Sample Lesson plan

Sr. Grade/Class Subject Topic

No
1 4 Math 3D shapes/visualizing 3 D shapes

2 4 Math 3D shapes/ Net of 3D shape

3 5 English Reading And Writing/Grammar simple

,compound and complex sentences
4 5 English Reading And Writing/Grammar/ Functions of
Conjunctions
5 6 Science Variation and classification/ classification
Vertebrates
6 6 Science Variation and classification/ classification
Invertebrates
 Subject :math
 Grade level/ Class: 4
 Text Book: Collins International Primary Math Stage 5
 Topic & Sub Topic: 3D shapes/visualizing 3 D shapes
 Time duration:40 min
 General Objectives :After the lesson student will be able to
 Identify, describe, visualize, draw, and make a range of 3D shapes
 Specific/Instructional Objectives : student will be able to learn
 Resources/Materials A.V aids: Whiteboard, White Board Marker, copybook , Learners
books, Worksheets, ICT, Paper, Pencil , student whiteboard
 Procedure:
 Introduction: Teacher will tell students that today they are going to learn about 3-D
geometric shapes. Teacher will show them some examples of 2-D and 3-D shapes, such
as a sphere and a circle. She will pass out a set of 3D shapes to each group as well as the
3D Shapes worksheets to each student.
 Teaching Procedures: Now she will define a shapes faces as its flat sides, a shapes edges
as the line where two faces meet, and a shapes vertices as the point where two edges
meet. Teacher will ask students stay in their groups, ask them to examine the 3D shapes
together to identify the number of edges, faces, and vertices each has? And ask students
to look at the 3D Shapes worksheet to determine the names of the solids shown in it.
Teacher will ask students to think about the characteristics of each shape and how it
determines how the shape could move. For example, can the shape roll? Can it be
stacked? Review the number of edges, sides, and vertices each shape has once more.

 Student Participation: An Extension Work in the workbook (Page no: 154 Qn no:1, 2, 3
) will give to complete it independently.
 Formative check: A worksheet will give to write number faces, edges & vertex of 3D
shapes. Pictures of different objects will be given. Students should identify the 3D shapes and
group them. Teacher will allow struggling students to continue to use the 3D shapes as they
complete the lesson.
 Closure/summarizing: Teacher will ask students write 4 sentences in their white boards
about the characteristics of 3D shapes
 Assignment or Homework: Worksheet “find edges, vertex and faces”
 Assessment of Student Learning: Give some real life pictures of 3d shapes and ask the
students to sort it.
- Subject :math
- Grade level/ Class: 4
- Text Book: Collins International Primary Math Stage 5
- Topic & Sub Topic: 3D shapes/ Net of 3D shape
- Time duration:40 min
- General Objectives : After the lesson student will be able to
- Define and draw the net of different 3D shapes and open or closed of other 3D shapes
- Specific/Instructional Objectives : student will be able to
- Identify properties of 3D shapes
-Draw accurate nets of other 3D shapes
Resources/Materials A.V aids: Whiteboard, White Board Marker, copybook,
Learners books, Worksheets, ICT, Paper, Pencil, clay, student whiteboard
- Procedure: Deductive Method, Student Center, Lecture Method
- Introduction: Teacher will briefly get the class to list and describe 3D shapes that they
know. Answers should include: cube, cuboids, Pyramid, cylinder, cone, sphere, and
prisms. Make sure all Learners are confident in identifying the properties of each of these
3D shapes. Explain that today they are going to learn about net of 3D Shapes. Explain
what a net is.
- Teaching Procedures: Then ask, “What would its net look like?
Explain to the learners that the net of 3D shapes are 2D nets.
Draw a circle on the board. Then hold up a ball of clay. Ask
students to describe each shape, thinking about how they are the
same and how they are different. Teacher will ask which one of these shapes are 3-D
shapes. Then explain that you can hold 3-D shapes, but 2-D shapes are flat. She will tell
student that they are going to use clay to create 3-D shapes and show students to the
Match 3D and 2D worksheet and review the 3-D shapes on the left side. Teacher will
make a rectangular prism out of clay. Teacher will form it, and talk about how you can
create each module of the shape.
- Student Participation: Teacher will give some 2D
net and ask the learners to join the folded portion
and to identify the 3 D shape. Extension Work in
the workbook (Page no: 156-157 Qs no:1, 2, 3 )
will give to complete it independently. A worksheet
 will give to match the net of 3 d shapes & encourage the learners to draw the net of
different 3D shapes in their copybook.
- Formative check: 2 D net will be provided and the students must identify which 3D
shape they belong to. A worksheet will give to shade and match the correct net.
- Closure/summarizing: Teacher will ask students write 4 sentences in their white boards
about the characteristics of net. Ask them to draw the net of some 3 D shape.
- Assignment or Homework: worksheet will be given.
- Assessment of Student learning: 2 D net will be provided and the students must identify
which 3D shape they belong to. A worksheet will give to shade and match the correct net.
And after checking the worksheet exit pass will be given.
 Subject :English
 Grade level/ Class: 5
 Text Book: Scholastic Active English Course Book Revised Addition 6
 Topic & Sub Topic: Reading And Writing/Grammar/ simple ,compound and
complex sentences
 Time duration:40 min
 General Objectives : After the lesson student will be able to
 Identify simple, compound, and complex sentences and use in their writing.
o Specific/Instructional Objectives: student will be able to
- Differentiate between three different sentence structures.
- Construct simple, compound, and complex sentences.
- Effectively use multiple types of sentences in a single piece of writing
 Resources/Materials A.V aids: Whiteboard, White Board Marker, copybook , Learners
books, Worksheets, ICT, Paper, Pencil, student whiteboard ,A.V link:
[Link]
simple-compound-complex-compoundcomplex-sentences&q=1
 Procedure: Discussion, Deductive And Student Centred
 Introduction: Teacher will display chart paper and divide it into three equal vertical
sections. In the first section, she will write a simple sentence and read it aloud "Sara read
book every night.” Now she will write in second section a compound sentence and read it
aloud, "Sara read books every night and then she go to bed.” Then in the last section, she
will write a complex sentence and read it aloud "Sara read book at night before going to
bed.“ Now teacher will explain that each of these sentences gives similar information, but
they are structured differently. Teacher will tell students that today they will be learning
about three sentence structures.
 Teaching Procedures: Now teacher will refer to the first example and explain the
students that this sentence is called a simple sentence because it has one complete
thought. Simple sentences have a subject and a verb phrase and it can contain description
words. Teacher will label the first section on the chart with "simple sentence" and provide
another example like, "The pizza smells delicious. “ Now point to the second section on
the chart and tell students that this is called a compound sentence because it has two
complete thoughts that are combined by a conjunction. She has to remind students that
 conjunctions are joining words like “but," “and," or "so" circle the conjunction in the
sentence. Tell students that compound sentences have two verbs circle the two verbs in
the sentence. Now label the second section on the chart with “compound sentence” and
give them another example like, “Usman likes fish, and he is going fishing on Friday. “
Now teacher refer to the last section on the chart and explain that this is called a complex
sentence because it has one complete thought and a dependent clause, which is a
descriptive phrase it cannot stand alone. A complex sentence always has a subordinate
conjunction like “before," " because," " although," or "if" underline the subordinate
conjunction. She will tell student that occasionally the dependent clause and independent
clause are separated by a comma. Now label the last section on the chart with "complex
sentence" and give them another example like, “Because my coffee was too cold, I heated
it in the microwave.” She will write a sentence on the board and read, "Ana is very smart,
and she knows it. “ Teacher will instruct students to turn to a right partner to determine
what type of sentence it is: answer: compound. She will call students randomly to tell
what type of sentence it is and how they know answer: it contains a conjunction and two
complete thoughts repeat with several sentences:
- "Ali gets up early every day." (simple)
- "Muhammad ran downstairs and went outside." (compound)
- "Omer washed the car after he came home." (complex)
- "We went swimming yesterday." (simple)
- "Sam went to see a doctor because he was sick." (complex)

 Student Participation: Teacher will give them worksheet to identify the correct sentences
in worksheet. Write instructions on the board for student reference.
 Formative check: Techer will circulate in class and offer support as needed to weak
students and check their learning while they are doing worksheets.
 Closure/summarizing: Teacher will review with student and ask to write one each
sentence on the paper to check their understanding.
 Assignment or Homework: simple compound and complex worksheet

 Assessment of Student Learning: Use a projector to show the digital exercise Types of
Sentences. [Link]
simple-compound-complex-compoundcomplex-sentences&q=1 ,Read the first sentence aloud
as students follow along. She will ask students to identify which type of sentence it is and
write their answer on a personal white board. Tell students to hold up their answers. Scan
student responses to gauge understanding. Teacher will call students randomly to read
their answer aloud before moving on to the next sentence in the exercise.

Just for example

Classwork sheet
Homework sheet
 Subject :English
 Grade level/ Class: 5
 Text Book: Scholastic Active English Course Book Revised Addition 6
- Topic & Sub Topic: Reading and Writing / Grammar/ Functions of Conjunctions
 Time duration:40 min
 General Objectives : After the lesson student will be able to
 Identify clauses and use conjunctions to combine them into more complex
sentences.
 Specific/Instructional Objectives : student will be able to
 Repair run-on sentences using conjunctions.
 Resources/Materials A.V aids: Whiteboard, White Board Marker, copybook , Learners
books, Worksheets, ICT, Paper, Pencil, personal whiteboard
 Procedure: Discussion, Deductive And Student Centre Method
 Introduction: Teacher will call two students as volunteers to come to the front of the
classroom and hold up the run-on sentence strip. Ask them to read it as a class. The
teacher will conduct a think-pair-share about this sentence. And ask student what do
you notice? Students share their thoughts. They notice that the sentence doesn’t really
make any sense, or that it reads awkward as something is missing.
 Teaching Procedures: Now she will explain that this sentence is what we call a run-
on sentence. Teacher will distribute coordinating and Subordinating Conjunctions
worksheet to students. Now look at the information on the worksheet, explaining that
conjunctions are like glue. They are the connectors that combine two thoughts in a
sentence. The bigger thought in the sentence are clauses — a group of words that
represent a complete thought in the sentence. A complete thought or sentence has a
subject and a predicate (verb phrase). That means you can identify them as “what” or
“who”, and a “what about it?"
 Student Participation: The teacher asks students to complete the worksheet by
revising the five run-on sentences provided using conjunctions with the students. -1:
Because he wouldn’t wear a seat belt.2:- He got good grades even though he never
studied 3:.-It was a great day once the traffic cleared.4:- He finished the work since
no one else wanted too.5;-My grandmother will cook if we ask her to.
 Formative check: Ask students to locate complex sentences that utilize conjunctions
in their course book. Also, instruct them to write them on the personal board and
analyze them as a class.
 Closure/summarizing: Now the teacher will discuss: What would happen if we
didn’t have conjunctions? How would our writing be different? What challenges
would we face as writers?
 Assignment or Homework: worksheet will be given (subordinate and coordinating
conjunction)
 Assessment of Student Learning: The teacher will write some sentences and ask the
student to use a conjunction to combine them make more complex sentences.
Classwork sheet
Homeworksheet
 Subject :Science
 Grade level / Class: 6
o Text Book: Cambridge Check Point Science 7
 Topic & Sub Topic: Variation and Classification / Classification of Vertebrates
 Time duration: 40 min
 General Objectives : After the lesson student will be able to
 Define, explain and classify a vertebrates
 Specific/Instructional Objectives : Student will be able to learn
 Explain the three characteristics of vertebrates
o -List and describe the five kinds of vertebrates
 Resources/Materials A.V aids: Whiteboard, White Board Marker, copybook , Learners
books, Worksheets, ICT, Paper, Pencil, A.V link:
[Link]
 Procedure: Discussion, deductive method
 Introduction: Teacher will show the slide of animal kingdom vertebrates and explain
students that today we are learning about vertebrates. Tell your students that a vertebrate
has a backbone. Ask your students if they are vertebrates. Then she will show the video
to the students. [Link]
 Teaching Procedures: After the video teacher will draw and label vertebrates. Teacher
will tell them that there are different types of vertebrates and she will explain them. She
will tell students that there are five main types of vertebrates: mammals, reptiles, fish,
birds, and amphibians. She will write these on the board. Give student examples such as
humans, crocodiles, goldfish, parrots, and frogs.

 Student Participation: Teacher will give students to identify vertebrates and complete
the Animal Classes worksheet and Workbook page 41
 Formative check :Teacher will check while students are doing their worksheet
 Closure/summarizing: Teacher will instruct them to draw on white paper and write the
name of the vertebrates and their types
 Assignment or Homework: vertebrates are classified in five groups make the poster to
explain with their characteristics
  Assessment of Student learning: Teacher will check their worksheet and noted the
students who are weak and need support. Teacher will ask question: Which type of
animal has a backbone? Name any two types of vertebrates.

Slide for introduction:

Homework poster:
 Subject :Science
 Grade level/ Class: 6
o Text Book: Cambridge Check Point Science 7
 Topic & Sub Topic: Variation and classification/ Classification of Invertebrates
 Time duration:40 min
 General Objectives After the lesson student will be able to
 Define, identify, and characterized an invertebrate.
 Specific/Instructional Objectives : student will be able to
 -Classify animals as an invertebrate.
 -Describe the characteristics of invertebrates.
 Resources/Materials A.V aids: Whiteboard, White Board Marker, copybook , Learners
books, Worksheets, ICT, Paper, Pencil
 Procedure: Discussion method, Deductive , Student Center
 Introduction: Teacher will review the vertebrates and tell the students that today we will
learn about the invertebrates which have no bone.
 Teaching Procedures: Teacher will show them video and after the video she will
explain them what are invertebrates? She will ask question to the students. How many
types of invertebrates? What are their
characteristics? Teacher will show the slide
example of invertebrates

 Student Participation: Student will do the

activity to think about the invertebrates tell your
pair and share the name and its characteristics with the class. After the activity teacher
will ask student do the workbook page 42-43. For advance and average students who
finish their work teacher will provide worksheets to them.
 Formative check: Teacher will check the students while they are doing the workbook
page 42-43
 Closure/summarizing: Teacher will give them sticky note and ask the students to write
the names of those insects (invertebrates), they observe in their daily lives.
 Assignment or Homework:. Teacher will ask the students to find the picture of any
insect from newspaper or net and paste the picture on their notebooks and write at least
two characteristics.
 Assessment of Student Learning: Student will do the worksheet
Class worksheet
Assessment