Lesson 4سبق 4All Lessonsتمام اسباق

Lesson 4: Eid-Ul-Adhaسبق 4:

Daily Lesson Planروزانہ سبق منصوبہ

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Daily Lesson Plan — Unit 4

Eid-Ul-Adha

Subject: English | Class: 3 | Series: Leeds (SNC 2020)

Overview

This unit teaches students about Eid-ul-Adha, the main festival of Muslims. Students learn about its significance — honouring the great sacrifice of Hazrat Ibrahim (AS) and Hazrat Ismail (AS). The passage covers how Eid-ul-Adha is celebrated: the sacrifice of goat, cow, or camel; distribution of meat in three equal parts (the poor, relatives/friends, and the family); Eid prayer at the Eidgaah; and customs like bathing, wearing new clothes, and eating vermicelli or dates. Language skills include consonant clusters (initial and final), adjectives (quantity, quality, size, age, shape, colour), picture-based story writing, and a dialogue about expressing needs.

Learning Objectives

After completing this unit, students will be able to:

  • Use pre-reading strategies to predict text content from pictures/title
  • Apply critical thinking to interact with text using intensive reading strategies
  • Read/scan specific factual information to answer short questions
  • Use critical thinking to respond to text by applying world knowledge
  • Name Eid-ul-Azha which is celebrated every year on the same date
  • Recognise and pronounce common two-consonant clusters in initial and final positions
  • Identify describing words as adjectives; use adjectives of quantity, quality, size, shape, and colour
  • Write a few simple sentences to describe a flash show sequence in a picture/series of pictures
  • Use appropriate expressions in conversation to express needs, feelings, and opinions
  • Revise written work for layout, legibility, and punctuation

Day 1: Pre-Reading and Reading (40 minutes)

Materials

  • Textbook pages 21-22
  • Pictures of Eid celebrations
  • Board and markers

Warm-Up (10 minutes)

  1. Pre-reading questions: "Look at the picture and guess what the text can be about." "Which is your favourite Eid?"
  2. Discuss: "What do you know about Eid-ul-Adha?"
  3. Show pictures of Eid celebrations (mosque, animals, family gatherings).

Reading Activity (25 minutes)

  1. Read the passage aloud with correct pronunciation:
    • Eid is the main festival of Muslims — expressing gratitude to Allah, celebrated with pure heart and devotion.
    • Eid-ul-Adha honours the great sacrifice of Hazrat Ibrahim (AS).
    • Hazrat Ibrahim (AS) dreamt that Allah told him to sacrifice his son, Hazrat Ismail (AS).
    • Hazrat Ismail (AS) happily agreed to Allah's will.
    • Satan tried to stop them, but they did not listen.
    • Allah liked their act and sent a lamb to be sacrificed in Hazrat Ismail's (AS) place.
    • Eid-ul-Adha is celebrated on the 10th of Zilhaj.
    • Prosperous Muslims sacrifice goat, cow, or camel.
    • Meat is distributed in three equal parts: one for the poor, one for relatives and friends, one for themselves.
    • Before going to Eidgaah for prayer, people take a bath and wear new clothes.
    • Custom of eating sweet vermicelli or dates in the morning.
    • Eid prayer is performed in congregation (rows) in Eidgaah; glories of Allah are recited before the prayer.
  2. While-reading question: "Name the last month of the Islamic Calendar." (Zilhaj)
  3. Students read silently, then take turns reading aloud.

Wrap-Up (5 minutes)

  1. Post-reading questions: "What animals do you slaughter on Eid-ul-Adha?" "How do you celebrate Eid-ul-Adha?"
  2. Students share their Eid memories.

Differentiation

  • Support: Create a simple timeline of events: dream → agreement → sacrifice → Allah's reward → celebration today.
  • Extension: Students write 3 sentences about how their family celebrates Eid-ul-Adha.

Day 2: Comprehension and Vocabulary (40 minutes)

Materials

  • Textbook page 23
  • Notebooks

Warm-Up (5 minutes)

  1. Quick recall quiz: "When is Eid-ul-Adha celebrated?" "Into how many parts is the meat distributed?"

Words Treasure (10 minutes)

  1. Teach vocabulary:
    • gratitude — thanks
    • joyous — cheerful
    • sacrifice — ritual slaughter
  2. Students write each word in a sentence related to Eid.

Comprehension (15 minutes)

  1. Work through comprehension questions:
    • Eid-ul-Adha occurs how many times a year? (once)
    • What month does Eid-ul-Adha fall in? (Zilhaj)
    • Why is Eid-ul-Adha commemorated? (to honour the sacrifice of Hazrat Ibrahim AS)
    • Where do Muslims go to offer Eid prayer? (Eidgaah)
    • Which animals can be slaughtered on Eid-ul-Adha? (goat, cow, camel)
  2. Students write answers in notebooks in complete sentences.

Introduction to Consonant Clusters (10 minutes)

  1. Explain: A consonant cluster is a group of consonants together with no vowels between them.
  2. Give examples from the textbook:
    • Initial clusters: cr (crab, crow, cry), fl (flat, flip, flute)
    • Final clusters: st (nest, fast, last), ld (gold, cold, fold)
  3. Students practise saying these words aloud.

Differentiation

  • Support: Clap out the consonant cluster sounds to help students hear them.
  • Extension: Students find 3 more words for each consonant cluster.

Day 3: Consonant Clusters and Adjectives (40 minutes)

Materials

  • Textbook pages 23-24
  • Word cards
  • Notebooks

Warm-Up (5 minutes)

  1. Review: say "crab" — what two letters come at the beginning? (c, r)
  2. Quick practice with 3-4 consonant cluster words.

Consonant Clusters Practice (15 minutes)

  1. Students make words using initial consonant clusters:
    • pl (plan, play, plate)
    • sl (slip, slow, sleep)
    • cl (clap, clean, close)
    • fl (fly, flag, floor)
    • sk (skip, sky, skill)
  2. Students make words using final consonant clusters:
    • rn (born, corn, turn)
    • ft (left, soft, lift)
    • rf (scarf, turf)
    • nk (bank, ink, pink)
    • rl (girl, pearl, curl)

Adjectives Lesson (15 minutes)

  1. Explain: Words which tell us more about people, animals, places, or things are called adjectives.
  2. Examples: good child, cold weather, blue urn
  3. Teach types of adjectives:
    • Size: large, small, big
    • Quality: intelligent, good, beautiful
    • Quantity: few, many, some
    • Age: old, young, new
    • Shape: oval, round, square
    • Colour: green, red, blue
  4. Practice exercise — tick the correct type of adjective:
    • Ayesha has a red scarf. (colour)
    • A giraffe has two eyes. (quantity)
    • There is a small chick. (size)
    • The rich man helps the poor. (quality)
    • Do ask a few questions. (quantity)

Wrap-Up (5 minutes)

  1. Students describe an object in the classroom using 2 adjectives (e.g., "a big, blue bag").

Differentiation

  • Support: Provide a chart with adjective types and examples for reference.
  • Extension: Students write 5 sentences, each using a different type of adjective.

Day 4: Creative Writing — Picture Story (40 minutes)

Materials

  • Textbook page 25 (picture sequence)
  • Notebooks

Warm-Up (5 minutes)

  1. Show the picture sequence from the textbook (animals in a forest — appears to show a race between animals).
  2. Ask: "What do you see in these pictures?"

Picture Story Writing (25 minutes)

  1. Guide students to look at each picture carefully (6 panels showing a story sequence).
  2. Discuss what is happening in each picture:
    • Picture 1: Animals gathering in the forest
    • Picture 2: The animals start a race
    • Picture 3-4: Different animals running
    • Picture 5-6: The end of the race
  3. Students write a short story (5-7 sentences) based on the pictures.
  4. Remind students to:
    • Use adjectives to describe the animals
    • Write in the correct sequence
    • Use capital letters and full stops
    • Check their work for layout, legibility, and punctuation

Peer Review (10 minutes)

  1. Students exchange notebooks and read each other's stories.
  2. They check for: capital letters, full stops, correct sequence, use of adjectives.

Differentiation

  • Support: Provide sentence starters for each picture.
  • Extension: Students add dialogue between the animals in their stories.

Day 5: Oral Communication — Expressing Needs and Unit Review (40 minutes)

Materials

  • Textbook page 25
  • Review materials

Warm-Up (5 minutes)

  1. Ask: "How do you ask your parents for something you need?"
  2. Discuss polite ways to express needs.

Dialogue Practice (15 minutes)

  1. Read the dialogue from the textbook:
    • Father: Asslaam-o-Alaikum! Daughter.
    • Mariam: Wa Alaikum Assalam! Father.
    • Father: I am going grocery shopping. Do you need anything?
    • Mariam: Father, I need some pomegranates.
    • Father: Sure, I will.
    • Mariam: Thanks, Father.
  2. Students read in pairs, taking turns as Father and Mariam.
  3. Students create their own dialogues about expressing needs (e.g., asking for school supplies, food, help with homework).

Unit Review (15 minutes)

  1. Review all key concepts:
    • Eid-ul-Adha significance, customs, and celebrations
    • Vocabulary: gratitude, joyous, sacrifice
    • Consonant clusters: initial (cr, fl, pl, sl, cl, sk) and final (st, ld, rn, ft, rf, nk, rl)
    • Adjectives: size, quality, quantity, age, shape, colour
    • Picture story writing
  2. Quick quiz: 5 oral questions covering all topics.

Wrap-Up (5 minutes)

  1. Teaching tip: "Eid-ul-Azha is also called 'Festival of Sacrifice' as it honours the willingness of Hazrat Ibrahim (AS) to sacrifice his son in the name of Allah."
  2. Students share one thing they learned from this unit.

Differentiation

  • Support: Provide a dialogue template with blanks for the needs-expression activity.
  • Extension: Students write a short paragraph about the importance of Eid-ul-Adha.
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