DA PUBLIC SCHOOL (O & A LEVELS)
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Transcript of DA PUBLIC SCHOOL (O & A LEVELS)
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DA PUBLIC SCHOOL (O & A LEVELS)
ACTION PLAN
SUBJECT: ENGLISHPresenter: Ms. Uzma Asif
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LONG TERM GOAL
To enable children : To experience full range of text types and
text levels, To learn how language works at a word,
sentence and text level, To learn through demonstration, guided
practice and experimentation, To benefit through class teaching, teacher
led group work and independent activities.
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SCHEME OF STUDIESWEEKLY PLANNER
The Prince and the Pauper
Launch into Literacy
The Grammar Tree
Week 1 Chapter 1: A Pauper and a Prince
Unit 1: Writing to Perform
Kinds of Nouns
Week 2 Ques/Answers
Activity Exercise
Contd. Nouns Number
Week 3 Chapter 2: The Pauper Meets the Prince
Contd. Verbs: Forms
Week 4 Ques/Answers
Activity Exercise
Contd. Verbs: The –ing Form
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Week: First Date: x/ August/2011Day: MondayNo. of Periods: 2
TOPIC
Unit One: Writing to Perform The Conventions of Scripts “The Lion, the Witch and the
Wardrobe”
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BODY / METHODOLOGY Reading /Discussion / Practical Plays rely on both dialogue and on stage action.
The stage directions are an important part of this, but can be confusing for children.
A play script tells the actors what to do using stage directions. This helps them to act the play out and create the scenes.
Reading of extract on pgs. 4 & 5 to be done in class making notes of all stage directions and dialogues.
They will also be asked to perform and read aloud in class by assigning them different characters.
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RESOURCE MATERIAL / TEACHING AIDS
Chalk board, text books, worksheets, pictures, flash cards, soft board posters etc.
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REMEMBERING:
REQUISITES / LINKAGE WITH PREVIOUS TOPIC / LECTURE
A play script tells the actors what to do using stage directions. This helps them to act the play out and create the scenes.
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UNDERSTANDING:
Compare story and play extracts, evaluate the characters and learn to analyze their actions.
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APPLYING:• To recognize the function of stage directions in a play script.• The children will be assigned different characters and will read out the dialogues loudly.
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ANALYZING:
To understand how the action in a play is created by what characters do and say.
To identify the relationship between stage directions and dialogue.
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EVALUATING:D.A. PUBLIC SCHOOL (O & A LEVELS)
Class Assessment
Name: _____________________________ Class: IV - _______ Date: __________ Rewrite the speech bubbles as a play script: ( 6 mks.)
(a) (Picture to be attached here)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
(b) Write two different ‘Adverbs’ which could go into the stage directions for the sentences below: ( 4 mks.)
John : [ ] I knew I will lose the game! John : [ ] I knew I will lose the game! Sarah : [ ] Do get your shoes on, please. Sarah : [ ] Do get your shoes on, please.
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CREATINGPlayscript sheet (worksheet)
D.A. PUBLIC SCHOOL (O & A LEVELS)
Playscript Sheet Name: _____________________________ Class: IV - _______ Date: __________
Cast List: ________________________ ________________________ ________________________ ________________________ ________________________ Scene Description:
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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NOTES
(Important points to remember or to be noted)
Example:What activities worked best?Things you want to remember about today’s class.Was the time anticipated adequate?Were the students actively engaged?Unintended consequences.
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BRIDGE
Direct and Reported Speech. Idiomatic Expressions.
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THANK YOU!