Daily Lesson Plan — Unit 8

Football (Poem)

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

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Overview

This unit features a poem about football by Amy S. Fowble. The poem describes the excitement and energy of the game — playing in summer or autumn, popping pads and pounding feet, offense and defense, moving the ball and showing fans who is number one. The unit covers reading comprehension, vocabulary (thrill, chill, pounding, popping, offense), consonant clusters (scr, str, spr), spelling, grammar (use of is, am, are), possessive pronouns (my, your, his, her, our, their), sports items recognition, and oral communication (seeking permission).

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Day 1 — Reading the Poem (40 minutes)

Objectives: Students will predict the poem's topic, read and recite the poem about football, and discuss their favourite games.

Time	Activity	Details
5 min	Warm-up	Ask: "What is happening in the pictures?" and "What is your favourite game?" Discuss different sports.
5 min	Pre-reading	Look at pictures of the boy playing football (page 45). Ask: "Did you ever play football?"
15 min	Reading aloud	Teacher reads the poem with rhythm and energy: "The game will give you quite a thrill, / In summer's heat or autumn's chill, / Popping pads and pounding feet, / Will lead you to our opponents' defeat. / A taste of sweet, hit after hit, / The offense and defense never quit, / Move the ball and step the run, / Let's show our fans who's #1." Read twice — first for listening, second for choral reading.
5 min	While-reading	Ask: "Did you ever play football?" Discuss briefly.
5 min	Post-reading	Ask: "Which game is mentioned in the poem?" (Football) and "Did you like the poem?"
5 min	Vocabulary	Teach: thrill (excitement), chill (coldness), pounding (heavy), popping (fluffy), offense (attack). Write on board with meanings.

Materials: Textbook, board/marker

Differentiation:

• Support: Read one line at a time and have students repeat (echo reading).
• Extension: Ask students to act out parts of the poem (pounding feet, moving the ball).

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Day 2 — Comprehension, Consonant Clusters, and Spelling (40 minutes)

Objectives: Students will answer comprehension questions, practise consonant clusters (scr, str, spr), and complete spellings.

Time	Activity	Details
5 min	Recap	Recite the poem together as a class.
10 min	Comprehension	Exercise A (page 47): (1) Which is your favourite game? (2) How do games keep us fit? (3) Which games are played after wearing long pads? Exercise B: Fill in blanks with word bank (opponents, pounding, fan, sweat) — (1) Popping pads and ___ feet. (pounding) (2) Will lead you to our ___ defeat. (opponents) (3) A taste of ___, hit after hit. (sweat) (4) Let's ___ our fans who's #1. (show/fan — context dependent)
10 min	Consonant clusters	Page 46: Read words with clusters — scr: screen, scream, scratch. str: strong, stream, street. spr: spring, spread, sprawl. Exercise A: Underline words with consonant clusters in sentences — "He is a strong man." "He lives in street #5." "I like spring season." "They are watching a movie on a computer screen." "She made a scratch on the pot."
10 min	Spelling Fun	Exercise A (page 47): Complete words — pop___ing (popping), po___nding (pounding), c___ill (chill), q___ite (quite), def___nse (defense).
5 min	Practice	Students write each completed word once in their notebooks.

Materials: Textbook, notebooks, board/marker

Differentiation:

• Support: For consonant clusters, say each word slowly and emphasise the cluster sound.
• Extension: Students find two more words for each cluster (scr, str, spr).

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Day 3 — Grammar: is/am/are and Possessive Pronouns (40 minutes)

Objectives: Students will use "is," "am," and "are" correctly in sentences, and learn possessive pronouns.

Time	Activity	Details
5 min	Warm-up	Quick spelling review: Spell popping, pounding, chill, quite, defense.
15 min	Use of is, am, are	Page 48: Teach — is (used with he, she, it), am (used with I), are (used with we, they, you). Read sentences: "He is a nice student." "She is an intelligent girl." "These are my toys." "I am a lawyer by profession." "We are cousins." Exercise B: Students write five short sentences using is, am, and are.
15 min	Possessive pronouns	Page 48: Teach words that show possession — my, your, his, her, our, their. Read sentences: "Sana plays with her doll." "Ali rides his bicycle." "They have sold their cars." "Our project is complete now." "You have finished your homework." Exercise B: Students write sentences using his, her, our, their, and my in their notebooks.
5 min	Practice	Quick oral check: "This is ___ book." (my) "She loves ___ cat." (her) "They washed ___ car." (their)

Materials: Textbook, notebooks, board/marker

Differentiation:

• Support: Provide a reference chart: I → am/my, He/She/It → is/his/her/its, We → are/our, They → are/their, You → are/your.
• Extension: Students write a short paragraph about their family using at least three possessive pronouns.

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Day 4 — Oral Communication, Sports Items, and Review (40 minutes)

Objectives: Students will practise seeking permission, recognise sports items, and review all unit content.

Time	Activity	Details
10 min	Oral Communication	Exercise A (page 46): Read and practise — Naveed: "Assalam-o-Alaikum! Ali. How are you?" Ali: "Wa Alaikum Assalam! I am fine. Thank you." Naveed: "Can I use your pen, Ali?" Ali: "Yes, you can, but please use it with care." Naveed: "Sure. Thank you." Ali: "You are welcome." Students practise with different objects.
10 min	Sports items	Exercise A (page 48): Recognise sports items from pictures — helmet, cricket stumps/wickets, sports shoes/trainers, football, cricket pads/leg guards. Discuss which sport each item belongs to and write simple game rules.
5 min	Poem recitation	Students recite the poem from memory or with minimal help.
5 min	Grammar check	Quick oral quiz: "She ___ my friend." (is) "I ___ happy." (am) "They ___ playing." (are) "This is ___ bag." (my/his/her)
5 min	Vocabulary check	What does thrill mean? Chill? Pounding? Offense?
5 min	Wrap-up	Discuss: Sports keep us healthy and fit. Encourage students to play outdoor games regularly.

Materials: Textbook, board/marker

Differentiation:

• Support: Show real sports items or pictures to help with identification.
• Extension: Students write three rules for their favourite game.

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Teaching Tips (from textbook)

• Help and encourage students to recite the poem with correct pronunciation and rhythm.
• Discuss the importance of sports and physical activity.
• Guide students on using possessive pronouns in daily conversation.