new you
want to try and how you think it will feel.
RESOURCES/LINKS
 Grammar Monster: Verbs
 BBC Bitesize: Sentence Structure
REFLECTION AND EVIDENCES OF LEARNING
 Reflection: Evaluate students’ ability to use verb patterns in context.
Identify areas for further practice.
 Evidences of Learning:
● Students’ sentences and narratives using verb patterns.
● Participation in discussions and activities.
● Accurate use of verb patterns in writing and speaking.

LESSON PLAN
SESSION 2024 -25

CLASS – V SUBJECT - English

DATE- From: 9/5/24 To 20/5/24

TOPIC- Unit 1 (Lesson 1.5-A girl called Owl)

TEACHING-LEARNING-MATERIAL- Textbooks and Digital Resources
TOPIC SYNOPSIS
"A Girl Called Owl" is a lesson that explores themes of identity, friendship, and self-discovery
through the story of a girl named Owl. The lesson includes reading comprehension, character
analysis, and an exploration of language and imagery.

ENDURING UNDERSTANDING/VALUE-ADDED/PRE-REQUISITE
KNOWLEDGE

 Enduring Understanding: Students will learn about the importance of self-discovery and
the role of friendships in personal growth.
 Value-Added: Encourages empathy, understanding of diverse perspectives, and self-
reflection.
 Pre-requisite Knowledge: Basic comprehension skills and familiarity with literary
elements such as character and plot.

LEARNING OBJECTIVES
 To develop reading comprehension and analytical skills through the story.
 To identify and describe character traits and relationships.
 To understand and interpret the use of language and imagery.
 To express personal reflections and connections to the story.

METHODOLOGY (PROCEDURE, ACTIVITIES, DISCUSSIONS, Q/A

ETC.)

Day 1: Introduction to "A Girl Called Owl"

1. Introduction (10 minutes):
o Introduce the story by discussing themes of identity and friendship.
o Ask students what they think a story about a girl called Owl might involve.
2. Reading (20 minutes):
o Read the first chapter of the story aloud in class.
o Pause to discuss key events and characters introduced.
3. Discussion (10 minutes):
o Discuss the main character, Owl, and her unique traits.
o Encourage students to share their initial thoughts on Owl's personality.
4. Conclusion (5 minutes):
o Summarize the key events of the chapter and set the stage for the next day's
reading.
Day 2: Character Analysis and Language Use
1. Review (5 minutes):
o Briefly recap the events and characters from Day 1.
2. Reading and Analysis (20 minutes):
o Continue reading the next chapter.
o Focus on character development and relationships.
 3. Activity (15 minutes):
o Character Traits Web: Students create a web diagram of Owl's character
traits, using evidence from the text.
o Discuss how these traits influence her actions and relationships.
4. Language and Imagery (10 minutes):
o Explore the author's use of language and imagery to convey mood and setting.
o Identify examples in the text and discuss their impact.
5. Conclusion (5 minutes):
o Highlight how language and character contribute to the story's themes.
Day 3: Exploring Themes and Personal Connections
1. Introduction (5 minutes):
o Introduce the themes of self-discovery and friendship in the story.
2. Reading (15 minutes):
o Finish reading a key chapter that highlights these themes.
3. Activity (20 minutes):
o Theme Exploration: In small groups, students discuss how the themes are
represented in the story.
o Share insights with the class.
4. Personal Reflection (15 minutes):
o Students write a short paragraph about how they relate to Owl or another
character.
o Encourage sharing and discussion of personal connections.
5. Conclusion (5 minutes):
o Emphasize the importance of themes in understanding the story.
Day 4: Creative Writing and Expression
1. Review (5 minutes):
o Recap the themes and character traits discussed.
2. Creative Writing Activity (25 minutes):
o Alternate Ending: Students write an alternate ending for the story or a new
scene involving Owl.
o Focus on using descriptive language and character development.
3. Peer Review (10 minutes):
o Students exchange writings with a partner for feedback and discussion.
4. Sharing and Discussion (15 minutes):
o Select a few students to share their creative pieces with the class.
o Discuss the different interpretations and ideas presented.
5. Conclusion (5 minutes):
o Celebrate the creativity and imagination displayed by students.
Day 5: Reflection and Assessment
1. Introduction (10 minutes):
o Reflect on the lessons learned from the story and the activities.
2. Activity (15 minutes):
 oGroup Discussion: Discuss how the story of Owl can apply to real-life
situations and personal growth.
3. Assessment (20 minutes):
o Conduct a quiz or comprehension test covering the story's events, characters,
and themes.
o Review and discuss the answers as a class.
4. Conclusion (5 minutes):
o Encourage students to continue exploring stories and characters that inspire
personal growth.

VOCABULARY/ KEYWORDS
 Identity
 Friendship
 Self-discovery
 Character traits
 Imagery

WRITTEN WORK
Write a paragraph describing a personal connection to a character or theme in the story.

HOMEWORK- IF ANY

Character Diary": Write a diary entry from the perspective of Owl, reflecting
on her experiences and emotions.
RESOURCES/LINKS

 Literature Resource Center

 BBC Bitesize: Character and Themes
REFLECTION AND EVIDENCES OF LEARNING
 Reflection: Evaluate students’ understanding of character
development, themes, and language use. Identify areas for further
exploration.
 Evidences of Learning:
● Students’ character trait webs and creative writings.
● Participation in discussions and activities.
● Accurate comprehension of the story’s themes and events.