Daily Lesson Plan — Unit 2

Hazrat Khadija رَضِیَ اللّٰہُ تَعَالٰی عَنْہَا

Subject: English | Class: 4 | Series: Leeds (SNC 2020)

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Lesson Duration

3 periods (40 minutes each)

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Period 1: Reading and Comprehension

Objectives:

• Use pre-reading strategies to predict content from the title and pictures
• Read and understand the biographical text about Hazrat Khadija (R.A.)
• Locate specific factual information to answer short questions
• Respond to the text using critical thinking and world knowledge

Materials:

• Textbook (pages 9–14)
• Whiteboard and markers
• Timeline chart (for key dates)

Warm-Up (5 minutes):

• Write "Hazrat Khadija رَضِیَ اللّٰہُ تَعَالٰی عَنْہَا" on the board.
• Ask students: "Look at the title. What two words come to mind?"
• Discuss what students already know about Hazrat Khadija (R.A.).

Pre-Reading (5 minutes):

• Show the illustration of Makkah and the Kaaba from the textbook.
• Ask: "Where is this place? Why is it important?"
• Introduce the text as a biography — a true story about a real person's life.

While-Reading (20 minutes):

• Teacher reads the text aloud, pausing at key points.
• Pause at the while-reading prompt: "What was the name of Hazrat Khadija's (R.A.) mother?"
• Build a timeline on the board as you read:
  • 555 AD — Born in Makkah
  • 575 AD — Mother (Fatimah-bint-Za'idah) passed away
  • 585 AD — Father (Khuwaylid-ibn-Asad) passed away
  • Inherited father's wealth, managed trade caravans
  • Hazrat Muhammad (PBUH) began trading for her at age 23
  • Marriage — He was 25, she was 40
  • 619 AD — Passed away at age 65

Post-Reading (10 minutes):

• Discuss the post-reading questions:
  • "How did Hazrat Khadija (R.A.) help her relatives?"
  • "Do you like the text? Why?"
• Discuss her titles: Ameerat-Quraish (Princess of Quraysh), Al-Tahira (The Pure One), Khadija Al-Kubra (Khadija the Great), Ummul Momineen.
• Highlight her qualities: generosity, business acumen, honesty, compassion for the poor.

Differentiation:

• Struggling learners: Provide a pre-drawn timeline with blanks to fill in. Pair with a reading buddy.
• Advanced learners: Ask them to write three qualities of Hazrat Khadija (R.A.) and explain each with evidence from the text.

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Period 2: Vocabulary, Grammar, and Language Skills

Objectives:

• Learn meanings of key vocabulary words (arduous, assist, generosity)
• Identify and classify words that begin with vowel sounds
• Recognise and use subjective and objective case pronouns
• Choose between "a" or "an" before words with mute consonant letters

Materials:

• Textbook (pages 12–14)
• Pronoun chart (subjective vs. objective)
• Flashcards for vowel sound words

Vocabulary Activity (5 minutes):

• Teach the three vocabulary words:
  • arduous — difficult
  • assist — help
  • generosity — spirit of giving, free giving
• Students write each word in a sentence related to the lesson.

Vowel Sounds (10 minutes):

• Review the five vowel sounds: a, e, i, o, u.
• Activity: Tick the words that begin with vowel sounds from the list:
  • mahout, onion, cub, apple, igloo, cute, elephant, note, urn, feel
  • Words beginning with vowel sounds: onion, apple, igloo, elephant, urn
• Explain that some words start with a vowel letter but a consonant sound (e.g., "cute" starts with a "k" sound).

Pronouns — Subjective and Objective Case (15 minutes):

• Explain: A pronoun takes the place of a noun.
• Subjective pronouns are the subject of the sentence: I, you, he, she, it, we, they.
• Objective pronouns receive the action: me, you, him, her, it, us, them.
• Practice exercise: Identify pronouns in sentences and classify as subjective or objective:
  1. I found the book on the table. (I — subjective)
  2. Is this your cat? (your — possessive, discuss)
  3. Please pass me the salt. (me — objective)
  4. This water is too cold for me to swim in. (me — objective)
  5. The ranger guided us to the camp. (us — objective)

Articles "a" and "an" with Mute Consonants (10 minutes):

• Explain: When a consonant at the beginning of a word is not pronounced (mute), we focus on the second letter's sound to choose "a" or "an."
  • "a knight" (k is mute, but "n" is a consonant sound — use "a")
  • "a wreck" (w is pronounced — use "a")
  • "an hour" (h is mute, vowel sound — use "an")
  • "an honest man" (h is mute, vowel sound — use "an")
• Exercise: Choose "a" or "an" for: wrapper, wristwatch, knife, heir.

Differentiation:

• Struggling learners: Provide a colour-coded pronoun chart. Use "a/an" with only common words first.
• Advanced learners: Write five sentences using both subjective and objective pronouns in the same sentence.

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Period 3: Creative Writing and Oral Communication

Objectives:

• Use brainstorming and mind-mapping to gather ideas for writing
• Write a guided paragraph about Makkah
• Use appropriate expressions to express regret in conversation
• Revise written work for layout, legibility, vocabulary, grammar, and tenses

Materials:

• Textbook (page 14)
• Writing notebooks
• Mind-map template

Brainstorming and Mind-Mapping (15 minutes):

• Topic: Makkah
• Draw a mind map on the board with "Makkah" in the centre.
• Students brainstorm and add vocabulary in boxes around the centre:
  • Holy city, Kaaba, pilgrimage, Hajj, Saudi Arabia, Prophet Muhammad (PBUH), trade, caravans, desert, history
• Students develop their ideas into a paragraph of 5–6 sentences about Makkah.

Oral Communication — Expressing Regret (15 minutes):

• Read and practise the dialogue:
  • Akmal: Hello Ali, what about your English test?
  • Ali: Hi! I could not pass it.
  • Akmal: But you always perform well in all tests. Why is it so?
  • Ali: I had fever last night. That's why I could not prepare for the test.
  • Akmal: It is too sad to know. Don't worry, better luck next time.
  • Ali: Thanks a lot.
• Discuss expressions of regret: "It is too sad to know," "Don't worry," "Better luck next time."
• Students practise in pairs, creating their own dialogue expressing regret about a situation.

Revision of Written Work (10 minutes):

• Students exchange paragraphs about Makkah with a partner.
• Check for: layout, legibility (neat handwriting), vocabulary (correct words), grammar, tenses.
• Students revise and write a final draft.

Differentiation:

• Struggling learners: Provide sentence starters for the paragraph. Give a model dialogue with blanks for the oral activity.
• Advanced learners: Write a longer paragraph (8–10 sentences) and include at least three vocabulary words from the unit.