Daily Lesson Plan — Unit 3

Patience Brings Good Results

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

---

Lesson Duration

3 periods (40 minutes each)

---

Period 1: Reading and Comprehension

Objectives:

• Use pre-reading strategies to predict content from pictures and title
• Read and understand the story about a patient farmer
• Locate specific factual information to answer short questions
• Respond to the text using critical thinking and own opinion

Materials:

• Textbook (pages 15–20)
• Whiteboard and markers
• Picture of a farmer and village fields

Warm-Up (5 minutes):

• Show the picture of the farmer from the textbook.
• Ask: "Look at the picture and guess what the text can be about."
• Ask: "Have you ever seen a farmer? What does a farmer do?"
• Discuss student responses and connect to the title "Patience Brings Good Results."

Pre-Reading (5 minutes):

• Write "Patience" on the board. Ask students what it means.
• Ask: "Can you think of a time when you had to wait patiently for something?"
• Explain that this is a story about a farmer who shows great patience.

While-Reading (20 minutes):

• Teacher reads the story aloud, pausing for interaction.
• Key events to highlight:
  • A farmer lived in a village, rose early, ploughed fields, pulled out weeds.
  • He planted seeds before monsoon and prayed to Allah for a good crop.
  • The monsoon did not come. He prayed and prayed but it did not rain.
  • Other villagers gave up hope and cursed their luck.
  • The farmer did NOT give up. He watered the seeds himself, carrying buckets from the well.
  • Villagers laughed at him but he kept working.
  • After a few weeks, green shoots appeared. Everyone was happy for him.
• Pause at while-reading prompts:
  • "Where did the farmer go to work?" (His fields)
  • "What is monsoon?" (A period of heavy rain in summer)

Post-Reading (10 minutes):

• Discuss the moral: "Keep patience because it always pays."
• Ask post-reading questions:
  • "Have you ever visited a village where you saw lush green fields?"
  • "Do you like the text? If yes, why?"
• Ask students to think of another situation where patience brought good results.

Differentiation:

• Struggling learners: Provide a story sequence chart with 4 pictures to put in order. Read in pairs.
• Advanced learners: Ask them to write an alternative ending — what if the farmer had given up too?

---

Period 2: Vocabulary, Grammar, and Language Skills

Objectives:

• Learn meanings of key vocabulary words (plough, monsoon, laugh)
• Pronounce and practise diphthongs
• Change the number of regular and irregular nouns
• Recognise and use action verbs in sentences

Materials:

• Textbook (pages 17–19)
• Diphthong chart
• Noun flashcards (singular/plural)

Vocabulary Activity (5 minutes):

• Teach the three vocabulary words:
  • plough — to dig a field
  • monsoon — a period of heavy rain in summer
  • laugh — express happiness with sound
• Students write each word in a sentence.

Diphthongs (10 minutes):

• Explain: A diphthong is a blend of two vowel sounds in a single syllable. It begins with one vowel sound and moves towards another.
• Practise the diphthong groups with example words:
  • ai — train, chain, rain
  • au — haul, fault, pause
  • ea — deal, clear, near
  • oo — food, room, soon
  • ou — loud, cloud, house
  • oi — boil, coin, point
• Activity: Look at pictures and complete words by choosing the correct diphthong:
  • h__se (ou — house), f__n (aw — fawn), cl__n (ow — clown), fl__ (ew — flew)

Regular and Irregular Nouns (15 minutes):

• Explain: Regular plural nouns are formed by adding "s" or "es" (cow → cows, class → classes, job → jobs).
• Irregular nouns do not follow a specific rule (child → children, man → men, tooth → teeth).
• Exercise: Write the plural of each noun:
  • foot → feet, germ → germs, goose → geese, mouse → mice, wish → wishes
  • lawyer → lawyers, tooth → teeth, flash → flashes, child → children, box → boxes

Action Verbs (10 minutes):

• Explain: An action verb describes an action.
• Show pictures and identify verbs: write, pray, eat, sing, run.
• Students use these action verbs in sentences of their own.

Differentiation:

• Struggling learners: Provide a matching activity for irregular nouns (singular on one side, plural on the other). Use picture cues for diphthong words.
• Advanced learners: Find five more irregular nouns and write their plurals. Create sentences using diphthong words.

---

Period 3: Prepositions, Creative Writing, and Oral Communication

Objectives:

• Use prepositions of position correctly (under, behind, in front of, next to, between, around)
• Use capitalisation according to rules
• Express likes and dislikes in conversation
• Revise written work for layout, legibility, vocabulary, grammar, and tenses

Materials:

• Textbook (pages 19–20)
• Objects for demonstrating prepositions (ball, table, chair)
• Writing notebooks

Prepositions of Position (10 minutes):

• Explain: Prepositions of position tell us the position of objects or persons — under, behind, in front of, next to, between, around.
• Use a ball and table to demonstrate each preposition physically.
• Exercise: Underline the prepositions in sentences:
  1. They are standing behind the shoe store.
  2. Sana moved around the shopping mall.
  3. The garments shop is in front of the shoe store.
  4. The food corner is next to the play area.
  5. Our school is between the Masjid and the park.

Capital Letters — Creative Writing (15 minutes):

• Review rules: Capital letter at the beginning of a sentence, and for names of people and places.
• Exercise: Rewrite with correct capitalisation:
  1. the king carried a sceptre. → The king carried a sceptre.
  2. the old man lived a fairly long life. → The old man lived a fairly long life.
  3. aden urged us to forget their former differences. → Aden urged us to forget their former differences.
  4. i was born in lahore. → I was born in Lahore.
  5. pakistan is located in asia. → Pakistan is located in Asia.
• Students write a short paragraph about the farmer's story using correct capitalisation.

Oral Communication — Expressing Likes and Dislikes (10 minutes):

• Read and practise the dialogue:
  • Father: I am going to the market to buy grocery. Do you need something?
  • Hashir: Father, today I want to eat grapes. Could you bring some grapes for me?
  • Father: Yes, sure.
  • Hania: Father, I want to eat burger. I dislike fruit.
  • Father: You should eat fruit daily. Because it is healthier than junk food.
  • Hania: Yes, you are right. Now I will eat fruit daily.
• Identify expressions of likes and dislikes: "I want to eat..." "I dislike..."
• Students practise in pairs, creating their own dialogue about food likes and dislikes.

Wrap-Up (5 minutes):

• Remind students of the moral: "Keep patience because it always pays."
• Quick spelling check: plough, monsoon, patience, villagers, rewarded.

Differentiation:

• Struggling learners: Provide sentence frames for the dialogue. Use real objects for preposition practice.
• Advanced learners: Write five sentences using different prepositions of position about their classroom.