LESSON PLAN

COMPUTER SCIENCE
LESSON PLAN NO 01

NAME OF TEACHER:
ROLL NO:
CLASS: 10TH
SUBJECT: COMPUTER SCIENCE
TOPIC: COMPUTER HARDWARE
DURATION:
STRENGHT OF CLASS:
DATE:
SCHOOL INSTITUTION:

TOPICS LESSON HINTS WRITING

BOARD
General After teaching of Computer Science, the
Objectives students will be able to:-
• Explain the basic computer concepts and
their application in daily life.
• Demonstrate proficiency in problem-
solving technique using computer.
• Use their skills for designing and writing
different programs using computer
programming language.

Specific After teaching of this lesson, the students

Objectives will be able to:-
• How data enter into the computer.
 LESSON PLAN

• What is the purpose of different

input/output devices?
• Difference between input and output
devices.

Teaching Aids Text book, writing board, colored-chalks,

markers, pencils, charts, duster, pointers,
models, pictures, the instruments of modern
technology, etc
Teaching I’ll explain different aspects of the lesson by
Method using Text-book and charts through lecture
and Demonstrative methods of teaching. I
will make use of all the teaching aids well in
time and adopt the question-answer
technique in order to maintain the
participation and interest of all the students
in the class.
Introduction In the beginning of the period on entering the
class-room, I’ll say Assalam-o-Alaikum. I’ll
check the discipline and seating
arrangements of the class. I’ll make
necessary changes very politely in case of
any disorder. Then I’ll explain references and
contents of the lesson in an interesting way.
I’ll advice the students to start every work in
the name of Allah it make our work easy and
beneficial.

Previous In order to check previous knowledge, I will

Knowledge put few short questions:
• Who invented computer?
• How many components of computer?
• What is the name of basic components of
computer?

Announcement After getting replies from students then I’ll “COMPUTER

of Topic announce today’s topic that is “COMPUTER HARDWARE”
HARDWARE” then I’ll write topic on
writing board:
 LESSON PLAN

Presentation
“Computer Hardware”

The physical part of computer system that

you can touch and fell is known as
computer hardware. In a broader sense a
computer can be divided into following
units:
1. Input unit
2. Output unit
3. System unit

Input Unit: Input unit of a computer system

consist of input devices. Due to the diverse
nature of the data variety of input devices
exist to input data in different forms e.g.
keyboard is used to enter textual data, mouse
is used for trigging different commands in
different applications.
Output Unit: Output unit of a computer
system consist of output devices. As data
presented to the user in different forms
therefore different output devices are needed
e.g. monitor is used to display text and
images on a screen, printer is used to get
output on a paper and speaker is used to
receive voice output etc.
System Unit:System unit contain a number
of other components which are enclosed in a
rectangular casing. The casing is available in
two different shapes. The important
component of system unit is a rigid
rectangular circuit board called mother
board. Other components of system unit is
RAM, HARDDISK, FLOPPY DISK and
MICROPROCESSOR etc.

Recapitulation To know the understanding of students I’ll

ask some questions from students:
 LESSON PLAN

• How many units of hardware?

• What is motherboard?
• Write some types of input devices.

Home Work I’ll ask the students to write five input and
output devices name. Also draw pictures.

LESSON PLAN NO 02

NAME OF TEACHER:
ROLL NO:
CLASS: 10TH
SUBJECT: COMPUTER SCIENCE
TOPIC: FLOW CHART
 LESSON PLAN

DURATION:
STRENGHT OF CLASS:
DATE:
SCHOOL INSTITUTION:

TOPICS LESSON HINTS WRITING

BOARD
General After teaching of Computer Science, the
Objectives students will be able to:-
• Explain the basic computer concepts and
their application in daily life.
• Demonstrate proficiency in problem-
solving technique using computer.
• Use their skills for designing and writing
different programs using computer
programming language.

Specific After teaching of this lesson, the students

Objectives will be able to:-

• Difference between flowchart and

algorithm.
• How to draw flowchart.
• Understand the purpose of different
symbols use for different purposes.
• In which way, draw flowchart for complex
problems.

Teaching Aids Text book, writing board, colored-chalks,

markers, pencils, charts, duster, pointers,
models, pictures, the instruments of modern
technology, etc
 LESSON PLAN

Teaching I’ll explain different aspects of the lesson by

Method using Text-book and charts through lecture
and Demonstrative methods of teaching. I
will make use of all the teaching aids well in
time and adopt the question-answer
technique in order to maintain the
participation and interest of all the students
in the class.

Introduction In the beginning of the period on entering the

class-room, I’ll say Assalam-o-Alaikum. I’ll
check the discipline and seating
arrangements of the class. I’ll make
necessary changes very politely in case of
any disorder. Then I’ll explain references and
contents of the lesson in an interesting way.
I’ll advice the students to start every work in
the name of Allah it make our work easy and
beneficial.

Previous In order to check previous knowledge, I will

Knowledge put few short questions:
• What is the language of computer?
• What is algorithm?
• In which way we can represent data in
pictorial form?

Announcement After getting replies from students then I’ll “FLOWCHART”

of Topic announce today’s topic that is
“FLOWCHART” then I’ll write topic on
writing board:

Presentation
“Flowchart”

Flowchart is the pictorial representation of an

algorithm. It is a way of visually presenting
the flow of data and the operation perform
within the system and the sequence in which
 LESSON PLAN

they are performed. As in the case of drawing

of a layout plan, the flowchart is drawn
according to defined rules.
Symbols of Flowchart: The standard
symbols which are frequently used in
flowchart are shown below:

Processing

Decision Making

Input/output

Start/end of a Flowchart

Recapitulation To know the understanding of students I’ll

ask some questions from students:
• What is Flowchart?
• Do you fix it difficult to draw flowchart
or not.
• In flowchart, dimensional symbol use for
what?

Home Work I’ll ask the students to define flowchart and

also draw different symbols in their note
book at home.
 LESSON PLAN

LESSON PLAN NO 03

NAME OF TEACHER:
ROLL NO:
CLASS: 10TH
SUBJECT: COMPUTER SCIENCE
TOPIC: ALGORITHM
DURATION:
STRENGHT OF CLASS:
DATE:
SCHOOL INSTITUTION:

TOPICS LESSON HINTS WRITING

BOARD
General After teaching of Computer Science, the
Objectives students will be able to:-
• Explain the basic computer concepts and
their application in daily life.
 LESSON PLAN

• Demonstrate proficiency in problem-

solving technique using computer.
• Use their skills for designing and writing
different programs using computer
programming language.

Specific After teaching of this lesson, the students

Objectives will be able to:-
• Define algorithm.
• Understand the role of algorithm in
problem solving.
• Write algorithms for various mathematical
programs.

Teaching Aids Text book, writing board, colored-chalks,

markers, pencils, charts, duster, pointers,
models, pictures, the instruments of modern
technology, etc

Teaching I’ll explain different aspects of the lesson by

Method using Text-book and charts through lecture
and Demonstrative methods of teaching. I
will make use of all the teaching aids well in
time and adopt the question-answer
technique in order to maintain the
participation and interest of all the students
in the class.

Introduction In the beginning of the period on entering the

class-room, I’ll say Assalam-o-Alaikum. I’ll
check the discipline and seating
arrangements of the class. I’ll make
necessary changes very politely in case of
any disorder. Then I’ll explain references and
contents of the lesson in an interesting way.
I’ll advice the students to start every work in
the name of Allah it make our work easy and
beneficial.
 LESSON PLAN

Previous In order to check previous knowledge, I will

Knowledge put few short questions:
• What is problem?
• How we can plan a solution of a problem?

Announcement After getting replies from students then I’ll “ALGORITHM”

of Topic announce today’s topic that is
“ALGORITHM” then I’ll write topic on
writing board:

Presentation An algorithm is a step by step method that is

easy to understand and follow. It is a paper
plan. Algorithm is not written in a computer
language.

“Role of Algorithm in Problem Solving”

Computer programming is the process of

taking an algorithm and coding. It is a
programming language formulating an
algorithm is first step for developing a
computer program.

“Measuring Efficiency of an Algorithm”

The efficiency of an algorithm is the property

which relates the algorithm to the amount of
resources used in it. For maximum efficiency
we wish to minimize resource usage.
Analyzing the efficiency of an algorithm
means comprising efficiency of different
methods of solution of a problem.
Present flashcards to the students having
different examples of algorithm.

Find the sum, product and average of S

numbers.
Step 1: Start
 LESSON PLAN

Let the five numbers are:

A=2, B=5, C=8, D=9, E=12

Step 2: Find the sum(SUM)

SUM=A+B+C+D+E

Step 3: Find the product(PROD)

PROD=A*B*C*D*E

Step 4: Find the average(AVG)

AVG=SUM/5

Step 5: Output SUM, PROD, AVG

Step 6: Stop

Recapitulation To know the understanding of students I’ll

ask some questions from students:
• What is the role of algorithm is problem
solving technique?
• What is meant by efficiency of an
algorithm?
• Can you tell about simple algorithm steps
for finding volume of a wbc.

Home Work I’ll ask the students to write an algorithm to

find the area of a triangle. When the height
the length and base are given.

LESSON PLAN NO 04

NAME OF TEACHER:
 LESSON PLAN

ROLL NO:
CLASS: 10TH
SUBJECT: COMPUTER SCIENCE
TOPIC: PROGRAMMING LANGUAGE
DURATION:
STRENGHT OF CLASS:
DATE:
SCHOOL INSTITUTION:

TOPICS LESSON HINTS WRITING

BOARD
General After teaching of Computer Science, the
Objectives students will be able to:-
• Explain the basic computer concepts and
their application in daily life.
• Demonstrate proficiency in problem-
solving technique using computer.
• Use their skills for designing and writing
different programs using computer
programming language.

Specific After teaching of this lesson, the students

Objectives will be able to:-
• Define programming language.
• Explain high level language and low level
language.
• Differentiate between the high level
language and low level language.

Teaching Aids Text book, writing board, colored-chalks,

markers, pencils, charts, duster, pointers,
 LESSON PLAN

models, pictures, the instruments of modern

technology, etc

Teaching I’ll explain different aspects of the lesson by

Method using Text-book and charts through lecture
and Demonstrative methods of teaching. I
will make use of all the teaching aids well in
time and adopt the question-answer
technique in order to maintain the
participation and interest of all the students
in the class.

Introduction In the beginning of the period on entering the

class-room, I’ll say Assalam-o-Alaikum. I’ll
check the discipline and seating
arrangements of the class. I’ll make
necessary changes very politely in case of
any disorder. Then I’ll explain references and
contents of the lesson in an interesting way.
I’ll advice the students to start every work in
the name of Allah it make our work easy and
beneficial.

Previous In order to check previous knowledge, I will

Knowledge put few short questions:
• Which language is easier for you to
understand English, Urdu or any other?

Announcement After getting replies from students then I’ll “PROGRAMMING

of Topic announce today’s topic that is LANGUAGE”
“PROGRAMMING LANGUAGE” then I’ll
write topic on writing board:
 LESSON PLAN

Presentation Tell the students that a computer is a set of

instructions written in a programming
language to solve a particular problem.

“Programming Language”

Show a flashcard containing the following

flow chart.

Low Level High Level

Machine Object-
Language Oriented

Assembly
Structured
Langauge

Now tell the students that machine language

programs contain O’s and 1’s.

Assembly language programs contain

symbolic codes or abbreviation know as
mnemonics.

High level languages are english-oriented

language.
Recapitulation To know the understanding of students I’ll
ask some questions from students:
• What is programming language?
• What are the two main types of
programming languages?
• Which language needs interpreter?

Home Work Make a chart of differences between low

level languages and high level languages
and paste it on your notebook.
 LESSON PLAN

LESSON PLAN NO 05

NAME OF TEACHER:
ROLL NO:
CLASS: 10TH
SUBJECT: COMPUTER SCIENCE
 LESSON PLAN

TOPIC: BASIC OF C LANGUAGE

DURATION:
STRENGHT OF CLASS:
DATE:
SCHOOL INSTITUTION:

TOPICS LESSON HINTS WRITING

BOARD
General After teaching of Computer Science, the
Objectives students will be able to:-
• Explain the basic computer concepts and
their application in daily life.
• Demonstrate proficiency in problem-
solving technique using computer.
• Use their skills for designing and writing
different programs using computer
programming language.

Specific After teaching of this lesson, the students

Objectives will be able to:-
• Understand basics of C language.
• Know about reserved words and header
files in the C language.
• Understand the basic structure of a C
language.

Teaching Aids Text book, writing board, colored-chalks,

markers, pencils, charts, duster, pointers,
models, pictures, the instruments of modern
technology, etc

Teaching I’ll explain different aspects of the lesson by

Method using Text-book and charts through lecture
and Demonstrative methods of teaching. I
 LESSON PLAN

will make use of all the teaching aids well in

time and adopt the question-answer
technique in order to maintain the
participation and interest of all the students
in the class.

Introduction In the beginning of the period on entering the

class-room, I’ll say Assalam-o-Alaikum. I’ll
check the discipline and seating
arrangements of the class. I’ll make
necessary changes very politely in case of
any disorder. Then I’ll explain references and
contents of the lesson in an interesting way.
I’ll advice the students to start every work in
the name of Allah it make our work easy and
beneficial.

Previous In order to check previous knowledge, I will

Knowledge put few short questions:
• What is a programming language?
• What is the main difference between high
level language and low level language?

Announcement After getting replies from students then I’ll “BASICS OF C

of Topic announce today’s topic that is “BASICS OF LANGUAGE”
C LANGUAGE” then I’ll write topic on
writing board:

Presentation Tell the students that C is a popular and

widely used programming language for
creating computer programs. It is highly
structured programming language that is
easy to understand and use.

“Basics of C Language”

The C language character set included letters,

Digits and special characters. The format
according to which a program is written is
called the structure of a program.
 LESSON PLAN

Structure of C language

Preprocessor directives
Global functions
Main function
{
Local declaration
Statements
}

User defined functions

{
Function 1
Function 2
Function 3
}

Recapitulation To know the understanding of students I’ll

ask some questions from students:
• What is meant by reserved words?
• How we include header files in a C
program?
• What is meant by structure of a program?

Home Work I’ll ask the students to write a program of C

language following the structure (format) of
the program.
 LESSON PLAN

LESSON PLAN NO 07

NAME OF TEACHER:
ROLL NO:
CLASS: 10TH
SUBJECT: COMPUTER SCIENCE
TOPIC: FORMAT SPECIFIERS
DURATION:
STRENGHT OF CLASS:
DATE:
SCHOOL INSTITUTION:

TOPICS LESSON HINTS WRITING

BOARD
General After teaching of Computer Science, the
Objectives students will be able to:-
 LESSON PLAN

• Explain the basic computer concepts and

their application in daily life.
• Demonstrate proficiency in problem-
solving technique using computer.
• Use their skills for designing and writing
different programs using computer
programming language.

Specific After teaching of this lesson, the students

Objectives will be able to:-
• Define format specifier?
• Identify different format specifiers and
their uses in C program.

Teaching Aids Text book, writing board, colored-chalks,

markers, pencils, charts, duster, pointers,
models, pictures, the instruments of modern
technology, etc

Teaching I’ll explain different aspects of the lesson by

Method using Text-book and charts through lecture
and Demonstrative methods of teaching. I
will make use of all the teaching aids well in
time and adopt the question-answer
technique in order to maintain the
participation and interest of all the students
in the class.

Introduction In the beginning of the period on entering the

class-room, I’ll say Assalam-o-Alaikum. I’ll
check the discipline and seating
arrangements of the class. I’ll make
necessary changes very politely in case of
any disorder. Then I’ll explain references and
contents of the lesson in an interesting way.
I’ll advice the students to start every work in
the name of Allah it make our work easy and
beneficial.
 LESSON PLAN

Previous In order to check previous knowledge, I will

Knowledge put few short questions:
• What is data type?
• What do you know about structure of a C
program?
• What is field width?

Announcement After getting replies from students then I’ll “FORMAT

of Topic announce today’s topic that is “FORMAT SPECIFIERS”
SPECIFIERS” then I’ll write topic on
writing board:

Presentation Tell the students that a format specifier is

computer code that tells about the data type.
Field width and the format according to
which a value is to printed or read form the
input devices.

“Format Specifier”

Now show a chart containing the following

information.

%d Decimal Integer
%i Integer

%ld Long Decimal

Integer
%f Floating-Point
(Decimal Notation)
%g Floating-Point
(Exponential
Notation)
%e Floating-Point
(Whichever is
Shorter)
%c Single Character

%s String

Recapitulation To know the understanding of students I’ll

ask some questions from students:
• What does %f mean?
 LESSON PLAN

• Which format specifier is used point

decimal integer?
• What does a format specifier tell about
the value that is to be printed?
• What does %c means?

Home Work I’ll ask the students to write a program that

uses %c, %f and %g, also note down its
output?
Run the program given on page and note the
output on your notebook.
 LESSON PLAN

LESSON PLAN NO 08

NAME OF TEACHER:
ROLL NO:
CLASS: 10TH
SUBJECT: COMPUTER SCIENCE
TOPIC: ESCAPE SEQUENCE
DURATION:
STRENGHT OF CLASS:
DATE:
SCHOOL INSTITUTION:

TOPICS LESSON HINTS WRITING

BOARD
General After teaching of Computer Science, the
Objectives students will be able to:-
• Explain the basic computer concepts and
their application in daily life.
• Demonstrate proficiency in problem-
solving technique using computer.
• Use their skills for designing and writing
different programs using computer
programming language.

Specific After teaching of this lesson, the students

Objectives will be able to:-
• Define escape sequence.
• Indentify different escape sequences and
their use in C program.
 LESSON PLAN

Teaching Aids Text book, writing board, colored-chalks,

markers, pencils, charts, duster, pointers,
models, pictures, the instruments of modern
technology, etc

Teaching I’ll explain different aspects of the lesson by

Method using Text-book and charts through lecture
and Demonstrative methods of teaching. I
will make use of all the teaching aids well in
time and adopt the question-answer
technique in order to maintain the
participation and interest of all the students
in the class.

Introduction In the beginning of the period on entering the

class-room, I’ll say Assalam-o-Alaikum. I’ll
check the discipline and seating
arrangements of the class. I’ll make
necessary changes very politely in case of
any disorder. Then I’ll explain references and
contents of the lesson in an interesting way.
I’ll advice the students to start every work in
the name of Allah it make our work easy and
beneficial.

Previous In order to check previous knowledge, I will

Knowledge put few short questions:
• Can we control printing on their output
device?
Announcement After getting replies from students then I’ll “ESCAPE
of Topic announce today’s topic that is “ESCAPE SEQUENCE”
SEQUENCE” then I’ll write topic on writing
board:

Presentation Tell the students that the special characters

used in C language to control printing on the
output device is called escape sequence.
These characters are not printed. These are
used inside the control string.
 LESSON PLAN

“Escape Sequence”

Now show the following chart and explain

the meaning of each escape sequence.

\a Produce alert sound

\\ Produce a backlash

\? Produce a question
mark
\” Produce a double
quote
\t Moves courser to
next tabular
position
\n Moves courser to
the next line
\b Moves courser
backward by one
position.
Recapitulation To know the understanding of students I’ll
ask some questions from students:
• Which escape sequence is used to alert
sound?
• What is \t means?
• Which escape sequence is used to
produce a backlash?
Home Work I’ll ask the students run the program on
page no 65 and note your output on the
notebook.

LESSON PLAN NO 09

NAME OF TEACHER:
ROLL NO:
CLASS: 10TH
 LESSON PLAN

SUBJECT: COMPUTER SCIENCE

TOPIC: ARITHMETIC OPERATORS
DURATION:
STRENGHT OF CLASS:
DATE:
SCHOOL INSTITUTION:

TOPICS LESSON HINTS WRITING

BOARD
General After teaching of Computer Science, the
Objectives students will be able to:-
• Explain the basic computer concepts and
their application in daily life.
• Demonstrate proficiency in problem-
solving technique using computer.
• Use their skills for designing and writing
different programs using computer
programming language.

Specific After teaching of this lesson, the students

Objectives will be able to:-
• Define arithmetic operators.
• Know the use of arithmetic operators in
program.

Teaching Aids Text book, writing board, colored-chalks,

markers, pencils, charts, duster, pointers,
models, pictures, the instruments of modern
technology, etc

Teaching I’ll explain different aspects of the lesson by

Method using Text-book and charts through lecture
and Demonstrative methods of teaching. I
 LESSON PLAN

will make use of all the teaching aids well in

time and adopt the question-answer
technique in order to maintain the
participation and interest of all the students
in the class.

Introduction In the beginning of the period on entering the

class-room, I’ll say Assalam-o-Alaikum. I’ll
check the discipline and seating
arrangements of the class. I’ll make
necessary changes very politely in case of
any disorder. Then I’ll explain references and
contents of the lesson in an interesting way.
I’ll advice the students to start every work in
the name of Allah it make our work easy and
beneficial.

Previous In order to check previous knowledge, I will

Knowledge put few short questions:
• What is meant by operator?
• What are different arithmetic operators
used?

Announcement After getting replies from students then I’ll “ARITHMETIC

of Topic announce today’s topic that is OPERATORS”
“ARITHMETIC OPERATORS” then I’ll
write topic on writing board:

Presentation
“Arithmetic Operators”

Write the following arithmetic operators on

the white board and tell the students that they
will use these operators I their program.
Operator Operation
+ Addition

- Subtraction

* Multiplication
 LESSON PLAN

\ Division

% Modules

Recapitulation To know the understanding of students I’ll

ask some questions from students:
• How many arithmetic operators are there
in C language?
• Which symbol is used for multiplication
in C program?
• Which symbol is used for Division in C
program?
Home Work I’ll ask the students to write a program to
find average of four numbers and
multiplication of four numbers.

LESSON PLAN 01
The Savior of Man Kind
Teacher Name:
Grade: Grade 9
Subject: English

Objectives Time Resoure Assessment

Plan (Methodology)
 LESSON PLAN

By the end of Brainstorming: 5 min Students will

the lesson A circle will be drawn on the board be assessed
students will with The Holy Prophet (SAW) written on their
be able to: inside it. Students will be asked to tell ability to:
what they know about the Holy
Prophet’s personality and character.
Teacher will note them on the board in
a web form. 20 min
-Know about Laptop or
H.P.
the life of the multi media
Holy for power
Prophet(SAW) point
as a role model presentation
for all Teacher’s Exposition:
mankind to Teacher will share the objectives and
follow will clarify the points written on the 50 min
board. (30 mins) For describe the
Using a power point presentation, making qualities of
teacher will further explain about the presentations, Drafting Prophet’s
life and personality of Prophet 20mins for sheets for personality
-describe the Muhammad (pbuh) and how he presentation key points and character
qualities of became a role model for mankind to with
Prophet’s follow. examples in
(SAW) Flip charts their
personality Activity: presentation
and character Students will then be divided into Markers
with examples groups (4-5 mixed ability). Each group 3 min
will be given a specified section from
pages: 24-26, for reading and jotting
down the main points. They will also
be informed that they will be
presenting them before the class. Time 2 min
 LESSON PLAN

for completing the activity will also be

communicated. Worksheet
According to the sequence, one
student from each group will present
their key points before the rest of the
class. Teacher will give explanation
where needed.

Wrap Up:
Once all the presentations are done, the
teacher will ask the students to
summarise what they have learnt about
the life of the Holy Prophet.

Homework:
Students will provide a worksheet
(attached) related to the information
given on pages: 24-26 which they will
solve individually.

Evaluation of Student’s Learning: Evaluation of Teaching

What did the children learn in this lesson? If you were to teach this lesson again, what
would you do differently?
(Comment on any ONE aspect of your
teaching or planning)
What did they actually do? Or What were they not able
to do / understand?

LESSON PLAN 02
Patriotism
 LESSON PLAN

Teacher Name:
Grade: Grade 9
Subject: English
Celebrate your patriotism with this action-filled lesson plan. Students will read a text lesson explaining what
patriotism is and ways to show it, then filter through stations to create a patriotic classroom.
Learning Objectives
After this lesson, students will be able to:
define 'patriotism'
explain how and why we show patriotism
Length
1 - 1.5 hours
Materials
Copies of the lesson What is Patriotism? - Lesson for Kids, one for each student
Red, white, and blue construction paper, cut into banner triangles
Rope, string, or yarn to hang banner
Colored pencils
Patriotic stationary
Index cards
Craft sticks
Glue
Copy of the Pledge of Allegiance
Songs from the lesson, such as The Star Spangled Banner
Key Vocabulary
Patriotism
Salute
Military
Curriculum Standards
Determine the main idea of a text; recount the key details and explain how they support the main idea.
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time, sequence, and cause/effect.
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade
3 topic or subject area.
Preparation
Prepare the classroom for the four stations as follows:
 LESSON PLAN

Patriot Banner - construction paper cut into triangles like a banner, markers
Patriotic Acrostic Poems - paper and colored pencils
Letter to a Veteran - patriotic paper, pencils, and crayons
Flag and Pledge - index cards, colored pencils, copy of the Pledge of Allegiance, craft sticks, glue
Direct Instruction
Distribute the lesson What is Patriotism? - Lesson for Kids and read the first section 'What Is Patriotism?' with
students.
Define the word 'patriot' and discuss:
Why are you proud to be an American?
What responsibilities do we have to other Americans and our country? Why?
Next read 'How You Can Show Patriotism' with students. Have students stand and practice saluting the flag, then
ask them to turn and discuss with a partner:
How do you show patriotism?
Share as a whole group.
Next read the section 'Patriotic Holidays' with students and allow them to share their family traditions and
experiences at patriotic holidays.
Play a few samples of patriotic songs and allow students to sing along.
Read the 'Lesson Summary' with students and take the quiz.
Activity
Instruct students to visit each station and do the activities.
LESSON PLAN 03
Media
Teacher Name:
Grade: Grade 9
Subject: English
What is mass media and how does it factor into everyday life? This lesson plan uses a video lesson to outline key
ideas for students. An activity asks students to compare and contrast different mass media outlets.
Learning Objectives
Upon completion of this lesson, students will be able to:
define mass media
list and explain the different types of mass media
discuss the pros and cons of mass media in terms of its influence on people
Length
45 to 60 minutes
 LESSON PLAN

Curriculum Standards
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as
the date and origin of the information.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of
how key events or ideas develop over the course of the text.
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political,
social, or economic aspects of history/social science.
Compare and contrast treatments of the same topic in several primary and secondary sources.
Materials
Paper copies of the worksheet from the associated video lesson
A recent newspaper article on a current event
Audio from a radio broadcast about the same current event
Video of a television report on the same current event
An Internet resource on the same current event
Instructions
Begin by asking the students to share the sources they use to receive news on current events.
How many different sources were listed?
How are they similar? Different?
Play the video lesson What Is Mass Media? - Definition, Types, Influence & Examples for the class, pausing it at
0:55.
What is mass media?
Do each of the sources of news mentioned in class align with the concept of mass media? Why or why not?
Play the video lesson again, pausing it this time at 2:10.
Which type of mass media was the first on the scene?
What replaced the newspaper as the main source of news?
Which type of mass media overtook the radio as a main source for news and information?
How has the Internet changed mass media?
Play the video lesson. Pause it at 3:57.
How does the mass media influence people?
What are some positive influences of mass media?
Are there any negative influences of mass media?
Play the remainder of the video lesson for the class.
 LESSON PLAN

How has mass media influenced your life?

Distribute the worksheet to the class, one to each student.
Have students work independently to complete the worksheet using what they learned about mass media in the
video lesson.
When all students have completed the worksheet, review the questions and answers in an open class discussion
with students defending their answer choices.
Activity
Instruct students to visit each channel and do the activities.
LESSON PLAN 04
Daffodils
Teacher Name:
Grade: Grade 9
Subject: English
1.Poem Contain
4 Stanza
2.Major Learning Items
A. Reading
B. comprehension
C. vocabulary
D. Grammar in use
E. writing skill
F. verbal communication.
3 General Objectives
a. To enable the students to understand to read to write and to express their fault in correct English.
b. Proper understanding at the language and spirit of the poem.
c. Listening to poetic language in its proper pronunciation stress and intonation.
d. To enable the student to get an idea about the writing skill and use in the poetic text.
e. To enable the student to get an idea about sentences and rhythmic lines at their own.
4.Behavioral objectives
A. Knowledge - The students will be able to ---
a. Identify the meanings at the words in the text.
b. Reorganize a nature poem.
c. Reorganize a ballad measured
d. Recognize some words.
 LESSON PLAN

B. Comprehension - The students will be able to -----

a. Comprehend the meanings of the stanza as a whole.
b. locate specific information .
C. Application - The students will be able to ----
a. Use of words they have learnt in the text in new situation.
b. Relate them to their personal experience.
D. Psychomotor - The students will be able to ---
a. Read the text poetry with reasonable speed.
b. Communicate their feelings to their friends and the teacher in English in the class - room.
5.Aids and Equipments
A. Usual -
Usual classroom aids like chalk duster black board pointer stick etc.
B. Specific -
A picture of a lake and daffodils in its side will be used to draw the attention of the students. It will also
help the students to have an idea of daffodils which are seen in our country.
6. Introduction to Class by the Teacher
By way of introduction the teacher will ask the following questions to make the students interested in the Lesson.
To draw their attention and to motive them towards learning the day's lesson. At this stage he may draw a picture
or draw attention of the students towards a picture. He may ask questions that help him to come to the topic. The
main principle should be something old to something new from known to unknown.
Introduction question:-
a. What do you see in the picture?
b. Where are they growing?
c. How do they look?
d. What are the flowers you like?
e. Name a few natures. Poems either in your tongue or English you have already read?
7. Announcement
Today we shall read the poem 'Daffodils' by William Wordsworth. The pupils will be open this text books.
8.General background to Wordsworth and this poetry
William Wordsworth (1770 -1850) was the son of lawyer. After tacking his degree at Cambridge University he
traveled in France. At first he hailed the French Revolution but later he become disillusioned with its excess and
violence. On his return to England, he wrote poems about the scenery and people of the English countryside.
Wordsworth's genius was recognized and he was made poet Laureate in 1843.
9. General background to the poem
 LESSON PLAN

The flowers in the picture are called Daffodils. They are golden yellow in colour . It is the miniature from of the
sunflower. The colour is like that of our oleander. They grow wild in spring. Englishmen like the flowers very
much
One day while walking about a riverside the poet saw a large member of Daffodils shaking their heads in the
wind. They spread out in a long row along the border of a lake. The Daffodils looked very happy. Later in his
vacant or pensive mood the poet remember the scene and felt happy.
10. Broad Strategy
Functional communicative approach with interactive question answer method will be adopted.
11.Teaching Strategy and Presentation
Step 1.
Learning items: Stage -1 Loud reading of the poem by the teacher with proper pause, Stress, intonation and
emotion.
Teacher's behaviour: The teacher will not hold text book in hand.
He will look at the student and recite the poem. If necessary, teacher will repeat the same lesson instructions.
Learner’s behaviour: The students will listen to and follow the teacher
attentively
Step 2.
Learning items: Stage -2 loud reading of the poem by the students.
Teacher's behaviour: The teacher will listen to the students and if necessary ask them to read again. At to be
active enough to note whether any student fails the poem properly .The teacher will make necessary
correction.
Learner’s behaviour: The students will read
aloud and seek teacher's
Help if necessary.
Step 3.
Learning items: Stage -3 silent reading by the students.
Teacher's behaviour: The teacher will ask the students to read silently for a few minutes and mark the words
and phrases unknown to them.
Learner’s behaviour: The student will read silently and do
accordingly.
Step 4.
Learning items: Stage - 4 teaching word meanings as a means of meaning of the text .The following words seem
to be new to be new to the students.
Teacher's behaviour: The teacher will ask them meaning of the words.
 LESSON PLAN

Interested student must guess. They must be encouraged even if they fail to guess. Then teacher will write down
the meaning of the words on the black - board. This point the teacher may bring in the intervention of the mother
tongue if necessary:
wandered - walked about
lonely-
withoutcompanion
vales - vally .
breeze - gentle wind .
beneath-
under.

Learner’s behaviour: The student will be alert and active enough to take down the meaning and form their own
expression and
thoughts.

Step 5.
Learning items: stage - 5 Telling stanza as a
whole Teacher's
behaviour: one day the poet was - - -
Learner’s behaviour: The students will listen the meaning and illustration of the verse lines
attentively.
12.Use of Writing Board
The teacher will use the writing board to write ----------
a. The meaning of the words
b. Some specific information from the text.
13. Evaluation
The following questions will be asked in order to ascertain how far the pupils have understood and
appreciate the poem ----------
a. why does the poet compare himself to a cloud ?
b. what did he see beside the lake ?
c. How did they look?
d. Read out the lines which express that the daffodils were moving gently in the breeze.
e pick out the words which rhythm with each .
14. Home - work
 LESSON PLAN

The pupils will be asked to reproduce in their own words the substance of the stanza.
LESSON PLAN 05
Stopping by Woods on a Snowy Evening
Teacher Name:
Grade: Grade 9
Subject: English
In this lesson, students explore the poem 'Stopping by Woods on a Snowy Evening' by Robert Frost. After
considering different interpretations of the poem, students will work in groups to choose and defend their own
analyses. The lesson concludes with a creative writing assignment.
Learning Objectives
As a result of this lesson, the student will be able to:
explain at least two interpretations of the theme of the poem ''Stopping by Woods on a Snowy Evening''
defend their own interpretation of the poem
write a creative narrative inspired by the events of the poem
Length
1-2 hours
Curriculum Standards
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an
objective summary of the text.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences.
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions,
facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Materials
Copies of ''Stopping by Woods on a Snowy Evening'' by Robert Frost, one for each student
Copies of the video lesson quiz worksheet
Lesson Instructions
Introduce the Poem
Introduce the poem ''Stopping by Woods on a Snowy Evening'' by showing the beginning of the video
lesson Stopping by Woods on a Snowy Evening: Summary, Theme & Analysis, pausing at 0:39.
Distribute copies of the poem. Give students a few moments to read it silently.
Different people read and experience poetry differently. Ask for two or three volunteers to read the poem aloud.
Have students listen for differences in their tone, pace and emphasis. Briefly discuss these differences.
 LESSON PLAN

Classroom Activities
The following activities and questions are designed to help your students use their noticing skills to move through
the poem and develop their thinking about its meaning with confidence, using what they’ve noticed as evidence
for their interpretations. Read more about the framework upon which these activities are based.
1. Warm-up (pair share): Draw a picture of a snowy evening. Be sure to include as many vivid images as you
can. Share your picture with a partner and describe the images that you included.
2. Before Reading the Poem (noticing and pair share): Look carefully at the image of the photograph “Horse
and sleigh on Valdez Trail to Fairbanks.” What do you notice first? Look again. What else do you see? What
might be going on in this image?
3. Reading the Poem: Read the poem “Stopping by Woods on a Snowy Evening” by Robert Frost silently. What
do you notice about the poem? Annotate for any words or phrases that stand out to you or any questions you
might have.
4. Listening to the Poem (enlist two volunteers to read the poem aloud): Listen as the poem is read aloud twice,
and write down any additional words and phrases that stand out to you. Call back the lines that you like by saying
these lines aloud with your group.
5. Small-group Discussion: Share what you noticed in the poem with your partner and another pair of students.
Based on the details you just shared with your small group, how might the image from the beginning of class
relate to the poem? What images stand out to you in the poem? What might the woods symbolize?
6. Whole-class Discussion: How would you describe the mood in the poem? Why? What promises do you think
that the speaker might have to keep? Why might the speaker repeat the final line?
7. Extension for Grades 7-8: Reread the first stanza. Why might the speaker say he thinks he knows “Whose
woods these are”? Write a postcard to the owner of the woods from the speaker. What might this speaker tell the
owner?
8. Extension for Grades 9-12: (Teachers, if you haven’t already, now might be a good time to introduce rhyme
scheme.) Reread the poem and pay close attention to the rhyme scheme. Write an emulation of this poem where
you mimic the rhyme scheme. Or, rewrite the poem in a different season.
LESSON PLAN 06
Drugs
Teacher Name:
Grade: Grade 9
Subject: English
Objectives:
To learn about various drugs.
To identify risk factors and protective factors associated with substance abuse (drugs and alcohol).
 LESSON PLAN

To discuss what addiction is and the consequences of it.

To determine behaviours that increase well-being and allow students to achieve life goals.
Material:
Reference documents are found at the end of this lesson plan.
Activity #1: Name that Drug (9-10.1 Reference)
Activity #2: Recognizing the Risks (9-10.2 Reference)
Activity #3: Path to Addiction (9-10.3 Reference)
Activity #4: Consequences of Addiction (9-10.4 Reference)
Handouts:
Activity #1: Name that Drug (9-10.1 Handout)
Activity #5: Now, it's Your Choice (9-10.5 Handout)
Other Materials:
SMART board/chalk board to summarize responses on
Chart paper and markers for groups to use
Computer/projector to display slides (optional)
Masking tape
Time:
Introduction: 5 minutes
Activity #1: Name that Drug 10 minutes
Activity #2: Recognizing the Risks 15 minutes
Activity #3: Scale of Addiction Use 10 minutes
Activity #4: Consequences of Addiction 15 minutes
Activity #5: Now, it's Your Choice 5 minutes
Conclusion 5 minutes
Total: 60 minutes
Presenter Preparation:
Review the Drugs and Alcohol section of the Centre for Youth Crime Prevention.
Review the Objectives of this lesson plan.
Identify ways in which you are personally linked to the subject matter. This presentation is general in nature, and
will be more effective if you tailor it to your personal experiences, the audience and your community.
Guest speakers can really have an impact. If there is someone in your community who has been impacted by
substance abuse, invite them to speak with the youth. You may also want to consider inviting an RCMP member
from the drug section. Please note: Activities will need to be removed or modified to ensure that the time allotment
is respected.
 LESSON PLAN

Print the lesson plan and reference documents.

Print required handouts. Make a few extra copies just to be sure.
Ensure your location has any technology you require (computer, projector, SMART board, etc.)
Lesson:
A) Introduction
Introduce yourself.
Tell the students about your job and why you are there to talk to them. Tell students that in today's class, they will
talk about substance abuse, its impacts and ways they can deal with peer pressure related to substance use and
abuse. Additionally, different supports to help them deal with the issue will be addressed.
If you are a police officer, briefly discuss the role of police officers when it comes to substance abuse (i.e. your
experience dealing with youth and substance abuse issues).
Pass out one index card to each student. Explain that this card is to be used for students to write down any question
they may have. The presenters will collect them towards the end of the presentation and answer the questions
anonymously in front of the group.
B) Activity #1: Name that Drug
Goal: Students will learn about various drugs (including short and long-term health impacts).
Type: Information chart and discussion
Time: 10 minutes
Step #1:
Cut out the drug types and their matching definitions from Activity #1: Name that Drug (9-10.1 Reference) and
place them out of order on the board.
Explain to students that different types of drugs have different effects on our bodies.
Let students know that most drugs can be broken down into three categories:
Stimulants: Drugs that make the user hyper and alert.
Depressants: Drugs that cause a user's body and mind to slow down.
Hallucinogens: Drugs that disrupt a user's perception of reality and cause them to imagine experiences and
objects that seem real.
Step #2:
Ask students to match up the fact with the drug as a class. Go over the answers.
Ask the students to read over the handout Activity #1: Name that Drug (9-10.1 Handout) and start a discussion
based on what the students read. Encourage all students to participate to the discussion by asking questions, such
as: "What is a drug?" "What do drugs do?" "What happens when a person uses drugs?" "What are drugs used
for?" "Do drugs affect everyone in the same way?" "Can drugs be prescribed by a doctor?"
 LESSON PLAN

C) Activity #2: Recognizing the Risks

Goal: Students will recognize protective and risk factors associated with substance abuse and addiction and learn
the importance of resilient factors.
Type: T-chart and group activity
Time: 15 minutes

Step #1:
Ask students to define the following terms:
Resiliency: The ability to become strong, healthy and successful after something bad happens to you
(www.merriam-webster.com 2014).
Risk Factors: Factors that can lead to drug use.
Protective Factors: Factors that can shield from drug use.(http://www.rcmp-grc.gc.ca/docas-ssdco/guide-kid-
enf/page3-eng.htm).
Ask the students to get into groups of 3 or 4.
Step #2:
Create a chart on the SMART board, chalkboard or overhead with two titles: (1) Risk Factors & (2) Protective
Factors. Ask students to identify examples of risk factors when it comes to substance abuse, alcohol and addiction
and record their answers. Then ask students to identify some examples of protective factors that could be
associated with not using drugs and alcohol or getting addicted. Use Activity #2: Recognizing the Risks (9-10.2
Reference) as a guide.
Step #3:
If time allows, give each group playing cards and tell them to work together to make a card house for 5 minutes.
Explain that in this activity, each card represents a protective and resilience factor, and when those factors fail or
diminish the structure will fall.
D) Activity #3: Path to Addiction
Goal: Students will discuss how addiction can impact a person's lifestyle.
Type: Discussion and group activity
Time: 10 minutes
Step #1:
Ask students to define what addiction is as well as the substances a person can become addicted to.
Make sure to include that both drugs and alcohol can be addictive.
Explain to students that addiction is an ongoing process. Addiction may present its challenges at different times
over many years in a user's life.
 LESSON PLAN

Write each stage on a different piece of paper. Ask for 5 volunteers to come to the front of the class and give each
student a stage.
Have the student volunteers work together to arrange themselves in the order that they think the scale of addiction
occurs in.
Step #2:
With the students, define each stage of addiction. Discuss the answers with students and use Activity #3: Path to
Addiction (9-10.3 Reference) as a guide.
E) Activity #4: Consequences of Addiction
Goal: Students will examine the consequences of addiction on all facets of life.
Type: 5 corners activity and group discussion
Time: 10 minutes
Step #1:
Separate the students into 5 different groups.
Have the students get into their groups and give each group a piece of chart paper. Assign each of the five groups
one of the topics: (1) Family, (2) Friends & Recreation, (3) School & Jobs, (4) Physical & Emotional Health, and
(5) Financial. Have each group write the topic on their piece of chart paper.
Ask each group to brainstorm and record the consequences of an addiction relating to their topic.
Give the groups 5 minutes to come up with a hashtag that represents how they might be affected in that aspect of
their life.
Discuss answers with the group.
F) Activity #5: Now, it's Your Choice
Goal: Students will commit to a healthy lifestyle
Type: 5 corners activity and group discussion
Time: 15 minutes
Step #1:
Distribute Activity #5: Now, it's Your Choice (9-10.5 Handout)and ask the students to answer the question.
Step #2: (Homework)
As part of their homework from the presentation, ask all the students to make the pledge to say no to drugs on the
National Anti-Drug Strategy website: http://nationalantidrugstrategy.gc.ca/prevention/youth-
jeunes/index.html and click on "Make a Pledge." Tell them to print the pledge they submitted and display them
around the classroom or school.
G) Conclusion
To conclude the lesson, summarize the important points and highlights of your discussion throughout the session.
 LESSON PLAN

Collect all index cards from students. Take some time to answer any questions from the cards that the students
may have had.
Leave students with information about how to contact you if they have any follow up questions they didn't want
to ask in class.
LESSON PLAN 07
NOISE
Teacher Name:
Grade: Grade 9
Subject: English
Students’ Learning Outcomes
Differentiate between noise and sounds.
Explore the effects of noise on human health.
Suggest ways to reduce noise pollution and plan an awareness campaign on any one.
Information for Teachers
Noise is an unpleasant sound.
Sources of noise pollution are road traffic, jet plans, construction machinery and manufacturing machines etc.
Noise pollution affects human health very badly.
Not only hearing ability is affected but other body systems are also disturbed.
Fatigue, headache, hypertension, angry behavior, disorders in digestive and nervous systems are caused by
prolonged exposure to noise.
Material / Resources
Chair, table, plastic bottle, textbook
Worm up activity
Ask the students what kind of sounds they hear every day. Make a list of different sounds on the board and
then ask the students to different pleasant and unpleasant sounds.
Ask a student to dreg a chair on the floor while ask another student to sing a song.
Now ask what kind of sounds they hear around them. Ask them which sounds are pleasant and which are
unpleasant. Conclude that the sounds which produce pleasant sensation in our ears are pleasant sounds and
unpleasant sounds are noise.
Development
Activity 1
Divide the class into groups and ask the students to discuss in each group: Why do we like to go to quiet
places?
After 5 minutes, ask one student from each group to state the main points of discussion.
 LESSON PLAN

Write the answers of the students on the board such as:

We can sleep well in quiet places.
We can study
We can think better
We can talk with each other
Then ask the students to discuss again in groups: What do we feel in noisy places? You may create a noisy
place by playing a recorded cassette of busy road traffic.
After 5 minutes, ask one student from each group to state important points of discussion.
Write the students’ comments on board such as:
We can’t sleep due to noise
We can’t study due to noise
We can’t hear each other well when there is noise.
It may cause headache.
It may damage ears.
Ask the students groups to comment one by one: should we avoid noise? How and why?
Conclude the topic after their comments.
Activity 2
Step 1:
Open all the windows and doors of your classroom.
Ask a student to take your chair outside the classroom.
Give him/her an empty plastic bottle and ask him/her to go outside the classroom and strike it against the chair
repeatedly.
Ask the whole class, do you hear a low or a high sound?
Step 2:
Then ask the first student to take the chair further away from the classroom and make a sound with the bottle
again.
Then ask the class: Do you hear a low or high sound this time?
Step 3:
Ask the students; close all the windows and doors of classroom.
Ask the first student to carry the chair inside the classroom again and strike the bottle against the chair.
Then ask the class students, do you hear a low or high sound now?
(Draw out the conclusion that: The greater the distance between the source of noise and listener, the less is the
noise. In a closed room the noise increases due to reflections from the walls, ceiling and floor).
 LESSON PLAN

Activity 3
Draw the following table on the board and ask the students to tell about their noise effects and ways to reduce
them and write the correct answers in the boxes.
Noise Its Effects Ways to reduce it
Loud TV
volume
Horns
Loud speaker
Traffic
sounds
Street
hawkers
Students’ response:
Noise Its Effects Ways to reduce it
Loud TV Disturbing Keep volume low
volume
Horns Unpleasant Should be banned
except in
emergency
Loud Hearing Should be banned
speaker problems or the use should
be restricted
Traffic Mental Increasing green
sounds disorders, area/tree
fatigue, plantation
pains
Street Disturbing Close the door
hawkers
Sum up / Conclusion
Ask students: What you have learned from the lesson? And write their answers on the board.
The voice which doesn’t feel good to our ears is a noise.
Noise may cause a headache.
We can’t study in noise.
 LESSON PLAN

The noise may damage our ears.

We can reduce noise.
By increasing green area/tree plantation around sources of noise such as factories, motorways, railways and
airports.
Building industrial area, railway stations and airports away from the towns.
Avoiding the use of loud speakers.
Avoiding excessive use of vehicle horns.
We can reduce noise pollution in our community by awareness campaigns for the people.
Assessment
What are the sources of noise pollution?
How can we reduce noise pollution in our city?
Explain the effects of noise on human health?
Follow up
Different type of problems do you face due to the noise when you are in school, at home and on the road?
Ask the students to make posters showing the noise sources and their effects.
Launch a campaign in your locality to make the people aware of noise pollutants, their effects on our health
and the ways to reduce noise pollution.
LESSON PLAN 08
Chinese New Year
Teacher Name:
Grade: Grade 9
Subject: English
This highly engaging Social Studies lesson on Chinese New Year is integrated with elements of performing arts
(drama). This lesson is appropriate for students in K-3, as it can be easily modified.
Objectives & Outcomes
After a lesson on Chinese New Year, the learner will act out (role play) a 30 second scene from a traditional
family visitation tradition using oranges, tangerines, and sweets. The learner will use at least three details that we
discussed.
Materials Needed
American New Year paraphernalia (e.g., glitter glasses, beaded necklace, horns)
“Chinese New Year: Festival of New Beginnings” by Terri Sievert
8 tangerines
8 oranges
Various wrapped fruit candies.
 LESSON PLAN

Procedure
Opening to Lesson
Without much explanation, teacher will begin by acting out the countdown segment of a typical American New
Year celebration. Teacher will turn the lights off in the classroom and wear typical American New Year party
paraphernalia (glasses, beaded necklaces, horns) in order to create the setting. Teacher will excitedly count
backwards from 10-1, then finally proclaim HAPPY NEW YEAR!
Teacher will invite students to partake in discourse regarding the scene that was just performed. Have you
experienced anything like that before? What was familiar about it? What did my performance remind you
of? What types of feelings were evoked when you watched my performance? Teacher will dictate students'
responses on to chart paper.
Body of Lesson
Instructional Activity/Development
Teacher will read “Chinese New Year: Festival of New Beginnings” by Terri Sievert.
Teacher and students will discuss the gifts of oranges, tangerines, and sweets that were present in both the story.
Oranges represent money and wealth while tangerines are symbols of good luck
Students will be invited to discuss the similarities and differences between American New Year and the Chinese
New Year Celebrations.
Teacher will introduce the phrase gung hay fat choy, which is the traditional Chinese New Year greeting that
means “May you prosper”.
Guided Practice
Teacher will bring out the traditional gifts that families give to one another on Chinese New Year's Day (oranges,
tangerines, and sweets).
With a student volunteer, teacher will act out (role play) the visitation and gifting process that was described in
the book.
The tradition is to visit family members within three days of the new year. At the visitation, it is customary to
take sweet treats to family members’ homes. This is to symbolize wealth and good fortune in the new year.
Independent Practice
Teacher will bring out the traditional gifts that families give to one another on Chinese New Year's Day (oranges,
tangerines, and sweets).
With a student volunteer, teacher will act out (role play) the visitation and gifting process that was described in
the book.
The tradition is to visit family members within three days of the new year. At the visitation, it is customary to
take sweet treats to family members’ homes. This is to symbolize wealth and good fortune in the new year.
 LESSON PLAN

Closing
At this time, we will gather back on the rug to discuss new concepts that were learned in the lesson. Teacher will
dictate student responses onto chart paper.
Assessment & Evaluation
Performance Assessment
The role play section will be used as a performance assessment. This provides students an opportunity to convey
their understanding through gestures, sounds, and physical movement. This provides students with a deeper
connection to the material.
Informal/Anecdotal Assessment
Informal teacher observation of student participation as they create their scene (record will be kept in teacher log).
LESSON PLAN 09
First Aid
Teacher Name:
Grade: Grade 9
Subject: English
Do your students know the basics of first aid? A video lesson gives key facts about injuries and first aid while a
role-playing activity gives students a chance to show what they've learned. Optional extensions and related lessons
are included for ongoing instruction.
Learning Objectives
Upon completion of this lesson, students will be able to:
define 'first aid'
identify different types of injuries
outline the appropriate first aid measures for several different types of injuries
role-play first aid scenarios
Length
45 minutes to 1 hour
Materials
A first aid kit
Assorted slips of paper (enough for each student to have one) with the following words written on them: Injury:
Bleeding; Injury: Puncture wound; Injury: Fracture; First aid responder (about half of the papers should be 'first
aid responder' slips)
A bowl or container
Curriculum Standards
CCSS.ELA-LITERACY.RST.9-10.2
 LESSON PLAN

Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process,
phenomenon, or concept; provide an accurate summary of the text.
CCSS.ELA-LITERACY.RST.9-10.3
Follow precisely a complex multi-step procedure when carrying out experiments, taking measurements, or
performing technical tasks, attending to special cases or exceptions defined in the text.
NGSS Engineering Design Standard: HS-ETS1-3
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for
a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and
environmental impacts.
Key Vocabulary
First aid
Severe bleeding
Puncture wound
Fracture
Instructions
Begin by asking the class if any of them have had an injury that required first aid.
Have the students share their experiences with the class for discussion.
Now ask the class what should be done if they come across someone who is bleeding, again having them share
their ideas during a brief class discussion.
Now play the video lesson Bleeding, Puncture Wounds & Fractures: First Aid, pausing it at 2:39.
Were the students on target with their ideas on how to deal with someone who is bleeding? Fill in any missing
information now by reviewing what was stated in the video lesson.
Now ask the class what a puncture wound is and how they might treat one. Discuss this as a class.
Next play the video lesson, this time pausing it at 3:50.
Review the class discussion on puncture wounds and fill in missing information by reviewing the tips presented
in the video lesson.
Now ask the students to imagine that they encountered someone with a fracture. What would they do? Discuss
their ideas a class.
Now play the remainder of the video lesson.
Were the students correct in their ideas of how to treat a fracture?
Discussion Questions
What are the most important things to remember when providing first aid?
What should we do if we have no idea what to do with an injured person?
 LESSON PLAN

Activity
Place the slips of paper in the bowl or container.
Have each student draw a slip of paper from the bowl or container.
Next, have the students who drew an injury pair up with another student who drew first aid responder.
Now have the responders use the first aid kit to role-play the correct response to the specific injury.
Extensions
Give students different injury scenarios and have them create a list of key first aid steps for each.
Ask a paramedic, nurse, or other health care provider speak to the class about first aid.
LESSON PLAN 10
Rain
Teacher Name:
Grade: Grade 9
Subject: English
Learning Objectives
Students will be able to understand why rain falls from clouds.
Students will be able to follow multi-step directions.
Students will be able to make predictions.
Introduction
(10 minutes)

Tell students that today they will be learning about the weather.
Invite students to step outside and observe the weather. Great guiding questions include: Is it sunny or cloudy
today? What do the clouds look like?
 LESSON PLAN

Have students make predictions about whether or not it will rain today. Ask them to identify what the sky looks
like on a rainy day.
Then, tell students that they will have the chance to observe a rainy day in class today.
Explicit Instruction/Teacher modeling
(15 minutes)
Read The Rainy Day by Anna Milbourne and Sarah Gill.
Model the experiment for the class.
First, fill your jar almost to the top with water. You can place a heavy figurine inside the jar to create the illusion
that the person will get rained on.
Then, ask students what they think clouds are. Explain that clouds are tiny water droplets that come together in
the sky. Tell your students that there are various types of clouds such as cumulus, stratus, and cirrus.
Show your students the Types of Clouds worksheet to give examples of what these clouds look like. Read the
descriptions to your students.
After this discussion, fill the top of your jar with shaving cream. Explain that these represent clouds.
Then, tell the students that when the water is too heavy for the clouds to hold, it begins to rain. Drop about 5
droplets of blue food coloring on top of the clouds, and watch what happens!
Guided Practice
(5 minutes)
Tell your students that they will now have a chance to create their own rainy day.
Give each student the materials that they need to complete the experiment on their own.
Independent working time
(10 minutes)
Give your students time to complete the experiment.
Have students work with a partner to discuss what happened.
Tell each group to discuss things they can do on a rainy day.
Differentiation
Enrichment:
Have students make predictions about what causes thunder and lightning. Observe their predictions to plan for
future lessons.
Support:
Have students work with a partner if they are unable to complete this activity independently.
Have them draw pictures of what they saw outside. Label their pictures for them.
Assessment
(10 minutes)
 LESSON PLAN

Observe students as they complete this activity to see if they understand the process of how clouds and rain form.
Then, give them the Rain Count worksheet to complete in class.
Review and closing
(5 minutes)
To summarize the lesson, invite students to share the process of the experiment with you.
Ask them questions about what each step represented. For example: What was the shaving cream? What did the
blue food coloring represent?
LESSON PLAN 11
Newspaper
Teacher Name:
Grade: Grade 9
Subject: English
Walk your students through the steps of writing a newspaper article with this lesson plan. Students will read our
informational lesson explaining what a newspaper is and how to write an article, then put concepts to the test in
a writing activity.
Learning Objectives
After this lesson, students will be able to:
define and explain the components of a newspaper
discuss the steps necessary to write an article for a newspaper
work in cooperative groups to identify components of a newspaper
Length
50 minutes for the lesson plus time for the activity
Materials
Copies of the lesson How to Write a Newspaper Article, one for each student
Copies of newspapers
Highlighters
Chart paper
Marker
Copies of the quiz, one for each student
Key Vocabulary
Structure
Topic sentence
Closing sentence
Title
 LESSON PLAN

Byline
Content
Curriculum Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs,
or larger portions of a text (e.g., a section or chapter).
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that
point of view or purpose.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own
clearly and persuasively.
Instructions
Divide students into partner pairs and give each a newspaper article for analysis. Allow students to look at the
article in an open-ended way without specific guidance, recording what they notice.
Have students share their observations about the newspaper article and discuss.
Tell students that newspaper articles have common styles and strategies for creating. Preview vocabulary, then
distribute the lesson How to Write a Newspaper Article.
Have students read the first section 'Newspaper' and discuss:
Is the newspaper a dying art?
What value does a newspaper still have? What was its value prior to the internet?
Read 'Step 1: Structure' together. On chart paper, list the components of a newspaper article.
Next have groups revisit their newspaper article to locate and identify each component and highlight/label.
When groups are finished, have them combine with another pair to share and discuss their article components.
Encourage students to check and discuss one another's work.
Read 'Step 2: Content' and ask groups to determine the who, what, when, why, where, and how of their articles.
When finished, combine into new groups to check.
As student groups work walk around to offer suggestions and make sure groups are on task.
Have students read 'Step 3: Other Information' and repeat the identification/checking process.
Read the 'Lesson Summary' together and administer the quiz to check for understanding. Reteach if necessary.
Assessment
Observe students as they complete this activity to see if they understand the process of newspaper.
LESSON PLAN 12
Peace
 LESSON PLAN

Teacher Name:
Grade: Grade 9
Subject: English
Teach your students aspects of peace and pacifism with this video-based lesson plan. Students will discuss inner
peace and nonviolent activism, taking a look at pacifists through history.
Learning Objectives
After this lesson, students will be able to:
define and explain 'peace' and 'pacifism'
discuss peaceful leaders in history
explain different types of pacifism
Length:
50 minutes
Materials
Access to technology for research
Key Vocabulary
Peace
Inner peace
Pacifism
Dr. Martin Luther King, Jr.
Mahatma Gandhi
Absolute pacifism
Curriculum Standards
CCSS.ELA-Literacy.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
CCSS.ELA-Literacy.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political,
social, or economic aspects of history/social science.
Instructions
Begin by having students respond in writing to the question 'What does it mean to be peaceful?' Allow students
to briefly share answers with their seatmates, then preview vocabulary for this lesson.
Start the video lesson Peace & Pacifist Views.
Pause at 00:45 and ask:
Why is violence bad? What are some examples?
 LESSON PLAN

Why is peace 'one of the most sought-after and yet elusive ideals in human history?'
Have students discuss and debate the question 'Is peace practical or is it just a word used by hippies?'
Resume the lesson and pause at 1:50. Discuss:
What is the most basic aspect of peace?
Why is this the 'most basic?'
What else can peace be?
Have students give examples of how peace can be a goal and share methods of finding inner peace.
Restart the lesson and pause at 5:01. Ask:
Why is peace just a state of being or ideal?
What is pacifism's relationship to peace?
Why is pacifism NOT turning a blind eye?
How do pacifists deal with violence?
Have students compare and contrast absolute and conditional pacifism in their groups, then share and compare as
a class.
Play the Lesson Summary and conclude discussions.
Assessment
Observe students as they complete this activity to see if they understand the process of peace.

01 ‫سبق پالن‬
‫ کسان‬:‫عنوان‬
: ‫استاد کا نام‬
: 10‫کالس‬
‫اردو‬: ‫مضمون‬
‫کھیتوں ہیں اور وہ ہماری روزمرہ کی زندگی کو کس طرح متاثر کرتے ہیں؟ کسی سرگرمی سے طلبا کو‬
‫مقامی کاشتکاروں کا باضابطہ شکریہ ادا کرنے کا موقع ملنے سے قبل اس سبق کا منصوبہ کھیتوں سے‬
‫متعلق اہم حقائق کو اجاگر کرنے کے لئے متن کا سبق استعمال کرتا ہے۔‬
:‫سیکھنے کے مقاصد‬
:‫ طلباء‬، ‫اس سبق کی تکمیل پر‬
‫فارم پر کیا ہوتا ہے اس کی وضاحت کریں‬
 ‫‪LESSON PLAN‬‬

‫مختلف قسم کے کھیتوں میں تمیز کرنا‬

‫جدید معاشرے میں کھیتوں کی اہم بات کا خالصہ بنائیں‬
‫لمبائی‬
‫‪ 60‬سے ‪ 90‬منٹ‬
‫نصاب کے معیارات‪:‬‬
‫کسی متن کی تفہیم کا مظاہرہ کرنے کے لئے سواالت پوچھیں اور جوابات دیں ‪ ،‬واضح طور پر جوابات‬
‫کی بنیاد کے طور پر متن کا حوالہ دیتے ہیں۔‬
‫کسی متن کے مرکزی خیال کا تعین کریں۔ اہم تفصیالت دوبارہ بیان کریں اور بتائیں کہ وہ کس طرح‬
‫مرکزی خیال کی حمایت کرتے ہیں۔‬
‫تاریخی واقعات ‪ ،‬سائنسی نظریات یا تصورات ‪ ،‬یا کسی متن میں تکنیکی طریقہ کار کے اقدامات کے‬
‫درمیان تعلقات کی وضاحت کریں ‪ ،‬جس کی زبان ‪ ،‬وقت ‪ ،‬ترتیب ‪ ،‬اور اسباب ‪ /‬اثر سے متعلق ہو۔‬
‫گریڈ ‪ 3‬کے عنوان یا مضمون کے عالقے سے متعلق کسی متن میں عام تعلیمی اور ڈومین سے متعلق‬
‫مخصوص الفاظ اور جملے کے معنی بتائیں۔‬
‫عکاسی (جیسے نقشے ‪ ،‬تصاویر ) سے حاصل کردہ معلومات اور متن کے الفاظ کو متن کی تفہیم کو ظاہر‬
‫کرنے کے لئے استعمال کریں (جیسے ‪ ،‬کہاں ‪ ،‬کب ‪ ،‬کیوں ‪ ،‬اور اہم واقعات کیسے واقع ہوتے ہیں)۔‬
‫مواد‪:‬‬
‫فارموں کی مختلف تصاویر‬
‫متن کے اسباق کی کاپیاں فارم کے حقائق‪ :‬بچوں کے لئے سبق‬
‫متعلقہ متن سبق سے کوئز کا استعمال کرتے ہوئے ایک ورک شیٹ بنائی گئی‬
‫مقامی طور پر اگائی جانے والی پیداوار ‪ ،‬جس میں سے ہر ایک کا نام فارم کے نام کے ساتھ ہے‬
‫مقامی طور پر تیار شدہ پیداوار (مثال کے طور پر نام ‪ ،‬مالکان ‪ ،‬مقام ‪ ،‬پتہ ‪ ،‬فارم کا سائز ‪ ،‬بڑھتی ہوئی‬
‫مصنوعات اور اسی طرح) کے ذریعہ ہر ایک کھیت کے لئے ایک مختصر حقائق شیٹ۔‬
‫لکھے ہوئے کاغذ‬
‫لفافے‬
‫ڈاک ٹکٹ‬
 ‫‪LESSON PLAN‬‬

‫حوالہ جات ‪:‬‬

‫کتاب صفحہ نمبر ‪128‬‬
‫پچھلے سبق کی تالوت ‪:‬‬
‫طلباء کو صفحہ نمبر پر ‪ Q2‬کو فوری حل کرنے کو کہہ کر ان تصورات کو سمجھنے کی جانچ کریں۔‬
‫‪2‬طلباء کی کتاب۔‬
‫اساتذہ کا اظہار ‪:‬‬
‫طلباء سے فارمنگ کے بارے میں تبادلہ خیال کریں۔‬
‫شہری اور دیہی عالقوں میں فرق کے ساتھ ان پر تبادلہ خیال کریں۔‬
‫ایک میز بنائیں اور اس میں فرق شہری اور دیہی عالقوں میں لکھیں۔‬
‫‪:‬‬ ‫کالس کا کام‬
‫کاپیاں پر درج ذیل سواالت کریں‪:‬‬
‫ایک کسان کیا ہے؟‬
‫شہری عالقہ کیا ہے؟‬
‫دیہی عالقہ کیا ہے؟‬
‫پاکستان کے بڑے شہروں کا نام بتائیں؟‬
‫لپیٹ ‪:‬‬
‫طلباء سے پوچھ کر سبق کا اختتام کریں‪:‬‬
‫سبق آموز منصوبہ ‪02‬‬
‫عنوان ‪:‬عالمہ اقبال‬
‫استاد کا نام ‪:‬‬
‫کالس‪: 10‬‬
‫مضمون ‪:‬اردو‬
‫سیکھنے کے مقاصد ‪:‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے ‪:‬‬
‫ہیروز آف پاکستان کے بارے میں جانیں‬
 ‫‪LESSON PLAN‬‬

‫عالمہ اقبال کی تاریخ اور علیحدہ ریاست میں ان کے شراکت کے بارے میں جانیں‬
‫حوالہ جات ‪:‬‬
‫بک پیج نمبر ‪ 9‬پاکستان کے مختلف ہیروز کے فلیش کارڈز‬
‫پاکستان کا نقشہ‬
‫‪.‬رنگ‬
‫پچھلے سبق کی تالوت ‪:‬‬
‫طالب علم کا پچھال علم اس بارے میں پوچھیں کہ وہ پاکستان کے بارے میں کیا جانتے ہیں ان سے یہ‬
‫پوچھیں کہ پاکستان کے پیدا ہونے پر ہمارے قائدین کون تھے؟ پاکستان کا قومی شاعر کون تھا؟ طلباء‬
‫سے ان سواالت کے بارے میں پوچھیں کیوں کہ وہ پہلے کی جماعتوں میں ہی اسے پڑھ چکے ہیں؟‬
‫اساتذہ کا اظہار ‪:‬‬
‫طلباء سے ہمارے ہیرو کے بارے میں تبادلہ خیال کریں۔ آزادی حاصل کرنے میں کون اپنا تعاون کرتا‬
‫ہے؟‬
‫عالمہ اقبال کے بارے میں ان سے تبادلہ خیال کریں۔‬
‫انھیں بتائیں کہ عالمہ اقبال پہلے شخص تھے جنہوں نے پاکستان کا خواب دیکھا۔‬
‫عالمہ اقبال کے بارے میں طلباء کو بیان کریں اور بتائیں کہ وہ کہاں پیدا ہوا تھا اور وہ کب پیدا ہوا تھا؟‬
‫عالمہ اقبال کی ابتدائی تعلیم کے بارے میں ان سے تبادلہ خیال کریں اور یہ کہ انہوں نے علیحدہ ریاست‬
‫کے حصول میں اپنی زندگی میں کیا کردار ادا کیا۔‬
‫کسی بے ترتیب طالب علم سے طلبہ کے کتاب صفحہ نمبر ‪ 9‬پر عالمہ اقبال کے بارے میں متن پڑھنے‬
‫کو کہیں۔‬
‫کالس کا کام ‪:‬‬
‫تحریری کتاب پر مندرجہ ذیل سواالت کریں‪:‬‬
‫پاکستان کا خواب کس نے دیکھا؟‬
‫عالمہ اقبال کی پیدائش کب ہوئی؟ پاکستان کا قومی شاعر کون تھا؟‬
‫گھر کا کام ‪:‬‬
‫عالمہ اقبال کے بارے میں ‪ 10‬الئنیں لکھیں۔‬
 ‫‪LESSON PLAN‬‬

‫لپیٹ ‪:‬‬
‫طلباء کو مندرجہ ذیل سواالت کے بارے میں پوچھ کر سبق کا اختتام کریں‪:‬‬
‫پاکستان کا خواب کس نے دیکھا؟‬
‫عالمہ اقبال کی پیدائش کب ہوئی؟‬
‫وہ کب مر گیا؟‬
‫سبق آموز منصوبہ ‪03‬‬
‫عنوان ‪:‬قائداعظم ‪ ،‬حفیظ جالندھری‬
‫استاد کا نام ‪:‬‬
‫کالس‪: 10‬‬
‫مضمون ‪:‬اردو‬
‫سیکھنے کے مقاصد ‪:‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے ‪:‬‬
‫ہیروز آف پاکستان کے بارے میں جانیں‬
‫تاریخ قائداعظم اور حفیظ جالندھری کے بارے میں جانیں اور الگ ریاست حاصل کرنے میں ان کے‬
‫تعاون کے بارے میں جانیں‬
‫حوالہ جات ‪:‬‬
‫پاکستان کا نقشہ‬ ‫بک پیج نمبر ‪ 9‬اور ‪ 10‬پاکستان کے مختلف ہیروز کے فلیش کارڈ‬
‫‪.‬رنگ‬
‫پچھال سبق کی تالوت ‪:‬‬
‫پاکستان کے کچھ ہیروز کا نام طلبہ سے پوچھ کر سبق شروع کریں؟ طلباء سے پوچھیں کہ وہ عالمہ‬
‫اقبال کے بارے میں کیا جانتے ہیں ‪ ،‬ان سے قائد اعظم کے بارے میں پوچھیں ‪ ،‬وہ کب پیدا ہوا؟ وہ‬
‫قائداعظم کے بارے میں کیا جانتے ہیں؟ بانی پاکستان کون تھا؟‬
‫اساتذہ کا اظہار ‪:‬‬
‫قائداعظم کے بارے میں طلباء سے گفتگو کریں۔‬
 ‫‪LESSON PLAN‬‬

‫ان کے ساتھ بات چیت کریں وہ بانی پاکستان تھے اور وہ ساری جدوجہد کی رہنمائی کرنے والے رہنما‬
‫تھے‬
‫اس الگ ریاست کو انجام دینے کے لئے۔‬
‫قائداعظم کی کتابیات کے بارے میں طلباء سے گفتگو کریں؟ جب وہ پیدا ہوا؟ جہاں وہ تھا‬
‫پیدا ہونا؟‬
‫قائداعظم کی تعلیم کے بارے میں ان سے تبادلہ خیال کریں۔‬
‫قائداعظم نے علیحدہ ریاست کے حصول میں ادا کیا کردار کے بارے میں مختصر گفتگو کریں۔‬
‫حفیظ جالندھری کے بارے میں بھی تبادلہ خیال کریں اور طلبا کو بتائیں کہ وہ ہمارے قومی ہیرو تھے۔‬
‫طلبا کو بتائیں کہ حفیظ جالندھری نے پاکستان کا قومی ترانہ لکھا ہے جسے اب ہم گاتے ہیں‬
‫ایک دن‬
‫ایک بے ترتیب طالب علم سے طلبہ سے متعلق قائد اعظم اور حفیظ جالندھری کے متعلق متن پڑھنے‬
‫کو کہیں‬
‫کتاب کا صفحہ نمبر ‪ 9‬اور‪ 10‬۔‬
‫‪:‬‬ ‫کالس کا کام‬
‫نوٹ بک پر مندرجہ ذیل سوال کریں‪:‬‬
‫جب قائداعظم؟ پیدا ہوئے؟‬
‫پاکستان کے بانی والد کون تھے؟‬
‫قائد کی وضاحت کریں۔‬
‫قائداعظم؟ کو کہاں دفن کیا گیا؟‬
‫قائداعظم؟ کا کیا مطلب ہے؟‬
‫لپیٹ ‪:‬‬
‫طلباء سے قائد کی وضاحت کے لئے سبق کو ختم کریں؟ وہ کہاں پیدا ہوا؟ اس کا انتقال کب ہوا؟ محمد‬
‫علی جناح کو قائد اعظم کیوں کہا گیا؟ حفیظ جالندھری کون تھا؟‬
‫سبق آموز منصوبہ ‪04‬‬
‫عنوان ‪:‬شہری عالقہ بمقابلہ دیہی عالقہ‬
 ‫‪LESSON PLAN‬‬

‫استاد کا نام ‪:‬‬

‫کالس‪: 10‬‬
‫مضمون ‪:‬اردو‬
‫سیکھنے کے مقاصد ‪:‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے ‪:‬‬
‫مختلف قسم کی برادریوں ‪ ،‬شہر اور دیہی عالقوں کے بارے میں جانیں۔‬
‫نقشہ پڑھنے کا طریقہ سیکھیں۔‬
‫شہری عالقوں اور دیہی عالقوں کے مابین فرق کو سمجھیں۔‬
‫حوالہ جات ‪:‬‬
‫‪ 15‬رنگ‬ ‫کتاب صفحہ نمبر ‪، 14‬‬
‫پچھلے سبق کی تالوت ‪:‬‬
‫طلباء کو صفحہ نمبر پر ‪ Q2‬کو فوری حل کرنے کو کہہ کر ان تصورات کو سمجھنے کی جانچ کریں۔‬
‫‪2‬طلباء کی کتاب۔‬
‫اساتذہ کا اظہار ‪:‬‬
‫طلباء سے برادری کے بارے میں تبادلہ خیال کریں۔‬
‫شہری اور دیہی عالقوں میں فرق ‪ b / w‬کے ساتھ ان پر تبادلہ خیال کریں۔‬
‫ایک میز بنائیں اور اس میں فرق ‪ b / w‬شہری اور دیہی عالقوں میں لکھیں۔‬
‫پیہوائی کام ‪:‬‬
‫طلبہ کتاب کے پی جی نمبر ‪ 16 ،‬پر کیو ‪ 3‬کریں ‪ ،‬طلبا جوڑے میں بیٹھیں گے اور ایک دوسرے سے‬
‫بات چیت کرکے اس سوال کو حل کریں گے۔‬
‫‪:‬‬ ‫کالس کا کام‬
‫کاپیاں پر درج ذیل سواالت کریں‪:‬‬
‫ایک کمیونٹی کیا ہے؟‬
‫شہری عالقہ کیا ہے؟‬
‫دیہی عالقہ کیا ہے؟‬
 ‫‪LESSON PLAN‬‬

‫پاکستان کے بڑے شہروں کا نام بتائیں؟‬

‫لپیٹ ‪:‬‬
‫طلباء سے پوچھ کر سبق کا اختتام کریں‪:‬‬
‫شہری اور دیہی عالقوں میں کیا فرق ہے؟‬
‫شہری عالقوں میں کون سی سہولیات میسر ہیں لیکن دیہی عالقوں میں نہیں؟‬
‫دونوں شعبوں میں ماحول کیسے مختلف ہے؟‬
‫سبق آموز منصوبہ ‪05‬‬
‫نقل و حمل‬
‫استاد کا نام ‪:‬‬
‫کالس‪: 10‬‬
‫مضمون ‪:‬اردو‬
‫سیکھنے کے مقاصد ‪:‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے ‪:‬‬
‫مختلف قسم کی برادریوں ‪ ،‬شہر اور دیہی عالقوں کے بارے میں جانیں۔‬
‫نقشہ پڑھنے کا طریقہ سیکھیں۔‬
‫نقل و حمل کے مختلف طریقوں کے بارے میں جانیں‬
‫حوالہ جات ‪:‬‬
‫ورکشیٹ‬ ‫‪.‬رنگ‬ ‫کتاب صفحہ نمبر‪16‬‬
‫پچھلے سبق کی تالوت ‪:‬‬
‫طلباء کو ورک شیٹ نمبر ‪ 6‬اور ان سے کہیں کہ ہم ان گاڑیوں سے میچ کریں جو ہم نقل و حمل میں‬
‫ہیں۔‬ ‫کرتے‬ ‫استعمال‬
‫اساتذہ کا اظہار ‪:‬‬
‫طلباء کو آمدورفت کے بارے میں پوچھیں کیونکہ انہوں نے نقل و حمل کے بارے میں پہلے ہی سیکھا‬
‫تھا کہ پچھلی کالس ہیں۔‬
 ‫‪LESSON PLAN‬‬

‫ان کی وضاحت کریں کہ نقل و حمل کا طریقہ وہ ہے جس سے لوگ ایک جگہ سے دوسری جگہ جاتے‬
‫ہیں۔‬
‫مختلف گاڑیوں کے فلیش کارڈز استعمال کریں جو ہم سفر کے لئے استعمال کرتے ہیں۔‬
‫تیز چلتی گاڑیوں اور آہستہ چلتی گاڑیوں کے بارے میں تبادلہ خیال کریں۔‬
‫طلبا کو ان گاڑیوں کے بارے میں بتائیں جو شہروں میں استعمال ہوتی ہیں۔‬
‫شہروں میں ہم کون سی گاڑیاں استعمال کرتے ہیں یہ ظاہر کرنے کیلئے فلیش کارڈز کا استعمال کریں۔‬
‫طلبا کو ان گاڑیاں کے بارے میں بھی بیان کریں جو ہم دیہی عالقوں میں استعمال کرتے ہیں۔‬
‫ان کی وضاحت کریں کہ لوگ عام طور پر ایک جگہ سے دوسری جگہ جانے کے لئے چلتے ہیں۔‬
‫ان کی وضاحت کریں کہ دیہی عالقوں میں سب سے عام گاڑیاں یا نقل و حمل کا ذریعہ ہیں‬
‫گدھا گاڑی ‪ ،‬موٹرسائیکلیں اور سائیکل۔‬
‫ان کی وضاحت کریں کہ ہوائی جہاز کسی گاؤں میں نقل و حمل کے طور پر استعمال نہیں کرے گا۔‬
‫کالس کا کام ‪:‬‬
‫پی جی نمبر پر کیو ‪ 4‬کریں۔ ‪ 17‬طلباء کی کتاب۔‬
‫لپیٹ ‪:‬‬
‫طلبا کو مختلف ٹرانسپورٹیشن کے فلیش کارڈ دکھا کر سبق کو ختم کریں اور ان سے نقل و حمل کو‬
‫بتانے کو کہیں جو شہری عالقوں اور دیہی عالقوں میں استعمال ہوتی ہے۔‬
‫سبق آموز منصوبہ ‪06‬‬
‫عنوان ‪:‬ہمارے عالمتوں کا احترام کرنا‬
‫استاد کا نام ‪:‬‬
‫کالس‪: 10‬‬
‫مضمون ‪:‬اردو‬
‫سیکھنے کے مقاصد ‪:‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے ‪:‬‬
‫ہمارے جھنڈے کے بارے میں جانیں‬
‫طلبا کو ہمارے جھنڈے کی اہمیت کو سمجھنے یا پہچاننا‬
 ‫‪LESSON PLAN‬‬

‫حوالہ جات ‪:‬‬

‫گلو‬ ‫رنگ‬ ‫پاکستانی پرچم‬ ‫‪ 12‬گرین اور وائٹ چیٹ پیپرز‬ ‫کتاب صفحہ نمبر‬
‫شروعاتی سرگرمی ‪:‬‬
‫طلباء کو گرین اور سفید رنگ کے کاغذات مہی‪ .‬ا کریں اور انھیں پاکستان کا جھنڈا بنانے کے لئے کلر‬
‫پیپر کاٹنے کو کہیں۔‬
‫اساتذہ کا اظہار ‪:‬‬
‫طلبہ سے گفتگو کریں کہ ہم کس طرح اپنی عالمتوں کا احترام کرسکتے ہیں۔‬
‫ان کی وضاحت کریں کہ ہمارے جھنڈے کا احترام کرنا بہت ضروری ہے کیونکہ اس سے ہماری قومیت‬
‫یا شناخت کی شناخت ہوتی ہے۔‬
‫طلباء کے ساتھ قومی عالمتوں پر تبادلہ خیال کریں‬
‫ان کی وضاحت کریں کہ ہم کس طرح اپنی عالمتوں کا احترام کرسکتے ہیں۔‬
‫انہیں ہدایت دیں کہ وہ جھنڈا نہ پھاڑیں اور جھنڈا زمین پر نہ پھینکیں۔‬
‫گروپ کام ‪:‬‬
‫طلبا کو چارٹ پیپرز مہیا کریں اور ان سے یہ پوائنٹس لکھیں کہ ہم اپنی عالمتوں کا احترام کیسے‬
‫کرسکتے ہیں۔ ہر گروپ کا ایک ایک فرد اپنے خیاالت کو کالس کے سامنے پیش کرے گا۔‬
‫لپیٹ ‪:‬‬
‫طلباء سے یہ پوچھ کر سبق کا اختتام کریں کہ عالمت کیا ہے؟ ہمیں کیا پہچانتا ہے؟ ہم اپنی عالمتوں کا‬
‫احترام کیسے کرسکتے ہیں؟‬
‫سبق آموز منصوبہ ‪07‬‬
‫عنوان ‪:‬تہوار‪-1‬‬
‫استاد کا نام ‪:‬‬
‫کالس‪: 10‬‬
‫مضمون ‪:‬اردو‬
‫سیکھنے کے مقاصد ‪:‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے ‪:‬‬
 ‫‪LESSON PLAN‬‬

‫پاکستان میں خصوصی دن کے بارے میں جانیں‬

‫پاکستان اور دنیا میں منائے جانے والے خاص دنوں کے بارے میں جانیں‬
‫حوالہ جات ‪:‬‬
‫کتاب صفحہ نمبر‪56‬‬
‫دماغی طوفان ‪:‬‬
‫بورڈ پر" تہواروں "کا لفظ لکھیں اور طلبا سے ان کے ذہن میں آنے والے چپچپا نوٹ پر لکھنے کو کہیں۔‬
‫ایک بار ہو جانے کے بعد طلبہ سے بورڈ پر چپچپا نوٹ چسپاں کرنے کو کہیں۔‬
‫اساتذہ کا اظہار ‪:‬‬
‫طلباء کے علم سے ان کے ساتھ تہواروں کے بارے میں تبادلہ خیال کریں۔‬
‫طلبا کو بتائیں کہ میلہ منایا جاتا ہے جب لوگ خوش ہوتے ہیں۔‬
‫ان کی وضاحت کریں کہ میلہ ہمیں لوگوں کے بارے میں بہت کچھ بتاتا ہے۔‬
‫ثقافت کے بارے میں ان کی وضاحت کریں۔‬
‫ان کی وضاحت کریں کہ ثقافت ہی لوگوں کے رہنے ‪ ،‬بولنے اور لباس پہننے کا طریقہ ہے۔‬
‫طلباء سے پاکستان کی ثقافت کے بارے میں تبادلہ خیال کریں۔‬
‫ان کی وضاحت کریں کہ پاکستان میں ہر صوبے کا کلچر مختلف ہے۔‬
‫ان سے پنجاب ‪ ،‬سندھ ‪ ،‬بلوچستان اور کے پی کے کی ثقافت کے بارے میں تبادلہ خیال کریں۔‬
‫صفحہ نمبر سے ‪ 56‬اور طلباء سے متن پڑھنے کو کہیں۔‬
‫لپیٹ ‪:‬‬
‫طلبا کو یہ بتانے کے لئے کہ ثقافت کیا ہے کے ذریعہ اس سبق کو ختم کریں؟ پاکستان کی ثقافت کیا ہے؟‬
‫پنجاب کی ثقافت کیا ہے؟‬
‫سبق آموز منصوبہ ‪08‬‬
‫عنوان ‪:‬تہوار‬
‫استاد کا نام ‪:‬‬
‫کالس‪: 10‬‬
‫مضمون ‪:‬اردو‬
 ‫‪LESSON PLAN‬‬

‫سیکھنے کے مقاصد ‪:‬‬

‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے ‪:‬‬
‫پاکستان میں خصوصی دن کے بارے میں جانیں‬
‫پاکستان اور دنیا میں منائے جانے والے خاص دنوں کے بارے میں جانیں‬
‫سمجھیں کہ ہم عید الفطر کیوں مناتے ہیں‬
‫حوالہ جات ‪:‬‬
‫کتاب صفحہ نمبر‪56‬‬
‫پچھلے سبق کی تالوت ‪:‬‬
‫طلبہ سے پوچھ کر سبق شروع کریں ‪:‬تہوار کیا ہوتا ہے؟ آپ ثقافت کے بارے میں کیا جانتے ہیں؟ ثقافت‬
‫کسی معاشرے کے بارے میں کیا ظاہر کرتی ہے؟‬
‫اساتذہ کا اظہار ‪:‬‬
‫طلبا کو ان تہواروں کے بارے میں بیان کریں جو ہم پاکستان میں مناتے ہیں۔‬
‫ان کو دو بڑے تہواروں کے بارے میں بیان کریں جو مسلمان مناتے ہیں۔‬
‫عیدالفطر کے بارے میں ان کی وضاحت کریں۔‬
‫ان کی وضاحت کریں کہ عید الفطر ماہ شوال میں منائی جاتی ہے۔‬
‫ان کی وضاحت کریں کہ یہ للا کا تحفہ ہے۔‬
‫ان کی وضاحت کریں کہ یہ مذہبی عید( مسلم مذہبی تہوار )مہینے کا پہال اور واحد دن ہےشوال کا جس‬
‫کے دوران مسلمانوں کو روزہ رکھنے کی اجازت نہیں ہے۔ چھٹی اختتام کا جشن مناتی ہے‬
‫رمضان کے پورے مہینے میں طلوع آفتاب سے غروب آفتاب کے ‪ 29‬یا ‪ 30‬دن میں سے ‪.‬‬
‫عید الفطر کے بارے میں طلباء کی وضاحت کریں۔‬
‫گفتگو کریں کہ وہ اس عید کو کس طرح مناتے ہیں۔‬
‫کالس کا کام ‪:‬‬
‫آپ عید الفطر کیسے مناتے ہیں اس کے بارے میں ‪ 10‬الئنیں لکھیں۔‬
‫لپیٹ ‪:‬‬
 ‫‪LESSON PLAN‬‬

‫طلباء کو عید الفطر کے بارے میں بتانے کے لئے سبق کا اختتام کریں۔ مسلمانوں نے یہ عید کب منائی؟‬
‫مسلمان اس امداد کو کیوں مناتے ہیں؟‬
‫سبق آموز منصوبہ‪9‬‬
‫اسالمی دن‬
‫استاد کا نام ‪:‬‬
‫کالس‪: 10‬‬
‫مضمون ‪:‬اردو‬
‫سیکھنے کے مقاصد ‪:‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے ‪:‬‬
‫پاکستان میں خصوصی دن کے بارے میں جانیں‬
‫پاکستان میں منائے جانے والے خاص دنوں کے بارے میں جانیں‬
‫حوالہ جات ‪:‬‬
‫کتاب صفحہ نمبر ‪57، 56‬‬
‫پچھلے سبق کی تالوت ‪:‬‬
‫طلباء سے پوچھ کر سبق شروع کریں ‪:‬ہم کیا تہوار کرتے ہیں؟ ہم پاکستان میں کون سا تہوار مناتے ہیں؟‬
‫اساتذہ کا اظہار‪:‬‬
‫طلباء سے ان تہواروں کے بارے میں تبادلہ خیال کریں جو ہم پاکستان میں مناتے ہیں۔‬
‫ان کی وضاحت کریں کہ مسلمان مسلمان میں اہم تہواروں اور تاریخوں کی شناخت کے لئے اسالمی‬
‫تقویم کا استعمال کرتے ہیں‬
‫تاریخ‪.‬‬
‫ان کی وضاحت کریں کہ جب اسالمی نبی اکرم صلی للا علیہ وسلم تشریف الئے تو اسالمی تقویم کا آغاز‬
‫ہوتا ہے‬
‫مدینہ منورہ سے۔‬
‫ان کی وضاحت کریں کہ مسلمان اسالمی تقویم اور مغربی تقویم کے لئے پیروی کرتے ہیں۔‬
‫طلباء کو ان اسالمی تہواروں کے بارے میں بتائیں جو ہم پاکستان میں مناتے ہیں۔‬
 ‫‪LESSON PLAN‬‬

‫ان کو عید میالد النبی( ص )کے بارے میں بتائیں۔‬

‫ان تہواروں کے بارے میں ان کی تفصیل بتائیں جو ہم پاکستان میں مناتے ہیں۔‬
‫انہیں قومی تہواروں کے بارے میں بتائیں جس کو ہم مناتے ہیں۔‬
‫انہیں بتائیں کہ یوم پاکستان ‪: (23‬مارچ )‪ ،‬یوم آزادی ‪: (14‬اگست )‪ ،‬پاکستان کا دفاع‬
‫دن ‪: (06‬ستمبر )‪ ،‬عالمہ محمد اقبال کی سالگرہ ‪: (09‬نومبر )‪ ،‬قائداعظم کی یوم پیدائش ‪ *: (25‬دسمبر )‬
‫کو پاکستان میں تہواروں کی طرح منایا جاتا ہے۔‬
‫طلبا کو ان ثقافتی تہواروں کے بارے میں بتائیں جو لوگ پاکستان میں مناتے ہیں۔‬
‫انہیں بتائیں کہ لوگ بسنت ‪ ،‬میلہ چراغان ‪ ،‬لوک میلہ مناتے ہیں۔‬
‫کالس کا کام ‪:‬‬
‫صفحہ نمبر ‪ 1‬پر کیو ‪ 1‬کریں۔ ‪ 57‬طلباء کی کتاب۔‬
‫لپیٹ ‪:‬‬
‫ہم پاکستان میں منائے جانے والے تہواروں کو بتانے کے لئے طلبہ سے سبق کا اختتام کریں۔‬
‫سبق پالن ‪10‬‬
‫عنوان ‪:‬ہمارا پاکستان‬
‫استاد کا نام ‪:‬‬
‫کالس‪: 10‬‬
‫مضمون ‪:‬اردو‬
‫سیکھنے کے مقاصد ‪:‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے ‪:‬‬
‫پاکستان ‪ ،‬اس کی خصوصیات اور عالمتوں کے بارے میں جانیں جو پاکستان کو خصوصی بناتی ہیں۔‬
‫پاکستان کی عالمت عالمتوں کے بارے میں جانئے‬
‫حوالہ جات ‪:‬‬
‫‪.‬رنگ‬ ‫پاکستان کا نقشہ‬ ‫کتاب صفحہ نمبر‪7‬‬
‫دماغی طوفان ‪:‬‬
‫میںاس باب کو طلبہ کے سامنے پیش کریں اور ذہنی سرگرمی کے ساتھ بورڈ پر پاکستان کا لفظ لکھیں‬
 ‫‪LESSON PLAN‬‬

‫اور طلباء سے پوچھیں کہ وہ اس کے بارے میں کیا جانتے ہیں؟ ان کے جواب کا استعمال کرتے ہوئے‬
‫ایک لفظ بادل بنائیں اور بورڈ پر ایک ایک کرکے پوائنٹس لکھیں۔‬
‫اساتذہ کا اظہار ‪:‬‬
‫طلبہ کو اپنے سابقہ علم کو استعمال کرتے ہوئے اس موضوع کو متعارف کروائیں۔‬
‫انھیں پاکستان کے چاروں صوبوں کا نام بتائیں۔‬
‫ان سے آزاد اکائیوں کے بارے میں تبادلہ خیال کریں جو آزادکشمیر اور گلگت بلتستان ہیں۔‬
‫تحریری بورڈ پر پاکستان کا نقشہ چسپاں کریں اور پڑوسی ممالک کے بارے میں طلباء کی وضاحت‬
‫کریں کہ‬
‫ایران ‪ ،‬افغانستان ‪ ،‬چین اور ہندوستان ہیں۔‬
‫طلباء کے ساتھ نقشوں کے اجزاء پر تبادلہ خیال کریں۔‬
‫طلبہ کو یہ بتائیں کہ پاکستان میں آبادی بہت زیادہ ہے۔‬
‫آبادی کی اصطالح ان سے یہ بتائیں کہ آبادی کل تعداد میں ہے‬
‫کسی عالقے میں رہ رہے ہیں۔‬
‫‪:‬‬ ‫کالس کا کام‬
‫تحریری نقل پر پاکستان کا نقشہ کھینچیں اور نقشہ کو لیبل کریں۔‬
‫گھر کا کام ‪:‬‬
‫ایلطالب علمی کی کتاب کے صفحہ نمبر ‪ 8‬پر پاکستان کا نقشہ ایبل کریں۔‬
‫لپیٹ ‪:‬‬
‫طلباء سے یہ پوچھ کر سبق کا اختتام کریں کہ پاکستان کے چاروں صوبے کیا ہیں؟ پاکستان کی دو آزاد‬
‫اکائیوں کا نام بتائیں؟ آبادی کے لحاظ سے ان کا کیا مطلب ہے؟‬
‫سبق آموز منصوبہ ‪11‬‬
‫عنوان ‪:‬دیہی عالقہ کیا ہے؟‬
‫سیکھنے کے مقاصد ‪:‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے ‪:‬‬
‫مختلف قسم کی برادریوں ‪ ،‬شہر اور دیہی عالقوں کے بارے میں جانیں۔ نقشہ پڑھنے کا طریقہ سیکھیں۔‬
‫دیہی عالقوں کے بارے میں سمجھنا‬
 ‫‪LESSON PLAN‬‬

‫حوالہ جات ‪:‬‬

‫‪.‬رنگ‬ ‫ورکشیٹ‬ ‫کتاب صفحہ نمبر‪15‬‬
‫پچھلے سبق کی تالوت ‪:‬‬
‫طلبہ سے پوچھ کر سبق شروع کریں‪:‬‬
‫ایک کمیونٹی کیا ہے؟‬
‫شہری عالقے سے آپ کا کیا مطلب ہے؟ ہم کس شہر میں رہتے ہیں؟‬
‫پاکستان کے بڑے شہروں کا نام بتائیں۔‬
‫ان کی سمجھ کو جانچنے کے لئے بے ترتیب طلباء سے ذکر کردہ سواالت پوچھیں۔‬
‫اساتذہ کا اظہار ‪:‬‬
‫دیہی عالقوں کے بارے میں طلباء کی وضاحت کریں۔‬
‫انہیں بتائیں کہ دیہی عالقہ یا گاؤں ایک شہر سے چھوٹی جماعت ہے۔‬
‫ان کی وضاحت کریں کہ دیہی عالقوں کی آبادیاتی آبادی شہری عالقوں سے مختلف ہے۔‬
‫طلباء کو واضح کریں کہ دیہی عالقوں کی زندگی شہری عالقوں سے مختلف ہے۔‬
‫ان کی وضاحت کریں کہ دیہی عالقے صاف ہیں اور ہوا پاک ہے۔‬
‫ان کی وضاحت کریں کہ دیہی عالقوں میں ‪ ،‬کھیت ہیں اور لوگ جانوروں کو اپنے کھیتوں میں یا اپنے گھروں میں‬
‫رکھتے ہیں۔‬
‫طلباء سے کچھ فارم جانوروں کے نام بتانے کے لئے کہیں۔‬
‫طلباء کو واضح کریں کہ دیہی عالقوں میں قدرتی خصوصیات زیادہ ہیں۔‬
‫ورلڈ گائیڈ سوشل اسٹڈیز‪2‬‬
‫طلباء کو" قدرتی خصوصیات "کی اصطالح بتائیں اور ان کی وضاحت کریں کہ قدرتی خصوصیات وہ چیزیں ہیں جو‬
‫ہم فطرت سے حاصل کرتی ہیں۔‬
‫طلباء کی وضاحت کریں کہ ایک گاؤں میں ہوا ‪ ،‬ماحول صاف اور پاک ہے۔‬
‫طلبا کی وضاحت کریں کہ لوگ حفظان صحت سے متعلق مصنوعات کھاتے ہیں۔‬
‫ان کی وضاحت کریں کہ دیہی عالقے شہری عالقوں سے کم آلودہ ہیں۔‬
‫طلباء کو واضح کریں کہ دیہی عالقوں میں زندگی بہت آسان ہے۔‬
‫یہ بھی واضح کریں کہ دیہی عالقوں میں صحت ‪ ،‬تعلیم کی سہولیات اچھی نہیں ہیں کہ لوگ کیوں آتے ہیں یا‬
‫بہتر تعلیم اور بہتر طبی سہولیات کے ل ‪ cities‬شہروں میں منتقل ہوجائیں۔‬
‫کالس کا کام‪:‬‬
‫طلباء کو ورک شیٹ نمبر ‪ 5‬اور ان سے اس کو حل کرنے کو کہیں۔‬
 ‫‪LESSON PLAN‬‬

‫لپیٹ ‪:‬‬
‫طلباء سے پوچھ کر سبق کا اختتام کریں‪:‬‬
‫‪a‬دیہی عالقہ کیا ہے؟‬
‫قدرتی خصوصیات سے آپ کا کیا مطلب ہے؟‬
‫دیہی عالقوں میں صحت اور تعلیم کی کس قسم کی سہولیات میسر ہیں؟‬

‫سبق آموز منصوبہ ‪12‬‬

‫پانی کی الشیں‬
‫استاد کا نام‪:‬‬
‫درجہ‪:‬‬ ‫گریڈ‪10 :‬‬
‫مضمون‪:‬‬ ‫اردو‬

‫موضوع‪:‬‬ ‫پانی کی الشیں‬

‫میں نے ٹیم کے ذریعہ نمبر کے سربراہان کا ڈھانچہ منتخب کیا۔ میں نے اس ڈھانچے کا‬
‫انتخاب کیا ‪ ،‬کیونکہ طلباء پانی کے ایک جسم کو سیکھنے کے ذمہ دار تھے ‪ ،‬اور انہیں مواد‪:‬‬
‫کالس کو بھی تعلیم دلوانا پڑتی تھی۔ ‪-‬تقریب ‪:‬دریائے ‪ ،‬جھیل ‪ ،‬خلیج‬
‫اہداف‪:‬‬ ‫ٹیکس )‪: (6‬جغرافیہ۔‬
‫‪ -‬طالب علم اس کی وضاحت کر سکے گا کہ ایک ندی ‪ ،‬جھیل اور خلیج کیا ہے۔ ‪-‬طالب علم‬
‫ایک اہم ندی ‪ ،‬جھیل اور خلیج کی شناخت کر سکے گا۔ ‪-‬طالب علم ہمارے جسمانی پانی کو مقاصد‪:‬‬
‫محفوظ کرنے کے طریقوں کی نشاندہی کرنے کے قابل ہو گا۔‬
‫تعمیراتی کاغذ ‪-‬مارکرز ‪-‬رنگین پنسلیں ‪-‬کریونس ‪-‬ٹیکسٹ بک ‪-‬کالس روم الئبریری میں‬
‫مواد‪:‬‬
‫واقع پانی کی الشوں پر روایتی وسائل کی کتابیں‬
‫تعارف‪:‬‬ ‫پانی کا جسم کیا ہے؟ یہ زمینی مواقع کی طرح کیسا ہے جیسے ہم مطالعہ کر رہے ہیں؟‬
‫‪ -‬جو طلبا نصابی کتب بانٹ رہے ہیں ‪ ،‬اس گروپ کے بطور متن کو دیکھیں۔ تصاویر کے‬
‫ذریعے دیکھو اور متن کو پڑھیں۔ پانی کی الشوں کی قسم پر تبادلہ خیال کریں اور سواالت‬
‫ترقی‪:‬‬
‫پوچھیں ‪ :‬ندی کی کیا مثال ہے؟ کیا ہمارے پاس فورٹ ورتھ میں ندیاں ہیں؟ ہم اپنے دریاؤں کو‬
‫کیسے بچاسکتے ہیں؟‬
 ‫‪LESSON PLAN‬‬

‫پانی کے پوسٹر کے جسم کے لئے معیار بنائیں‪. -‬کریمیریا )‪: 1‬عنوان )‪2‬پانی کے جسم کی‬
‫تعریف )‪3‬مثال )‪4‬تحفظ )‪ 5‬درسی کتاب کے عالوہ کسی اور وسیلہ سے متعلق حقائق ‪a‬‬
‫مشق‪:‬‬
‫کسی تعریف ‪ ،‬مثال کی مثال کے طور پر تبادلہ خیال کریں ‪ ،‬اور وضاحت کریں کہ تحفظ کیا‬
‫ہے۔ طلباء کو تحفظ کی ایک گروپ مثال کے طور پر پہچانیں۔‬
‫‪ -‬میری کالس میں آٹزم کا طالب علم ہے۔ وہ بہت اعلی کام کرنے واال ہے اور ہر دوسرے‬
‫طالب علم کی طرح زیادہ سے زیادہ حصہ لیتا ہے۔ میں نے مستقل طور پر اس کے گروپ پر‬
‫مزید جانچ پڑتال کی تاکہ یہ یقینی بنایا جاسکے کہ وہ ایک گروپ کی حیثیت سے کام کررہے‬
‫ہیں اور ہر ممبر اس میں شریک تھا۔ خصوصی ضروریات کا طالب علم آسانی سے مشغول رہائش‪:‬‬
‫ہوجاتا ہے اور طلباء اسے گھومنے دیتے ہیں ‪ ،‬لہذا میں نے ان سے مستقل طور پر پوچھا کہ‬
‫وہ گروپ کے طور پر کیسے کام کررہے ہیں اور اگر ہر ایک حصہ لے رہا ہے تو اس کی‬
‫نگرانی کی جاسکتی ہے۔‬
‫تفہیم کے لئے جانچ‬
‫طلباء نے پوسٹر میٹنگ کی نشاندہی کی معیارات کا اندازہ کیا۔‬
‫پڑتال‪:‬‬
‫طلباء پوسٹرز کالس میں پیش کرتے ہیں اور کالس کو اپنے لینڈفارم کے بارے میں پڑھاتے‬
‫بندش‪:‬‬
‫ہیں۔‬
‫طلباء کا اندازہ اس بات پر کیا جاتا ہے کہ آیا ان کے پوسٹرز کی شناخت شدہ معیار پر پورا‬
‫تشخیص‪:‬‬
‫اترتا ہے یا نہیں۔‬
‫سبق اچھا چال گیا۔ انہوں نے اپنے گروپوں میں بہتر کام کیا اور میں ان کے گروپ میں‬
‫"شراکت کار " ہونے کے ذمہ دار کی مدد کرتا ہوں۔ طلباء نے اسے ایک ذمہ داری کے طور‬
‫پر سنجیدگی سے لیا۔ انہوں نے سبق سے لطف اٹھایا اور ایک دوسرے سے بہت کچھ سیکھا۔اساتذہ کی عکاسی‪:‬‬
‫مجھے واقعی نہ صرف طلبا کو سیکھنے میں ہی لطف آتا ہے ‪ ،‬بلکہ ان کے ساتھ مل کر کام‬
‫کرتے ہوئے دیکھنے اور تنازعات کو حل کرنے کے انتظام کرنے میں۔‬

‫سبق آموز منصوبہ ‪13‬‬

‫دنیا بھر میں ‪:‬عالمی براعظم اور بحر ہند‬
‫استاد کا نام‪:‬‬
‫درجہ‪:‬‬ ‫گریڈ ‪10‬‬
‫مضمون‪:‬‬ ‫اردو‬
‫جائزہ اور مقصد‪ :‬طلباء زمین اور جغرافیائی عالقوں کے اہم عالقوں کو سمجھنے کے لئے کام کریں گے۔‬
 ‫‪LESSON PLAN‬‬

‫مقاصد‪:‬‬
‫‪ St.‬محرک سمجھ جائے گا دنیا ان خطوں سے بنی ہے جو آب و ہوا ‪ ،‬جغرافیہ ‪ ،‬جانوروں کی زندگی اور ثقافت کے‬
‫لحاظ سے ایک دوسرے سے بہت مختلف ہے۔‬
‫‪Students.‬طلباء ریاستہائے مت ‪ itself‬حدہ کی مختلف اقسام اور جغرافیائی خصوصیات ‪ ،‬جانوروں کی وافر زندگی‬
‫اور بہت ساری ثقافتوں پر مشتمل سمجھیں گے۔‬
‫‪ Students.‬طلباء سات برصغیروں اور چار بڑے سمندروں کو تلفظ ‪ ،‬ہجے اور ان کی نشاندہی کرنے کے اہل ہوں۔‬
‫کلیدی الفاظ میں شامل ہوں گے ‪ :‬شمالی امریکہ ‪ ،‬جنوبی امریکہ ‪ ،‬انٹارکٹک ‪ ،‬آسٹریلیا ‪ ،‬افریقہ ‪ ،‬یورپ ‪ ،‬ایشیا ‪ ،‬بحر‬
‫الکاہل ‪ ،‬بحر اوقیانوس ‪ ،‬بحر ہند اور جنوبی بحر‬
‫حوالہ جات‪:‬‬
‫عالمی نقشہ ‪ ،‬انٹارکٹیکا ‪ ،‬آسٹریلیا ‪ ،‬نیپال اور چین کی تصاویر ‪ ،‬اور عمان ‪ ،‬پاورپوائنٹ جس میں ان تمام ممالک کے‬
‫موسم ‪ ،‬زمینی اور جانوروں کی زندگی کے بارے میں معلومات کا ایک ٹکڑا ہے۔‬
‫طریقے‬
‫تعارف‪:‬‬
‫‪1.‬ثقافت کی تعریف کا جائزہ لیں۔‬
‫‪2.‬طلبہ سے پوچھیں " آپ کے خیال میں موسم ‪ ،‬زمینی اور جانوروں کی ثقافت پر کیا اثر پڑتا ہے؟"‬
‫‪ Ant.‬انٹارکٹیکا کی تصاویر دکھائیں اور طلبا کو اندازہ لگائیں کہ ان کے خیال میں اس براعظم میں ثقافت کیسی ہے۔‬
‫طلبہ کو یہ سمجھاؤ کہ انٹارکٹیکا میں لوگوں کی ثقافت کے بارے میں کیا کہنا ہے اس کا اندازہ لگانا مشکل ہے کیوں کہ‬
‫وہاں بہت کم لوگ آباد ہیں۔ بہر حال ‪ ،‬طلبہ سے ان لوگوں کے بارے میں سوچنے کے لئے کہیں جن کو انٹارکٹیکا میں‬
‫کچھ دوسرے لوگوں کے ساتھ کئی مہینوں تک مسلسل کام کرنے کے لئے بھیجا گیا ہے۔ پوچھیں ‪" ،‬دوسرے افراد کی‬
‫طویل عرصے تک بہت کم تعداد میں رہنے کے کیا فوائد اور نقصانات ہیں؟"‬
‫‪ .‬طلبہ سے پوچھیں کہ وہاں کتنے براعظم ہیں۔ جوابات سفید تختہ پر گراف کریں۔‬
‫‪ .‬طلبا سے پوچھیں کہ امریکہ میں کتنے پیدا ہوئے ہیں (ہاتھ دکھائیں )وہ کس براعظم میں پیدا ہوئے تھے؟ پوچھیں کہ‬
‫امریکہ سے باہر کتنے پیدا ہوئے (انفرادی جوابات ‪ ،‬کہاں؟ )وہ کس براعظم میں پیدا ہوئے تھے؟‬
‫مشغولیت‪:‬‬
‫‪1.‬چارٹ پاس کریں جس میں ایک طرف ممالک ہوں اور اس میں موسم ‪ ،‬زندگی کی شکل ‪ ،‬جانور اور ثقافت ہو۔ مظاہرہ‬
‫کریں کہ طلبا کو چارٹ کس طرح پُر کرنا چاہئے۔ وہ حقائق کو پاورپوائنٹ اور اپنی تحقیق سے چارٹ میں رکھیں گے۔‬
‫‪2.‬ممالک پر پاورپوائنٹ سالئیڈز دکھائیں۔‬
 ‫‪LESSON PLAN‬‬

‫‪ De.‬مظاہرہ کریں کہ طلباء کس طرح متن سے ممالک کے بارے میں مزید معلومات تالش کرسکتے ہیں اور ان کے‬
‫ساتھ ان کے ساتھ بات چیت کرسکتے ہیں کہ ان کے خیال میں ان ممالک میں ثقافت کیسی ہوگی۔ انہیں بتائیں کہ وہ متن‬
‫کو دیکھ کر حقیقت کی تصدیق کرسکتے ہیں۔‬
‫‪ 4.‬طلباء کو لیبل لگا براعظموں کے ساتھ عالمی نقشہ دکھائیں۔‬
‫‪5.‬دنیا سے نقشے کا رشتہ دکھائیں۔‬
‫کالس پریکٹس‪:‬‬
‫‪1.‬کوآپریٹو سیکھنے کی سرگرمی ‪:‬طالب علموں کو اکٹھا کرنے کے ل ‪life‬زندگی کا سائز کا جیگاس پہیلی کا نقشہ۔‬
‫‪2.‬طلباء کو شراکت داروں کے ساتھ مل کر کام کریں اور چارٹ کو مکمل طور پر پُر کریں۔‬
‫آزاد مشق‪:‬‬
‫‪ 1.‬طلبا کو دنیا کا ایک خالی خاکہ نقشہ دیں ‪ ،‬رنگ بنائیں اور ‪7‬براعظموں اور ‪4‬بحروں کی شناخت کریں۔‬
‫‪ .‬طلبہ سے یہ تصور کرنے کی درخواست کرتا ہے کہ وہ ان ممالک کا دورہ کررہے ہیں۔ ان کو ایک ملک کے رواج‬
‫اور ان کے اپنے درمیان تین مماثلتیں اور تین اختالفات لکھیں۔‬
‫رہائش (مختلف ہدایت‪):‬‬
‫‪1.‬طلباء کو کمپیوٹر سافٹ ویئر ‪ /‬گیم کو استعمال کرنے کی اجازت دیں ‪ ،‬براعظموں کی صحیح تلفظ سن کر ‪ ،‬براعظموں‬
‫کی شناخت کرنے کا اشارہ دیں۔‬
‫براعظموں کا گانا سنیں۔‬
‫سیکھنا چیک اپ‪:‬‬
‫‪1.‬طلبا کو جوڑے جوڑیں اور طلباء کو مشق کریں۔‬
‫‪.‬طلبہ سے پوچھیں کہ "آپ کو ثقافتوں کے بارے میں کیا دلچسپ معلوم ہوا؟"‬
‫‪ .‬یہ ثقافت ہمارے اپنے جیسے کیسے ہیں؟ ان میں کیسے فرق ہے؟‬
‫لپیٹ‪:‬‬
‫‪1.‬طلبا سے پوچھیں "امریکہ میں کس قسم کی ثقافتیں ہیں؟"‬
‫‪2.‬کالس کے ساتھ ثقافتوں کا جائزہ لیں۔‬