DA PUBLIC SCHOOL (O & A LEVELS)

ACTION PLAN

SUBJECT: ENGLISHPresenter: Ms. Uzma Asif

LONG TERM GOAL

To enable children : To experience full range of text types and

text levels, To learn how language works at a word,

sentence and text level, To learn through demonstration, guided

practice and experimentation, To benefit through class teaching, teacher

led group work and independent activities.

SCHEME OF STUDIESWEEKLY PLANNER

The Prince and the Pauper

Launch into Literacy

The Grammar Tree

Week 1 Chapter 1: A Pauper and a Prince

Unit 1: Writing to Perform

Kinds of Nouns

Week 2 Ques/Answers

Activity Exercise

Contd. Nouns Number

Week 3 Chapter 2: The Pauper Meets the Prince

Contd. Verbs: Forms

Week 4 Ques/Answers

Activity Exercise

Contd. Verbs: The –ing Form

Week: First Date: x/ August/2011Day: MondayNo. of Periods: 2

TOPIC

Unit One: Writing to Perform The Conventions of Scripts “The Lion, the Witch and the

Wardrobe”

BODY / METHODOLOGY Reading /Discussion / Practical Plays rely on both dialogue and on stage action.

The stage directions are an important part of this, but can be confusing for children.

A play script tells the actors what to do using stage directions. This helps them to act the play out and create the scenes.

Reading of extract on pgs. 4 & 5 to be done in class making notes of all stage directions and dialogues.

 They will also be asked to perform and read aloud in class by assigning them different characters.

RESOURCE MATERIAL / TEACHING AIDS

Chalk board, text books, worksheets, pictures, flash cards, soft board posters etc.

 

REMEMBERING:

REQUISITES / LINKAGE WITH PREVIOUS TOPIC / LECTURE

A play script tells the actors what to do using stage directions. This helps them to act the play out and create the scenes.

UNDERSTANDING:

Compare story and play extracts, evaluate the characters and learn to analyze their actions.

APPLYING:• To recognize the function of stage directions in a play script.• The children will be assigned different characters and will read out the dialogues loudly.

ANALYZING:

To understand how the action in a play is created by what characters do and say.

To identify the relationship between stage directions and dialogue.

EVALUATING:D.A. PUBLIC SCHOOL (O & A LEVELS)

Class Assessment

Name: _____________________________ Class: IV - _______ Date: __________ Rewrite the speech bubbles as a play script: ( 6 mks.)

(a) (Picture to be attached here)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  

(b) Write two different ‘Adverbs’ which could go into the stage directions for the sentences below: ( 4 mks.)

  John : [ ] I knew I will lose the game! John : [ ] I knew I will lose the game! Sarah : [ ] Do get your shoes on, please. Sarah : [ ] Do get your shoes on, please. 

CREATINGPlayscript sheet (worksheet)

D.A. PUBLIC SCHOOL (O & A LEVELS)

Playscript Sheet Name: _____________________________ Class: IV - _______ Date: __________

 Cast List: ________________________ ________________________ ________________________ ________________________ ________________________  Scene Description:

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

NOTES

(Important points to remember or to be noted)

Example:What activities worked best?Things you want to remember about today’s class.Was the time anticipated adequate?Were the students actively engaged?Unintended consequences.

BRIDGE

Direct and Reported Speech. Idiomatic Expressions.

THANK YOU!