Daily Lesson Plan — Unit 4

Classroom Rules

Subject: English | Class: 2 | Series: Leeds (SNC 2020)

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Overview

This unit tells the story of Ali's first day at school, where he meets Asif at the canteen and then joins class two. Miss Alia asks the students to introduce themselves and explain the classroom rules to Ali. Five classroom rules are presented on a chart. The unit covers reading comprehension, vocabulary (queue, greet, permission), phonics (initial and final sounds of words), body parts, and matching pictures with initial letter sounds.

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Day 1 — Reading the Story (40 minutes)

Objectives: Students will predict the story from pictures, read the dialogue about Ali's first day, and identify the five classroom rules.

Time	Activity	Details
5 min	Warm-up	Ask: "What does 'classroom rules' mean?" and "How do you greet when you meet others?" Discuss briefly.
5 min	Pre-reading	Look at the pictures on pages 25-26. Ask: What do you see? Who are these children? What is happening in the classroom?
15 min	Reading aloud	Teacher reads the story with expression, giving different voices for each character: Ali meets Asif at the canteen during break. They greet each other (Assalam-o-Alaikum / Wa Alaikum Assalam). Miss Alia asks students to introduce themselves and explain classroom rules. Samra: We follow our teacher's directions. Omar: We keep our classroom neat and clean. Iqra: We make a queue to enter classroom. Bilal: We work quietly and do not disturb others. Ahmad: We always wait for our turn.
5 min	While-reading	Ask: "Where was Ali at school?" (He was at the canteen, then went to the classroom.)
5 min	Classroom Rules Chart	Read the rules chart together: (1) Follow your teacher's directions. (2) Share your things with others. (3) Seek permission to go in or out of the classroom. (4) Raise your hand to get permission before asking anything. (5) Wait for your turn.
5 min	Post-reading	Ask: "Name three classroom rules which you like to follow daily." and "Which is your favourite classroom rule?"

Materials: Textbook, board/marker

Differentiation:

• Support: Assign character roles and have students read the dialogue together (reader's theatre).
• Extension: Ask students to think of one classroom rule that is not on the list and share it.

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Day 2 — Comprehension and Vocabulary (40 minutes)

Objectives: Students will answer comprehension questions, complete fill-in-the-blanks, and learn vocabulary meanings.

Time	Activity	Details
5 min	Recap	Ask 2-3 students: "What happened on Ali's first day at school?" Retell the story briefly.
10 min	Comprehension	Exercise A (page 27): Answer questions — (1) Whom met Ali at the canteen? (Asif) (2) Who teaches Maths to grade two? (Miss Alia) (3) Do you seek permission to go in or out of the classroom? (Student's own answer)
10 min	Fill in the blanks	Exercise B (page 27): Fill using word bank (canteen, turn, things, follow) — (1) Wait for your ___. (turn) (2) Ali met Asif at the ___. (canteen) (3) ___ your teacher's directions. (Follow) (4) Share your ___ with others. (things)
10 min	Vocabulary	Teach from page 28: queue (a line), greet (welcome), permission (allow somebody to do something). Write on board, discuss, use in sentences.
5 min	Practice	Students write one sentence for each vocabulary word in their notebooks.

Materials: Textbook, notebooks, board/marker

Differentiation:

• Support: Do fill-in-the-blanks together orally first, then students write.
• Extension: Students write two more sentences about classroom rules.

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Day 3 — Phonics: Initial and Final Sounds (40 minutes)

Objectives: Students will match pictures with initial letter sounds, identify initial and final sounds of words, and pronounce words clearly.

Time	Activity	Details
5 min	Warm-up	Say random letters. Students give a word starting with that letter.
10 min	Picture-sound matching	Exercise A (page 27): Recognise pictures (bus, car, dog) and match each with the initial letter sound of its name. Bus → b, Car → c, Dog → d.
15 min	Initial and final sounds	Exercise A (page 28): Read these words and circle their initial and final sounds — fat (f, t), mug (m, g), hot (h, t), car (c, r), main (m, n), hold (h, d), bring (b, g), melt (m, t), weld (w, d), help (h, p). Do together on the board.
10 min	Practice	Students write five words of their own and circle the initial and final sounds. Share with a partner.

Materials: Textbook, notebooks, board/marker

Differentiation:

• Support: Say each word slowly, emphasising the first and last sounds.
• Extension: Students find pairs of words that share the same initial or final sound.

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Day 4 — Body Parts and Review (40 minutes)

Objectives: Students will name and identify parts of the body, and review all unit content.

Time	Activity	Details
5 min	Warm-up	Quick vocabulary review: What does "queue" mean? "Permission"? "Greet"?
15 min	Body parts	Exercise B (page 28): Read and learn parts of the body from the labelled diagram — Head, Eyebrow, Eye, Nose, Ear, Lip, Arm, Mouth, Hand, Tongue, Leg, Foot. Teacher points to each part on the diagram and students say the name. Then students point to their own body parts as teacher calls them out.
10 min	Body parts game	"Simon Says" — Teacher says "Simon says touch your nose," students touch their nose. If teacher says "Touch your ear" without "Simon says," students who move are out. Great way to practise body part names.
10 min	Unit review	Quick oral review: (1) Who did Ali meet at the canteen? (2) Name three classroom rules. (3) What is the initial sound in "bring"? Final sound in "melt"? (4) Point to your eyebrow. Point to your tongue. (5) What does "permission" mean?

Materials: Textbook, board/marker

Differentiation:

• Support: Keep the body parts diagram visible on the board for reference.
• Extension: Students label a blank body outline with all 12 body part names from memory.

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Teaching Tips (from textbook)

• Do model reading of the text with correct pronunciation and intonation.
• Ask students to read text on their own.
• Guide them about the importance of classroom rules.