Lesson Plan

RMS Liverpool Campus,

Hyderabad

Grade: Grade-8
Section: A
Course: English
Week: 8
Unit: 6
Timeline: 2025-03-03 to 2025-03-07
Topic: A sense of place
Objectives
Methodology
Resources
Learning Outcomes
Time
Assessment Criteria
Monday:
Understand the purpose, structure, and language features of diary entry recount writing.
Analyze sample diary entries to identify key elements: date, chronological recounting,
personal tone, and reflective commentary.

Starter (10 minutes):

Discussion: Ask, “What is a diary entry and how does it differ from other types of
writing?”
Elicit responses, listing key features on the whiteboard (e.g., personal tone, dated
entries, chronological recounting, reflective language).
Briefly share an example of a diary entry, emphasizing “showing” feelings and events.
Direct Instruction (15 minutes):
Explain the purpose of diary entries: to record personal experiences, emotions, and
reflections in a chronological and honest manner.
Outline the structure:
Header: Date (and time if desired)
Introduction: Brief context or setting the scene
Body: Detailed, chronological recounting of events with personal reflections

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 Conclusion: Summarize feelings or lessons learned
Highlight language features: first-person perspective, informal yet reflective tone,
descriptive details that “show” rather than “tell.”
Guided Analysis (25 minutes):
Distribute sample diary entries.
In small groups, have students use a graphic organizer to identify:
The structure (where is the date, what is the main event, how are emotions
expressed).
Specific examples of descriptive and reflective language.
Ask each group to share one key observation with the class, and compile these on the
whiteboard.
Teacher reinforces important techniques and clarifies any misunderstandings.
Independent Reflection (10 minutes):
Ask students to write a brief reflection in their notebooks on what they learned about
diary entry writing.
Prompts: “What key elements make a diary entry engaging?” or “How does writing in
the first person change the narrative?”
Wrap-Up (10 minutes):
Summarize key points from the lesson on diary entry structure and language.
Preview Day 2: They will write their own diary entry recount based on a personal
experience.
Answer any questions and collect reflection notes.

Make notes using a range of different note-making formats and approaches (including mind-
mapping and tabulating) when researching a variety of media.
70 mins
Monitor group discussions, graphic organizer work, and peer review sessions.
Evaluate written reflections on Day 1 and participation in class discussions.

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 Tuesday:
Write an original diary entry recount describing a personal experience.
Apply descriptive language, proper chronological structure, and reflective commentary.
Revise the entry based on peer feedback.

Starter (10 minutes):

Quick recap of key elements from Day 1.
Ask: “What experience would you like to share in your diary?”
Briefly discuss ideas and emphasize the importance of including a date, chronological
details, and personal reflections.
Independent Writing (30 minutes):
Provide a clear writing prompt: “Write a diary entry recounting a memorable experience.
Include a clear date, a detailed recounting of events, and your personal reflections on
the experience.”
Students write a first draft of their diary entry independently.
Teacher circulates, providing support, reminders to use descriptive language and
maintain a chronological order.
Peer Review (15 minutes):
In pairs, students exchange their diary entries and use a peer review checklist to provide
constructive feedback.
Checklist criteria might include:
Clear structure (date, introduction, body, conclusion)
Effective use of descriptive and reflective language
Logical chronological order of events
Allow time for discussion between partners on one strength and one area for
improvement.
Wrap-Up & Revision (15 minutes):
Invite a few volunteers to share excerpts of their diary entries and discuss the feedback
they received.
Teacher leads a brief class discussion on common areas for improvement.
Students begin making revisions in class, focusing on clarity and adding descriptive
details.
Remind them that they can finalize their diary entries as homework if necessary.

Make notes using a range of different note-making formats and approaches (including mind-
mapping and tabulating) when researching a variety of media.
70 mints
Assess the final diary entry for structure (date, chronological order, reflective conclusion),
effective use of descriptive language, and clarity of personal voice.
Use a rubric to provide detailed feedback on content, organization, language use, and overall
coherence.

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 Wednesday:
Students will understand the elements of descriptive writing and brainstorm ideas for their essays.

Materials Needed:

Whiteboard and markers

Sample descriptive essays
Graphic organizers
Sticky notes
Writing journals

Introduction (10 minutes):

Begin with a discussion on descriptive writing. Ask students what they think makes a
piece of writing descriptive.
Introduce key elements: sensory details (sight, sound, smell, taste, touch), figurative
language (similes, metaphors), and specific word choice.
Reading Samples (15 minutes):
Distribute excerpts from well-written descriptive essays.
Read aloud one or two excerpts and ask students to identify sensory details and
figurative language. Discuss their findings.
Brainstorming Session (20 minutes):
Have students think about a place, person, or object they want to describe.
Using a graphic organizer, they will jot down sensory details related to their chosen
subject.
Encourage sharing ideas with a partner and using sticky notes to write additional
sensory words they think of during discussions.
Group Discussion (10 minutes):
Invite a few students to share their brainstorming ideas with the class. Discuss the
importance of using vivid language and engaging the reader.
Homework Assignment (15 minutes):
Instruct students to complete their graphic organizers for homework, focusing on
expanding their sensory details. Remind them to choose their favorite topic and ensure
they include specific examples.

70 mints
Monitor participation during discussions and peer reviews.

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 Thursday:
Students will write a descriptive essay and engage in peer review to revise their work.

Materials Needed:

Student graphic organizers from Day 1

Laptops/tablets (if available) or paper
Peer review checklist
Markers for revisions

1. Writing Time (15 minutes):

Students will use their completed graphic organizers to write their descriptive essays.
Remind them to incorporate sensory details and vivid language. Encourage them to
focus on creating strong opening and closing sentences.
2. Peer Review (10 minutes):
Divide students into pairs for peer review. Provide each student with a peer review
checklist that focuses on:
Use of sensory details
Clarity and coherence
Figurative language
Engagement of the reader
Instruct them to read each other’s essays and provide constructive feedback.
3. Revision ( 5minutes):
Allow time for students to revise their essays based on the feedback received.
Encourage them to add details or clarify their descriptions.
4. Sharing (5 minutes):
Invite a few students to share a paragraph from their essays with the class, highlighting
the sensory details they used.

35 mints
1. Summative: Evaluate the final descriptive essays based on a rubric focusing on sensory
details, organization, and engagement, sentence structures, punctuation.

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 Friday:
Review the key components and techniques of diary entry recount writing.
Identify areas for improvement in structure, descriptive language, and reflective commentary.
Apply peer and teacher feedback to refine individual diary entries.

Starter (5 minutes):
Recap Discussion:
Ask: “What are the essential elements of a diary entry?”
List responses on the whiteboard (e.g., date, chronological order, descriptive
details, personal reflection).
Individual Reflection:
Students write one aspect of their diary entry they feel could be improved.
Group Revision Activity (10 minutes):
Peer Review:
In small groups, students exchange diary entries.
Use the provided checklist to review each entry for structure, use of sensory
language, and reflective quality.
Sharing:
Each group shares one common area for improvement they identified.
Individual Revision (10 minutes):
Students work independently to revise their diary entries based on peer feedback.
The teacher circulates to provide targeted guidance.
Wrap-Up & Exit Ticket (5 minutes):
Class Sharing:
Invite one or two students to share an improvement they made.
Exit Ticket:
Ask each student to write one key revision tip they learned today on a sticky note
and place it on the board.

Revision Effort & Peer Feedback Application.

Saturday:

Teaching Evaluation:
.

Learning Evaluation:
.

Notes:

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