Daily Lesson Plan — Unit 5

The Brave Boys

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

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Overview

This unit tells the story of boys who were playing cricket when they heard a hue and cry from a burning house nearby. They bravely rushed to help, with one boy rescuing an old woman trapped inside while others threw water to extinguish the fire. The principal congratulated them for their heroic feat. The unit covers reading comprehension, vocabulary (danger, heroic, really), weak forms of "a," "the," and "be" (contractions), reading a calendar, pronouns, ordinal numbers (1st to 10th), number words (1 to 50), and oral communication (seeking permission to use something).

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Day 1 — Reading the Story (40 minutes)

Objectives: Students will predict the story from the title and pictures, read the passage, and understand the theme of bravery.

Time	Activity	Details
5 min	Warm-up	Ask: "Look at the title — The Brave Boys. What do you think this story is about?" and "Do you like to help others?"
5 min	Pre-reading	Look at the pictures (boys playing cricket, house on fire, boy carrying an old woman). Discuss what might be happening.
15 min	Reading aloud	Teacher reads the story aloud with expression: Boys were playing cricket in the school ground. They heard a hue and cry, saw smoke from a house, rushed there, found the house on fire. Women were crying. One heroic boy ran into the burning house, found an old woman too weak to walk, carried her on his shoulders. Other boys threw water to extinguish the fire. People gathered, called them brave boys. The principal congratulated them the next day.
5 min	While-reading	Ask: "Who rushed to the house?" and "How many women were running to and fro?"
5 min	Post-reading	Ask: "Do you help others in trouble?" and "Do you like the text? Why?" Discuss the value of bravery.
5 min	Vocabulary	Teach Words Treasure: danger (troublesome situation), heroic (bold), really (in fact). Write on board, students copy.

Materials: Textbook, board/marker

Differentiation:

• Support: Read the story in shorter chunks, pausing to check understanding after each paragraph.
• Extension: Ask students to share a time when they or someone they know was brave.

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Day 2 — Comprehension and Weak Forms (40 minutes)

Objectives: Students will answer comprehension questions and learn the weak forms of "a," "the," and "be" (contractions).

Time	Activity	Details
5 min	Recap	Ask students to retell the story in their own words.
10 min	Comprehension	Exercise A (page 31): Answer questions — (1) Where were some boys playing cricket? (school ground) (2) Why did the boys stop playing cricket? (They heard a hue and cry.) (3) Who were running to and fro? (A few women) (4) What did the boy find in the burning house? (An old woman) (5) Who congratulated the boys? (The principal of the school)
10 min	Weak forms of "a" and "the"	Teach: Strong form of "a" = /ei/, weak form = /e/. Strong form of "the" = /θi:/, weak form = /ðe/. In fast speech, we use the weak forms. Practice sentences: Let's recite the poem. A falcon attacked the deer. Mars is a planet. An onion is a vegetable.
10 min	Weak forms of "be" (contractions)	Teach contractions: is → 's (This is a goat = This's a goat), am → 'm (I am at school = I'm at school), are → 're (They are singing = They're singing). Students practise reading sentences with contractions.
5 min	Practice	Students write three sentences using contractions (I'm, He's, They're) in their notebooks.

Materials: Textbook, notebooks, board/marker

Differentiation:

• Support: Focus on contractions only (I'm, He's, They're) — the weak forms of a/the can be demonstrated orally without requiring mastery.
• Extension: Students convert five full sentences to contracted forms.

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Day 3 — Calendar, Pronouns, and Ordinal Numbers (40 minutes)

Objectives: Students will read a calendar, identify pronouns in sentences, and write ordinal numbers in words.

Time	Activity	Details
5 min	Warm-up	Quick review: What does "heroic" mean? Use "really" in a sentence.
10 min	Reading a calendar	Show a calendar for July (or any month). Exercise A (page 32): Answer — (1) How many days are there in July? (31) (2) How many Fridays are there in July? (depends on year — discuss with actual calendar) (3) Name the first day of July. (depends on year) Teach how to read across (days) and down (weeks).
10 min	Pronouns	Review: Pronouns are words used in place of nouns. Exercise A (page 32): Underline the pronouns — (1) It takes thirty minutes to reach the airport. (2) They live in Karachi. (3) He speaks the truth. (4) We are Muslims. (5) You and I are best friends.
10 min	Ordinal numbers	Page 33: Teach — an ordinal number tells the position of something (first, second, third, etc.). Exercise A: Write ordinal numbers in words — 1st (first), 2nd (second), 3rd (third), 4th (fourth), 5th (fifth), 6th (sixth), 7th (seventh), 8th (eighth), 9th (ninth), 10th (tenth).
5 min	Number words	Exercise B (page 33): Briefly introduce writing numbers 1-50 in words. Assign as homework: write numbers 1 to 50 in words in notebooks.

Materials: Textbook, notebooks, board/marker, calendar

Differentiation:

• Support: Provide a word bank for ordinal number words.
• Extension: Students write ordinal numbers up to 20th.

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Day 4 — Oral Communication and Unit Review (40 minutes)

Objectives: Students will practise a dialogue about seeking permission, and review all unit content.

Time	Activity	Details
10 min	Oral Communication	Exercise A (page 33): Read and practise the dialogue — Adil: "Assalam-o-Alaikum! Salman. How are you?" Salman: "Wa Alaikum Assalam! I am fine. Thank you." Adil: "Can I use your book, Salman?" Salman: "Yes, you can, but please use it with care." Students practise in pairs, then swap. Encourage them to substitute with their own names and different objects (pen, ruler, eraser).
5 min	Story review	Quick oral quiz on the story: Where were the boys playing? What happened? Who did the boy save? Who congratulated them?
5 min	Vocabulary check	What does danger mean? Heroic? Really?
5 min	Contractions quiz	Teacher says a full sentence, students say the contraction: "I am happy" → "I'm happy." "She is kind" → "She's kind." "They are playing" → "They're playing."
5 min	Pronoun check	Teacher says a sentence. Students identify the pronoun: "He is brave." (He) "We love Pakistan." (We)
5 min	Ordinal numbers check	Teacher holds up fingers (1, 2, 3...). Students say the ordinal word (first, second, third...).
5 min	Wrap-up	Discuss: Bravery is an admirable quality. We should help others when they are in trouble. Encourage students to find examples of bravery in their own lives.

Materials: Textbook, board/marker

Differentiation:

• Support: Provide the dialogue written on the board for students to follow.
• Extension: Students create a new dialogue where they ask permission for something at home.

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Teaching Tips (from textbook)

• Help and encourage students to read the text with correct pronunciation.
• Tell them to isolate examples of bravery in current events and in their own lives.