Lesson 6: The School Busسبق 6:
Daily Lesson Planروزانہ سبق منصوبہ
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Daily Lesson Plan — Unit 6
The School Bus
Subject: English | Class: 2 | Series: Leeds (SNC 2020)
Overview
This unit is an informational text about school buses — their purpose, features (seats, shelf, door, windows, driver's seat), and safety measures (experienced drivers, broad mirrors, emergency exits, buses in excellent working condition). The unit covers reading comprehension, vocabulary (vehicle, contract, measures, reserved, convenience), consonant blends (initial and final), spelling, pronouns as subjective and objective cases, a dialogue about helping with homework, and guided paragraph writing about "Our School Bus."
Day 1 — Reading the Passage (40 minutes)
Objectives: Students will predict the topic from pictures, read the passage about school buses, and identify key facts and safety measures.
| Time | Activity | Details |
|---|---|---|
| 5 min | Warm-up | Ask: "How do you reach school?" and "Do you use a school bus to come to school?" Discuss different ways children travel to school. |
| 5 min | Pre-reading | Look at the pictures of school buses on pages 34-35. What do you notice about a school bus? |
| 15 min | Reading aloud | Teacher reads the passage: A school bus picks and drops school children. Schools can own or contract the bus. Most schools use buses for convenience. Teachers sometimes use them too. A bus has 60-70 seats, a shelf above for bags, a door, many glass windows, and a reserved seat for the driver. Safety measures: (1) Hire experienced drivers. (2) Broad mirrors for seeing students during pickup/drop-off. (3) Emergency exit for any mishap. (4) Buses in excellent working condition. |
| 5 min | While-reading | Ask: "Why are experienced drivers important to drive school buses?" Discuss. |
| 5 min | Post-reading | Ask: "Why do school buses not have seat belts?" and "What is the colour of school buses?" Discuss. |
| 5 min | Vocabulary | Teach: vehicle (transport), contract (an agreement), measures (ways, methods), reserved (set aside for a particular person), convenience (easy or comfortable). |
Materials: Textbook, board/marker
Differentiation:
- Support: Use a simple diagram of a bus on the board to label parts (seats, shelf, door, windows, driver's seat).
- Extension: Ask students to list three more safety rules they think should apply to school buses.
Day 2 — Comprehension and Consonant Blends (40 minutes)
Objectives: Students will answer comprehension questions and identify initial and final consonant blends.
| Time | Activity | Details |
|---|---|---|
| 5 min | Recap | Ask: How many seats does a school bus have? Name two safety measures. |
| 10 min | Comprehension — Short answers | Exercise A (page 36): (1) How many seats does a school bus have? (60-70) (2) What is the main purpose of a school bus? (To pick and drop school children) (3) Why does the school bus have an emergency exit? (To help in any mishap) |
| 10 min | Comprehension — MCQ | Exercise B (page 36): (1) The school bus has one seat reserved for the ___. (driver) (2) The students place their bags on the ___. (shelf) (3) The school bus has ___ seats for students. (60-70) |
| 10 min | Consonant blends | Page 35: Teach initial consonant blends — st (stop, star, stall), br (bring, brown, break), tr (trick, trace, truck), sp (spot, spin, spoon). Teach final consonant blends — nd (band, sand, hand), st (best, rest, nest), ng (bring, sing, wing), nt (bent, dent, sent). |
| 5 min | Blend exercise | Exercise A (page 35): Read and circle the consonant blends in: plant (pl, nt), spin (sp), blend (bl, nd), sound (nd), truck (tr). |
Materials: Textbook, notebooks, board/marker
Differentiation:
- Support: Highlight the blend letters in colour on the board.
- Extension: Students think of two more words for each initial blend (st, br, tr, sp).
Day 3 — Spelling, Pronouns (Subjective & Objective), and Dialogue (40 minutes)
Objectives: Students will complete spellings, learn subjective and objective pronoun cases, and practise a dialogue about helping with studies.
| Time | Activity | Details |
|---|---|---|
| 5 min | Warm-up | Quick consonant blend review: Teacher says a word, students say the blend (e.g., "brown" → br, "nest" → st). |
| 8 min | Spelling Fun | Exercise A (page 37): Fill in the missing letters — scho_l (school), ve_icle (vehicle), mir_or (mirror), dr_ver (driver), m_asure (measure). |
| 12 min | Pronouns — Subjective & Objective | Page 37: Teach the two cases. Subjective case (used as subject): He, She, It, We, They, You, I. Objective case (used as object): him, her, it, us, them, you, me. Example: "He likes her." — He is subjective, her is objective. Practice identifying which case is used in sentences. |
| 10 min | Oral Communication — Dialogue | Exercise A (page 36): Read and practise — Samina: "Sana, how are you?" Sana: "Very well." Samina: "Have you done your homework?" Sana: "Nearly done. But I need your help to discuss some points." Samina: "Okay! I am free now. Let's discuss the problem." Sana: "Thank you. It is very nice of you." Samina: "You are welcome." Students practise in pairs, then swap. |
| 5 min | Discussion | Exercise A (page 37): Discuss with classmates about problems you face in your studies. |
Materials: Textbook, notebooks, board/marker
Differentiation:
- Support: Provide a chart showing subjective and objective pronouns side by side for reference.
- Extension: Students write three sentences using objective case pronouns (him, her, them, us, me).
Day 4 — Writing and Unit Review (40 minutes)
Objectives: Students will write a guided paragraph about "Our School Bus" and review all unit content.
| Time | Activity | Details |
|---|---|---|
| 15 min | Writing Skills | Exercise A (page 37): Write 3-5 sentences on "Our School Bus." Teacher models: "Our school bus is yellow. It has many seats for students. The driver is very experienced." Students write their own paragraph with different sentence beginnings. |
| 5 min | Vocabulary review | Quick check: What does vehicle mean? Contract? Measures? Reserved? Convenience? |
| 5 min | Blend review | Teacher says words. Students identify the consonant blend and say initial or final: star (st, initial), hand (nd, final), truck (tr, initial), sing (ng, final). |
| 5 min | Spelling review | Spell aloud: school, vehicle, mirror, driver, measure. |
| 5 min | Pronoun review | Teacher says a sentence. Students identify whether the pronoun is subjective or objective: "He gave it to me." (He = subjective, me = objective) |
| 5 min | Wrap-up | Discuss bus safety. Remind students to be safe on school buses — stay seated, do not shout, wait for the bus to stop before getting off. |
Materials: Textbook, notebooks, board/marker
Differentiation:
- Support: Provide sentence starters for the paragraph: "Our school bus is ___. It has ___. The driver ___."
- Extension: Students write five sentences and include at least one vocabulary word from the unit.
Teaching Tips (from textbook)
- Model reading with correct pronunciation and intonation.
- Discuss the importance of school bus safety with students.
- Guide students to write sentences with different beginnings.