Lesson 10: The Eidسبق 10:
Daily Lesson Planروزانہ سبق منصوبہ
روزانہ سبق منصوبہ
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Daily Lesson Plan — Unit 10
The Eid
Subject: English | Class: 2 | Series: Leeds (SNC 2020)
Overview
This unit features a poem about Eid celebrations by Shaz and Taz. The poem describes going to the mosque to pray, eating delicious food, wearing posh clothes, driving flashy cars, children opening gifts, and being grateful for a special day. The unit covers reading comprehension, vocabulary (celebrate, cruising, mosque, grateful, delicious), words with same beginning and ending sounds, shapes (crescent, circle, rectangle, triangle, square), colours (blue, yellow, purple, red, green), spelling, capitalisation, has/have for possession, writing numbers 1-50 in words, oral communication (classroom conversation about Plantation Day), and guided paragraph writing about a favourite festival.
Day 1 — Reading the Poem (40 minutes)
Objectives: Students will predict the poem's topic, read and recite the Eid poem, and discuss Eid celebrations.
| Time | Activity | Details |
|---|---|---|
| 5 min | Warm-up | Ask: "When do we celebrate Eid-ul-Fitr?" and "Which Eid is known as sweet Eid?" |
| 5 min | Pre-reading | Look at pictures (children hugging, praying, gifts). Ask what the poem might be about. |
| 15 min | Reading aloud | Teacher reads the poem with joy and expression: "Eid is fun and great / It's time to celebrate. / Eid Mubarak to everyone come on / Let's have lots of fun! / Everyone's going to the mosque to pray / People are grateful, It's a special day. / 'Mmmm', the taste of delicious food / Really puts you in a great mood. / Everybody's wearing their posh clothes / And the guys are cruising in their / Flashy cars on roads. / Children opening their gifts with smiles On their faces / and having fun going Out to different places. / All of a sudden the day comes to an end / Well what can I say, / Thank you for a lovely day." |
| 5 min | While-reading | Ask: "Which thing puts children in a great mood?" (Delicious food) |
| 5 min | Post-reading | Ask: "Do you like the poem?" and "What is the main idea of the poem?" Discuss how we celebrate Eid. |
| 5 min | Vocabulary | Teach: celebrate (to participate in a joyful activity), cruising (visiting several places for fun/pleasure), mosque (Masjid), grateful (thankful), delicious (having a good taste). |
Materials: Textbook, board/marker
Differentiation:
- Support: Read two lines at a time, students repeat (echo reading).
- Extension: Students share their favourite part of Eid celebrations.
Day 2 — Comprehension and Words with Same Sounds (40 minutes)
Objectives: Students will answer comprehension questions and identify words with same beginning and ending sounds.
| Time | Activity | Details |
|---|---|---|
| 5 min | Recap | Recite the poem together. |
| 10 min | Comprehension — Short answers | Exercise A (page 57): (1) How do you celebrate eid festival? (2) Where do people go to offer eid prayers? (Mosque/Masjid) (3) Who gave eidi and gifts to the youngers of the family? (Elders) |
| 5 min | Comprehension — MCQ | Exercise B (pages 57-58): (1) What do we say on eid day? (Eid Mubarak) (2) People go to ___ to offer eid prayer. (masjid) (3) Children receive ___ from elders. (eidi) (4) ___ put children in great mood. (delicious food) |
| 10 min | Words with same beginning sounds | Pages 55-56: Read groups — ball, basket, bin, brown (all start with b). Car, crow, crown, camera (all start with c). Pot, park, pen, pencil (p). Red, rose, rocket, rain (r). Exercise B: Students write more words starting with: cap, mat, hug, mood. |
| 10 min | Words with same ending sounds | Page 56: Read groups — black, back, sack, rack (end with -ck). Hot, pot, got, dot (end with -ot). Car, far, bar, jar (end with -ar). Big, dig, gig, fig (end with -ig). Exercise B: Students write more words ending with same sounds as: fur, dog, met, catch. |
Materials: Textbook, notebooks, board/marker
Differentiation:
- Support: Do the sound matching exercises orally first before writing.
- Extension: Students find rhyming pairs from the Eid poem (great/celebrate, pray/day, mood/food).
Day 3 — Shapes, Colours, and Spelling (40 minutes)
Objectives: Students will name shapes and colours, and complete spellings of key words.
| Time | Activity | Details |
|---|---|---|
| 5 min | Warm-up | Quick review: Name three words that start with "b." Name three words that end with "-ot." |
| 10 min | Shapes | Page 58: Learn five shapes — crescent (moon shape), circle (round), rectangle (long box shape), triangle (three sides), square (four equal sides). Students identify each shape. |
| 5 min | Shape tracing | Exercise B (page 59): Trace and colour shapes — crescent (yellow), triangle (green), circle (red), square (blue), rectangle (purple). |
| 10 min | Colours | Page 59: Learn colour names — blue, yellow, purple, red, green. Identify objects of each colour in the classroom. |
| 10 min | Spelling Fun | Exercise A (page 59): Fill in missing letters — c___lebrate (celebrate), g___ateful (grateful), del___cious (delicious), m___sque (mosque), dif___erent (different). Students write each word three times. |
Materials: Textbook, notebooks, coloured pencils/crayons, board/marker
Differentiation:
- Support: Provide shape cutouts for students to trace around.
- Extension: Students draw and label five objects in the classroom, writing their colour and shape (e.g., "The clock is a circle. It is blue.").
Day 4 — Capitalisation, Has/Have, and Number Words (40 minutes)
Objectives: Students will apply capitalisation rules, use has/have correctly, and write number words from 1 to 50.
| Time | Activity | Details |
|---|---|---|
| 5 min | Recap | Quick shape and colour quiz. |
| 10 min | Capitalisation | Page 60: Review rules — first letter of a sentence is always capital; capitalise names of persons, places, pets. Read examples: "I am an intelligent student." "Cats are playing with a ball." Exercise B: Rewrite with correct capitalisation — (1) ali reads in my class → Ali reads in my class. (2) he recites the holy quran daily → He recites the Holy Quran daily. (3) shazia lives in karachi → Shazia lives in Karachi. (4) kitto is a pet cat → Kitto is a pet cat. (5) we play football every Sunday → We play football every Sunday. |
| 10 min | Has and Have | Page 60: Teach — "has" is used with singular nouns and he/she/it. "Have" is used with I, you, we, they and plural nouns. Read sentences: "She has a pretty doll." "He has a toy car." "We have many books." "They have colourful pencils." Exercise D (page 61): Fill in — (1) Ali ___ a red cap. (has) (2) I ___ many toys. (have) (3) You ___ a pet dog. (have) (4) We ___ beautiful flags. (have) |
| 10 min | Number words 1-50 | Pages 61-62: Exercise A: Write numbers from 1 to 50 in words. Go through the first ten together (one, two, three... ten), then teens (eleven through nineteen), then twenties through fifty. Students complete in notebooks. |
| 5 min | Practice | Quick oral drill: Teacher says a number, students say the word. |
Materials: Textbook, notebooks, board/marker
Differentiation:
- Support: For number words, provide the pattern: twenty-one, twenty-two... and let students follow.
- Extension: Students write number words from 50 to 60.
Day 5 — Oral Communication, Writing, and Unit Review (40 minutes)
Objectives: Students will practise a classroom conversation, write about their favourite festival, and review the unit.
| Time | Activity | Details |
|---|---|---|
| 10 min | Oral Communication | Exercise A (page 57): Read and practise — Miss Iqra: "Assalamu Alaikum! Welcome to the class. How are you, all?" Students: "Wa Alaikum Assalam. We are fine, teacher." Miss Iqra: "We are going to celebrate Plantation Day tomorrow. Would you like to bring a plant in your school." Students: "Yes, that would be fun for us. Thank you, teacher." Practise in groups. |
| 15 min | Creative Writing | Exercise B (page 62): Write five sentences about your favourite festival using word bank: celebrate, enjoy, fun, delicious, food. Teacher models: "My favourite festival is Eid. We celebrate it with our family. We eat delicious food. We wear new clothes and have fun. I enjoy meeting my cousins." Students write their own. |
| 5 min | Poem recitation | Final recitation of the Eid poem. |
| 5 min | Vocabulary review | What does celebrate mean? Mosque? Grateful? Delicious? Cruising? |
| 5 min | Grammar review | Has or have? "She ___ a doll." (has) "We ___ books." (have) Name a shape. Name a colour. |
Materials: Textbook, notebooks, board/marker
Differentiation:
- Support: Provide a writing frame: "My favourite festival is ___. We celebrate it by ___. We eat ___. I enjoy ___. I feel ___."
- Extension: Students write seven sentences and include details about how they prepare for the festival.
Teaching Tips (from textbook)
- Do model reading of the text with correct pronunciation and intonation.
- Ask students to read the text on their own.
- Guide them about the importance and celebration of religious and cultural festivals of Pakistan.
- Ask students to read the names of shapes and colours.
- Encourage them to share more objects of the given colours and shapes.
- Explain to students the concept of capitalisation.
- Ask students to use has/have to talk about the things they have in their collection.
- Encourage students to write sentences with correct spelling and punctuation.