8608 Code 40 Lesson Plans 1

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8608 code 40 lesson plans-1
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LESSON PLAN (ENGLISH, URDU, MATH)

CLASS 9TH and 10TH
LESSON PLAN 01
The Savior of Man Kind
Teacher Name:
Grade: Grade 9
Subject: English
Objectives Time Resoure Assessment

Plan (Methodology)
By the end ofBrainstorming: 5 min Students will
the lessonA circle will be drawn on the board with be assessed on
students will beThe Holy Prophet (SAW) written inside their ability to:
able to: it. Students will be asked to tell what
they know about the Holy Prophet’s
personality and character. Teacher will
note them on the board in a web form.
20 min
H.P.
-Know about the Laptop or
life of the Holy multi media
Prophet(SAW) for power
as a role model point
for all mankindTeacher’s Exposition: presentation
to follow Teacher will share the objectives and
will clarify the points written on the
board. 50 min describe the
Using a power point presentation,(30 mins) For qualities of
teacher will further explain about themaking Prophet’s
-describe thelife and personality of Prophetpresentations, Drafting personality
qualities ofMuhammad (pbuh) and how he became20mins forsheets for keyand character
Prophet’s (SAW)a role model for mankind to follow. presentation points with examples
personality and in their
character withActivity: presentation
examples Students will then be divided into Flip charts
groups (4-5 mixed ability). Each group
will be given a specified section from Markers
pages: 24-26, for reading and jotting3 min

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down the main points. They will also be
informed that they will be presenting
them before the class. Time for
completing the activity will also be
communicated. 2 min
According to the sequence, one student
from each group will present their key
points before the rest of the class. Worksheet
Teacher will give explanation where
needed.
Wrap Up:
Once all the presentations are done, the
teacher will ask the students to
summarise what they have learnt about
the life of the Holy Prophet.
Homework:
Students will provide a worksheet
(attached) related to the information
given on pages: 24-26 which they will
solve individually.
Evaluation of Student’s Learning: Evaluation of Teaching

What did the children learn in this lesson? If you were to teach this lesson again, what
would you do differently?
(Comment on any ONE aspect of your
teaching or planning)
What did they actually do? Or What were they not able to
do / understand?

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LESSON PLAN 02
Patriotism
Teacher Name:
Grade: Grade 9
Subject: English
Celebrate your patriotism with this action-filled lesson plan. Students will read a text lesson explaining what
patriotism is and ways to show it, then filter through stations to create a patriotic classroom.
Learning Objectives
After this lesson, students will be able to:

define 'patriotism'
explain how and why we show patriotism
Length
1 - 1.5 hours
Materials
Copies of the lesson What is Patriotism? - Lesson for Kids, one for each student
Red, white, and blue construction paper, cut into banner triangles
Rope, string, or yarn to hang banner
Colored pencils
Patriotic stationary
Index cards
Craft sticks
Glue
Copy of the Pledge of Allegiance
Songs from the lesson, such as The Star Spangled Banner
Key Vocabulary
Patriotism
Salute
Military
Curriculum Standards
Determine the main idea of a text; recount the key details and explain how they support the main idea.
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time, sequence, and cause/effect.

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Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade
3 topic or subject area.
Preparation
Prepare the classroom for the four stations as follows:

Patriot Banner - construction paper cut into triangles like a banner, markers
Patriotic Acrostic Poems - paper and colored pencils
Letter to a Veteran - patriotic paper, pencils, and crayons
Flag and Pledge - index cards, colored pencils, copy of the Pledge of Allegiance, craft sticks, glue
Direct Instruction
Distribute the lesson What is Patriotism? - Lesson for Kids and read the first section 'What Is Patriotism?' with
students.
Define the word 'patriot' and discuss:
Why are you proud to be an American?
What responsibilities do we have to other Americans and our country? Why?
Next read 'How You Can Show Patriotism' with students. Have students stand and practice saluting the flag,
then ask them to turn and discuss with a partner:
How do you show patriotism?
Share as a whole group.
Next read the section 'Patriotic Holidays' with students and allow them to share their family traditions and
experiences at patriotic holidays.
Play a few samples of patriotic songs and allow students to sing along.
Read the 'Lesson Summary' with students and take the quiz.
Activity
Instruct students to visit each station and do the activities.

LESSON PLAN 03
Media
Teacher Name:
Grade: Grade 9
Subject: English
What is mass media and how does it factor into everyday life? This lesson plan uses a video lesson to outline
key ideas for students. An activity asks students to compare and contrast different mass media outlets.
Learning Objectives
Upon completion of this lesson, students will be able to:

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define mass media
list and explain the different types of mass media
discuss the pros and cons of mass media in terms of its influence on people
Length
45 to 60 minutes
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features
as the date and origin of the information.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of
how key events or ideas develop over the course of the text.
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social, or economic aspects of history/social science.
Compare and contrast treatments of the same topic in several primary and secondary sources.
Materials
Paper copies of the worksheet from the associated video lesson

A recent newspaper article on a current event
Audio from a radio broadcast about the same current event
Video of a television report on the same current event
An Internet resource on the same current event
Instructions
Begin by asking the students to share the sources they use to receive news on current events.
How many different sources were listed?
How are they similar? Different?
Play the video lesson What Is Mass Media? - Definition, Types, Influence & Examples for the class, pausing it
at 0:55.
What is mass media?
Do each of the sources of news mentioned in class align with the concept of mass media? Why or why not?
Play the video lesson again, pausing it this time at 2:10.
Which type of mass media was the first on the scene?
What replaced the newspaper as the main source of news?

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Which type of mass media overtook the radio as a main source for news and information?
How has the Internet changed mass media?
Play the video lesson. Pause it at 3:57.
How does the mass media influence people?
What are some positive influences of mass media?
Are there any negative influences of mass media?
Play the remainder of the video lesson for the class.
How has mass media influenced your life?
Distribute the worksheet to the class, one to each student.
Have students work independently to complete the worksheet using what they learned about mass media in the
video lesson.
When all students have completed the worksheet, review the questions and answers in an open class discussion
with students defending their answer choices.
Activity
Instruct students to visit each channel and do the activities.

LESSON PLAN 04
Daffodils
Teacher Name:
Grade: Grade 9
Subject: English
1.Poem Contain
4 Stanza
2.Major Learning Items
A. Reading
B. comprehension
C. vocabulary
D. Grammar in use
E. writing skill
F. verbal communication.
3 General Objectives
a. To enable the students to understand to read to write and to express their fault in correct English.
b. Proper understanding at the language and spirit of the poem.
c. Listening to poetic language in its proper pronunciation stress and intonation.
d. To enable the student to get an idea about the writing skill and use in the poetic text.

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e. To enable the student to get an idea about sentences and rhythmic lines at their own.
4.Behavioral objectives
A. Knowledge - The students will be able to ---
a. Identify the meanings at the words in the text.
b. Reorganize a nature poem.
c. Reorganize a ballad measured
d. Recognize some words.
B. Comprehension - The students will be able to -----
a. Comprehend the meanings of the stanza as a whole.
b. locate specific information .
C. Application - The students will be able to ----
a. Use of words they have learnt in the text in new situation.
b. Relate them to their personal experience.
D. Psychomotor - The students will be able to ---
a. Read the text poetry with reasonable speed.
b. Communicate their feelings to their friends and the teacher in English in the class - room.
5.Aids and Equipments
A. Usual -
Usual classroom aids like chalk duster black board pointer stick etc.
B. Specific -
A picture of a lake and daffodils in its side will be used to draw the attention of the students. It will also
help the students to have an idea of daffodils which are seen in our country.
6. Introduction to Class by the Teacher
By way of introduction the teacher will ask the following questions to make the students interested in the
Lesson. To draw their attention and to motive them towards learning the day's lesson. At this stage he may draw
a picture or draw attention of the students towards a picture. He may ask questions that help him to come to the
topic. The main principle should be something old to something new from known to unknown.
Introduction question:-
a. What do you see in the picture?
b. Where are they growing?
c. How do they look?
d. What are the flowers you like?
e. Name a few natures. Poems either in your tongue or English you have already read?
7. Announcement

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Today we shall read the poem 'Daffodils' by William Wordsworth. The pupils will be open this text books.
8.General background to Wordsworth and this poetry
William Wordsworth (1770 -1850) was the son of lawyer. After tacking his degree at Cambridge University he
traveled in France. At first he hailed the French Revolution but later he become disillusioned with its excess and
violence. On his return to England, he wrote poems about the scenery and people of the English countryside.
Wordsworth's genius was recognized and he was made poet Laureate in 1843.
9. General background to the poem
The flowers in the picture are called Daffodils. They are golden yellow in colour . It is the miniature from of the
sunflower. The colour is like that of our oleander. They grow wild in spring. Englishmen like the flowers very
much
One day while walking about a riverside the poet saw a large member of Daffodils shaking their heads in the
wind. They spread out in a long row along the border of a lake. The Daffodils looked very happy. Later in his
vacant or pensive mood the poet remember the scene and felt happy.
10. Broad Strategy
Functional communicative approach with interactive question answer method will be adopted.
11.Teaching Strategy and Presentation
Step 1.
Learning items: Stage -1 Loud reading of the poem by the teacher with proper pause, Stress, intonation and
emotion.
Teacher's behaviour: The teacher will not hold text book in hand.
He will look at the student and recite the poem. If necessary, teacher will repeat the same lesson instructions.
Learner’s behaviour: The students will listen to and follow the teacher
attentively
Step 2.
Learning items: Stage -2 loud reading of the poem by the students.
Teacher's behaviour: The teacher will listen to the students and if necessary ask them to read again. At to be
active enough to note whether any student fails the poem properly .The teacher will make necessary
correction.
Learner’s behaviour: The students will read
aloud and seek teacher's
Help if necessary.
Step 3.
Learning items: Stage -3 silent reading by the students.

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Teacher's behaviour: The teacher will ask the students to read silently for a few minutes and mark the words
and phrases unknown to them.
Learner’s behaviour: The student will read silently and do
accordingly.
Step 4.
Learning items: Stage - 4 teaching word meanings as a means of meaning of the text .The following words
seem to be new to be new to the students.
Teacher's behaviour: The teacher will ask them meaning of the words.
Interested student must guess. They must be encouraged even if they fail to guess. Then teacher will write down
the meaning of the words on the black - board. This point the teacher may bring in the intervention of the
mother tongue if necessary:
wandered - walked about
lonely-withoutcompanion
vales - vally .
breeze - gentle wind .
beneath-under.
Learner’s behaviour: The student will be alert and active enough to take down the meaning and form their own
expression and thoughts.
Step 5.
Learning items: stage - 5 Telling stanza as a
whole Teacher's
behaviour: one day the poet was - - -
Learner’s behaviour: The students will listen the meaning and illustration of the verse lines
attentively.
12.Use of Writing Board
The teacher will use the writing board to write ----------
a. The meaning of the words
b. Some specific information from the text.
13. Evaluation
The following questions will be asked in order to ascertain how far the pupils have understood and
appreciate the poem ----------
a. why does the poet compare himself to a cloud ?

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b. what did he see beside the lake ?
c. How did they look?
d. Read out the lines which express that the daffodils were moving gently in the breeze.
e pick out the words which rhythm with each .
14. Home - work
The pupils will be asked to reproduce in their own words the substance of the stanza.
LESSON PLAN 05
Stopping by Woods on a Snowy Evening
Teacher Name:
Grade: Grade 9
Subject: English
In this lesson, students explore the poem 'Stopping by Woods on a Snowy Evening' by Robert Frost. After
considering different interpretations of the poem, students will work in groups to choose and defend their own
analyses. The lesson concludes with a creative writing assignment.
Learning Objectives
As a result of this lesson, the student will be able to:

explain at least two interpretations of the theme of the poem ''Stopping by Woods on a Snowy Evening''
defend their own interpretation of the poem
write a creative narrative inspired by the events of the poem
Length
1-2 hours
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an
objective summary of the text.
Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent
descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear
pronunciation.
Materials
Copies of ''Stopping by Woods on a Snowy Evening'' by Robert Frost, one for each student
Copies of the video lesson quiz worksheet

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Lesson Instructions
Introduce the Poem
Introduce the poem ''Stopping by Woods on a Snowy Evening'' by showing the beginning of the video
lesson Stopping by Woods on a Snowy Evening: Summary, Theme & Analysis, pausing at 0:39.
Distribute copies of the poem. Give students a few moments to read it silently.
Different people read and experience poetry differently. Ask for two or three volunteers to read the poem aloud.
Have students listen for differences in their tone, pace and emphasis. Briefly discuss these differences.
Classroom Activities
The following activities and questions are designed to help your students use their noticing skills to move
through the poem and develop their thinking about its meaning with confidence, using what they’ve noticed as
evidence for their interpretations. Read more about the framework upon which these activities are based.
1. Warm-up (pair share): Draw a picture of a snowy evening. Be sure to include as many vivid images as you
can. Share your picture with a partner and describe the images that you included.
2. Before Reading the Poem (noticing and pair share): Look carefully at the image of the photograph “Horse
and sleigh on Valdez Trail to Fairbanks.” What do you notice first? Look again. What else do you see? What
might be going on in this image?
3. Reading the Poem: Read the poem “Stopping by Woods on a Snowy Evening” by Robert Frost silently.
What do you notice about the poem? Annotate for any words or phrases that stand out to you or any questions
you might have.
4. Listening to the Poem (enlist two volunteers to read the poem aloud): Listen as the poem is read aloud
twice, and write down any additional words and phrases that stand out to you. Call back the lines that you like
by saying these lines aloud with your group.
5. Small-group Discussion: Share what you noticed in the poem with your partner and another pair of students.
Based on the details you just shared with your small group, how might the image from the beginning of class
relate to the poem? What images stand out to you in the poem? What might the woods symbolize?
6. Whole-class Discussion: How would you describe the mood in the poem? Why? What promises do you think
that the speaker might have to keep? Why might the speaker repeat the final line?
7. Extension for Grades 7-8: Reread the first stanza. Why might the speaker say he thinks he knows “Whose
woods these are”? Write a postcard to the owner of the woods from the speaker. What might this speaker tell the
owner?
8. Extension for Grades 9-12: (Teachers, if you haven’t already, now might be a good time to introduce rhyme
scheme.) Reread the poem and pay close attention to the rhyme scheme. Write an emulation of this poem where
you mimic the rhyme scheme. Or, rewrite the poem in a different season.

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LESSON PLAN 06
Drugs
Teacher Name:
Grade: Grade 9
Subject: English
Objectives:
To learn about various drugs.

To identify risk factors and protective factors associated with substance abuse (drugs and alcohol).
To discuss what addiction is and the consequences of it.
To determine behaviours that increase well-being and allow students to achieve life goals.
Material:
Reference documents are found at the end of this lesson plan.
Activity #1: Name that Drug (9-10.1 Reference)

Activity #2: Recognizing the Risks (9-10.2 Reference)
Activity #3: Path to Addiction (9-10.3 Reference)
Activity #4: Consequences of Addiction (9-10.4 Reference)
Handouts:
Activity #1: Name that Drug (9-10.1 Handout)

Activity #5: Now, it's Your Choice (9-10.5 Handout)
Other Materials:
SMART board/chalk board to summarize responses on

Chart paper and markers for groups to use
Computer/projector to display slides (optional)
Masking tape
Time:
Introduction: 5 minutes
Activity #1: Name that Drug 10 minutes
Activity #2: Recognizing the Risks 15 minutes
Activity #3: Scale of Addiction Use 10 minutes
Activity #4: Consequences of Addiction 15 minutes
Activity #5: Now, it's Your Choice 5 minutes
Conclusion 5 minutes
Total: 60 minutes

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Presenter Preparation:
Review the Drugs and Alcohol section of the Centre for Youth Crime Prevention.
Review the Objectives of this lesson plan.
Identify ways in which you are personally linked to the subject matter. This presentation is general in nature,
and will be more effective if you tailor it to your personal experiences, the audience and your community.
Guest speakers can really have an impact. If there is someone in your community who has been impacted by
substance abuse, invite them to speak with the youth. You may also want to consider inviting an RCMP member
from the drug section. Please note: Activities will need to be removed or modified to ensure that the time
allotment is respected.
Print the lesson plan and reference documents.
Print required handouts. Make a few extra copies just to be sure.
Ensure your location has any technology you require (computer, projector, SMART board, etc.)
Lesson:
A) Introduction
Introduce yourself.
Tell the students about your job and why you are there to talk to them. Tell students that in today's class, they
will talk about substance abuse, its impacts and ways they can deal with peer pressure related to substance use
and abuse. Additionally, different supports to help them deal with the issue will be addressed.
If you are a police officer, briefly discuss the role of police officers when it comes to substance abuse (i.e. your
experience dealing with youth and substance abuse issues).
Pass out one index card to each student. Explain that this card is to be used for students to write down any
question they may have. The presenters will collect them towards the end of the presentation and answer the
questions anonymously in front of the group.
B) Activity #1: Name that Drug
Goal: Students will learn about various drugs (including short and long-term health impacts).
Type: Information chart and discussion
Time: 10 minutes
Step #1:
Cut out the drug types and their matching definitions from Activity #1: Name that Drug (9-10.1 Reference) and
place them out of order on the board.
Explain to students that different types of drugs have different effects on our bodies.
Let students know that most drugs can be broken down into three categories:

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Stimulants: Drugs that make the user hyper and alert.
Depressants: Drugs that cause a user's body and mind to slow down.
Hallucinogens: Drugs that disrupt a user's perception of reality and cause them to imagine experiences and
objects that seem real.
Step #2:
Ask students to match up the fact with the drug as a class. Go over the answers.
Ask the students to read over the handout Activity #1: Name that Drug (9-10.1 Handout) and start a discussion
based on what the students read. Encourage all students to participate to the discussion by asking questions,
such as: "What is a drug?" "What do drugs do?" "What happens when a person uses drugs?" "What are drugs
used for?" "Do drugs affect everyone in the same way?" "Can drugs be prescribed by a doctor?"
C) Activity #2: Recognizing the Risks
Goal: Students will recognize protective and risk factors associated with substance abuse and addiction and
learn the importance of resilient factors.
Type: T-chart and group activity
Time: 15 minutes
Step #1:
Ask students to define the following terms:
Resiliency: The ability to become strong, healthy and successful after something bad happens to you
(www.merriam-webster.com 2014).
Risk Factors: Factors that can lead to drug use.
Protective Factors: Factors that can shield from drug use.(http://www.rcmp-grc.gc.ca/docas-ssdco/guide-kid-
enf/page3-eng.htm).
Ask the students to get into groups of 3 or 4.
Step #2:
Create a chart on the SMART board, chalkboard or overhead with two titles: (1) Risk Factors & (2) Protective
Factors. Ask students to identify examples of risk factors when it comes to substance abuse, alcohol and
addiction and record their answers. Then ask students to identify some examples of protective factors that could
be associated with not using drugs and alcohol or getting addicted. Use Activity #2: Recognizing the Risks (9-
10.2 Reference) as a guide.
Step #3:
If time allows, give each group playing cards and tell them to work together to make a card house for 5 minutes.

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Explain that in this activity, each card represents a protective and resilience factor, and when those factors fail or
diminish the structure will fall.
D) Activity #3: Path to Addiction
Goal: Students will discuss how addiction can impact a person's lifestyle.
Type: Discussion and group activity
Time: 10 minutes
Step #1:
Ask students to define what addiction is as well as the substances a person can become addicted to.
Make sure to include that both drugs and alcohol can be addictive.
Explain to students that addiction is an ongoing process. Addiction may present its challenges at different times
over many years in a user's life.
Write each stage on a different piece of paper. Ask for 5 volunteers to come to the front of the class and give
each student a stage.
Have the student volunteers work together to arrange themselves in the order that they think the scale of
addiction occurs in.
Step #2:
With the students, define each stage of addiction. Discuss the answers with students and use Activity #3: Path to
Addiction (9-10.3 Reference) as a guide.
E) Activity #4: Consequences of Addiction
Goal: Students will examine the consequences of addiction on all facets of life.
Type: 5 corners activity and group discussion
Time: 10 minutes
Step #1:
Separate the students into 5 different groups.
Have the students get into their groups and give each group a piece of chart paper. Assign each of the five
groups one of the topics: (1) Family, (2) Friends & Recreation, (3) School & Jobs, (4) Physical & Emotional
Health, and (5) Financial. Have each group write the topic on their piece of chart paper.
Ask each group to brainstorm and record the consequences of an addiction relating to their topic.
Give the groups 5 minutes to come up with a hashtag that represents how they might be affected in that aspect
of their life.
Discuss answers with the group.

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F) Activity #5: Now, it's Your Choice
Goal: Students will commit to a healthy lifestyle

Type: 5 corners activity and group discussion
Time: 15 minutes
Step #1:
Distribute Activity #5: Now, it's Your Choice (9-10.5 Handout)and ask the students to answer the question.
Step #2: (Homework)
As part of their homework from the presentation, ask all the students to make the pledge to say no to drugs on
the National Anti-Drug Strategy website: http://nationalantidrugstrategy.gc.ca/prevention/youth-
jeunes/index.html and click on "Make a Pledge." Tell them to print the pledge they submitted and display them
around the classroom or school.
G) Conclusion
To conclude the lesson, summarize the important points and highlights of your discussion throughout the
session.
Collect all index cards from students. Take some time to answer any questions from the cards that the students
may have had.
Leave students with information about how to contact you if they have any follow up questions they didn't want
to ask in class.
LESSON PLAN 07
NOISE
Teacher Name:
Grade: Grade 9
Subject: English
Students’ Learning Outcomes
Differentiate between noise and sounds.

Explore the effects of noise on human health.
Suggest ways to reduce noise pollution and plan an awareness campaign on any one.
Information for Teachers
Noise is an unpleasant sound.

Sources of noise pollution are road traffic, jet plans, construction machinery and manufacturing
machines etc.
Noise pollution affects human health very badly.
Not only hearing ability is affected but other body systems are also disturbed.

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Fatigue, headache, hypertension, angry behavior, disorders in digestive and nervous systems are
caused by prolonged exposure to noise.
Material / Resources
Chair, table, plastic bottle, textbook

Worm up activity
Ask the students what kind of sounds they hear every day. Make a list of different sounds on the
board and then ask the students to different pleasant and unpleasant sounds.
Ask a student to dreg a chair on the floor while ask another student to sing a song.
Now ask what kind of sounds they hear around them. Ask them which sounds are pleasant and which
are unpleasant. Conclude that the sounds which produce pleasant sensation in our ears are pleasant
sounds and unpleasant sounds are noise.
Development
Activity 1
Divide the class into groups and ask the students to discuss in each group: Why do we like to go to
quiet places?
After 5 minutes, ask one student from each group to state the main points of discussion.
Write the answers of the students on the board such as:
We can sleep well in quiet places.
We can study
We can think better
We can talk with each other
Then ask the students to discuss again in groups: What do we feel in noisy places? You may create a
noisy place by playing a recorded cassette of busy road traffic.
After 5 minutes, ask one student from each group to state important points of discussion.
Write the students’ comments on board such as:
We can’t sleep due to noise
We can’t study due to noise
We can’t hear each other well when there is noise.
It may cause headache.
It may damage ears.
Ask the students groups to comment one by one: should we avoid noise? How and why?
Conclude the topic after their comments.

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Activity 2
Step 1:
Open all the windows and doors of your classroom.

Ask a student to take your chair outside the classroom.
Give him/her an empty plastic bottle and ask him/her to go outside the classroom and strike it against
the chair repeatedly.
Ask the whole class, do you hear a low or a high sound?
Step 2:
Then ask the first student to take the chair further away from the classroom and make a sound with
the bottle again.
Then ask the class: Do you hear a low or high sound this time?
Step 3:
Ask the students; close all the windows and doors of classroom.
Ask the first student to carry the chair inside the classroom again and strike the bottle against the
chair.
Then ask the class students, do you hear a low or high sound now?
(Draw out the conclusion that: The greater the distance between the source of noise and listener, the less is
the noise. In a closed room the noise increases due to reflections from the walls, ceiling and floor).
Activity 3
Draw the following table on the board and ask the students to tell about their noise effects and ways
to reduce them and write the correct answers in the boxes.
Noise Its Effects Ways to reduce it
Loud TV
volume
Horns
Loud
speaker
Traffic
sounds
Street
hawkers
Students’ response:
Noise Its Effects Ways to reduce

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CLASS 9TH and 10TH
it
Loud TV Disturbing Keep volume low
volume
Horns Unpleasant Should be
banned except in
emergency
Loud Hearing Should be
speaker problems banned or the use
should be
restricted
Traffic Mental Increasing green
sounds disorders, area/tree
fatigue, plantation
pains
Street Disturbing Close the door
hawkers
Sum up / Conclusion
Ask students: What you have learned from the lesson? And write their answers on the board.
The voice which doesn’t feel good to our ears is a noise.
Noise may cause a headache.
We can’t study in noise.
The noise may damage our ears.
We can reduce noise.
By increasing green area/tree plantation around sources of noise such as factories, motorways,
railways and airports.
Building industrial area, railway stations and airports away from the towns.
Avoiding the use of loud speakers.
Avoiding excessive use of vehicle horns.
We can reduce noise pollution in our community by awareness campaigns for the people.
Assessment
What are the sources of noise pollution?

How can we reduce noise pollution in our city?
Explain the effects of noise on human health?

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CLASS 9TH and 10TH
Follow up
Different type of problems do you face due to the noise when you are in school, at home and on the
road?
Ask the students to make posters showing the noise sources and their effects.
Launch a campaign in your locality to make the people aware of noise pollutants, their effects on our
health and the ways to reduce noise pollution.
LESSON PLAN 08
Chinese New Year
Teacher Name:
Grade: Grade 9
Subject: English
This highly engaging Social Studies lesson on Chinese New Year is integrated with elements of performing arts
(drama). This lesson is appropriate for students in K-3, as it can be easily modified.
Objectives & Outcomes
After a lesson on Chinese New Year, the learner will act out (role play) a 30 second scene from a traditional
family visitation tradition using oranges, tangerines, and sweets. The learner will use at least three details that
we discussed.
Materials Needed
American New Year paraphernalia (e.g., glitter glasses, beaded necklace, horns)
“Chinese New Year: Festival of New Beginnings” by Terri Sievert
8 tangerines
8 oranges
Various wrapped fruit candies.
Procedure
Opening to Lesson
Without much explanation, teacher will begin by acting out the countdown segment of a typical American New
Year celebration. Teacher will turn the lights off in the classroom and wear typical American New Year party
paraphernalia (glasses, beaded necklaces, horns) in order to create the setting. Teacher will excitedly count
backwards from 10-1, then finally proclaim HAPPY NEW YEAR!
Teacher will invite students to partake in discourse regarding the scene that was just performed. Have you
experienced anything like that before? What was familiar about it? What did my performance remind you of?
What types of feelings were evoked when you watched my performance? Teacher will dictate students'
responses on to chart paper.

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CLASS 9TH and 10TH
Body of Lesson
Instructional Activity/Development
Teacher will read “Chinese New Year: Festival of New Beginnings” by Terri Sievert.
Teacher and students will discuss the gifts of oranges, tangerines, and sweets that were present in both the story.
Oranges represent money and wealth while tangerines are symbols of good luck
Students will be invited to discuss the similarities and differences between American New Year and the Chinese
New Year Celebrations.
Teacher will introduce the phrase gung hay fat choy, which is the traditional Chinese New Year greeting that
means “May you prosper”.
Guided Practice
Teacher will bring out the traditional gifts that families give to one another on Chinese New Year's Day
(oranges, tangerines, and sweets).
With a student volunteer, teacher will act out (role play) the visitation and gifting process that was described in
the book.
The tradition is to visit family members within three days of the new year. At the visitation, it is customary to
take sweet treats to family members’ homes. This is to symbolize wealth and good fortune in the new year.
Independent Practice
Teacher will bring out the traditional gifts that families give to one another on Chinese New Year's Day
(oranges, tangerines, and sweets).
With a student volunteer, teacher will act out (role play) the visitation and gifting process that was described in
the book.
The tradition is to visit family members within three days of the new year. At the visitation, it is customary to
take sweet treats to family members’ homes. This is to symbolize wealth and good fortune in the new year.
Closing
At this time, we will gather back on the rug to discuss new concepts that were learned in the lesson. Teacher
will dictate student responses onto chart paper.
Assessment & Evaluation
Performance Assessment
The role play section will be used as a performance assessment. This provides students an opportunity to
convey their understanding through gestures, sounds, and physical movement. This provides students with a
deeper connection to the material.

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CLASS 9TH and 10TH
Informal/Anecdotal Assessment
Informal teacher observation of student participation as they create their scene (record will be kept in teacher
log).
LESSON PLAN 09
First Aid
Teacher Name:
Grade: Grade 9
Subject: English
Do your students know the basics of first aid? A video lesson gives key facts about injuries and first aid while a
role-playing activity gives students a chance to show what they've learned. Optional extensions and related
lessons are included for ongoing instruction.
Learning Objectives
Upon completion of this lesson, students will be able to:

define 'first aid'
identify different types of injuries
outline the appropriate first aid measures for several different types of injuries
role-play first aid scenarios
Length
45 minutes to 1 hour
Materials
A first aid kit

Assorted slips of paper (enough for each student to have one) with the following words written on them: Injury:
Bleeding; Injury: Puncture wound; Injury: Fracture; First aid responder (about half of the papers should be 'first
aid responder' slips)
A bowl or container
CCSS.ELA-LITERACY.RST.9-10.2
Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex
process, phenomenon, or concept; provide an accurate summary of the text.
CCSS.ELA-LITERACY.RST.9-10.3
Follow precisely a complex multi-step procedure when carrying out experiments, taking measurements, or
performing technical tasks, attending to special cases or exceptions defined in the text.
NGSS Engineering Design Standard: HS-ETS1-3

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CLASS 9TH and 10TH
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for
a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and
environmental impacts.
Key Vocabulary
First aid
Severe bleeding
Puncture wound
Fracture
Instructions
Begin by asking the class if any of them have had an injury that required first aid.
Have the students share their experiences with the class for discussion.
Now ask the class what should be done if they come across someone who is bleeding, again having them share
their ideas during a brief class discussion.
Now play the video lesson Bleeding, Puncture Wounds & Fractures: First Aid, pausing it at 2:39.
Were the students on target with their ideas on how to deal with someone who is bleeding? Fill in any missing
information now by reviewing what was stated in the video lesson.
Now ask the class what a puncture wound is and how they might treat one. Discuss this as a class.
Next play the video lesson, this time pausing it at 3:50.
Review the class discussion on puncture wounds and fill in missing information by reviewing the tips presented
in the video lesson.
Now ask the students to imagine that they encountered someone with a fracture. What would they do? Discuss
their ideas a class.
Now play the remainder of the video lesson.
Were the students correct in their ideas of how to treat a fracture?
Discussion Questions
What are the most important things to remember when providing first aid?
What should we do if we have no idea what to do with an injured person?
Activity
Place the slips of paper in the bowl or container.

Have each student draw a slip of paper from the bowl or container.
Next, have the students who drew an injury pair up with another student who drew first aid responder.
Now have the responders use the first aid kit to role-play the correct response to the specific injury.

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CLASS 9TH and 10TH
Extensions
Give students different injury scenarios and have them create a list of key first aid steps for each.
Ask a paramedic, nurse, or other health care provider speak to the class about first aid.
LESSON PLAN 10
Rain
Teacher Name:
Grade: Grade 9
Subject: English
Learning Objectives
Students will be able to understand why rain falls from clouds.

Students will be able to follow multi-step directions.
Students will be able to make predictions.
Introduction
(10 minutes)
Tell students that today they will be learning about the weather.
Invite students to step outside and observe the weather. Great guiding questions include: Is it sunny or cloudy
today? What do the clouds look like?
Have students make predictions about whether or not it will rain today. Ask them to identify what the sky looks
like on a rainy day.
Then, tell students that they will have the chance to observe a rainy day in class today.

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CLASS 9TH and 10TH
Explicit Instruction/Teacher modeling
(15 minutes)
Read The Rainy Day by Anna Milbourne and Sarah Gill.
Model the experiment for the class.
First, fill your jar almost to the top with water. You can place a heavy figurine inside the jar to create the illusion
that the person will get rained on.
Then, ask students what they think clouds are. Explain that clouds are tiny water droplets that come together in
the sky. Tell your students that there are various types of clouds such as cumulus, stratus, and cirrus.
Show your students the Types of Clouds worksheet to give examples of what these clouds look like. Read the
descriptions to your students.
After this discussion, fill the top of your jar with shaving cream. Explain that these represent clouds.
Then, tell the students that when the water is too heavy for the clouds to hold, it begins to rain. Drop about 5
droplets of blue food coloring on top of the clouds, and watch what happens!
Guided Practice
(5 minutes)
Tell your students that they will now have a chance to create their own rainy day.
Give each student the materials that they need to complete the experiment on their own.
Independent working time
(10 minutes)
Give your students time to complete the experiment.
Have students work with a partner to discuss what happened.
Tell each group to discuss things they can do on a rainy day.
Differentiation
Enrichment:
Have students make predictions about what causes thunder and lightning. Observe their predictions to plan for
future lessons.
Support:
Have students work with a partner if they are unable to complete this activity independently.
Have them draw pictures of what they saw outside. Label their pictures for them.
Assessment
(10 minutes)

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CLASS 9TH and 10TH
Observe students as they complete this activity to see if they understand the process of how clouds and rain
form.
Then, give them the Rain Count worksheet to complete in class.
Review and closing
(5 minutes)
To summarize the lesson, invite students to share the process of the experiment with you.
Ask them questions about what each step represented. For example: What was the shaving cream? What did the
blue food coloring represent?
LESSON PLAN 11
Newspaper
Teacher Name:
Grade: Grade 9
Subject: English
Walk your students through the steps of writing a newspaper article with this lesson plan. Students will read our
informational lesson explaining what a newspaper is and how to write an article, then put concepts to the test in
a writing activity.
Learning Objectives

define and explain the components of a newspaper
discuss the steps necessary to write an article for a newspaper
work in cooperative groups to identify components of a newspaper
Length
50 minutes for the lesson plus time for the activity

Materials
Copies of the lesson How to Write a Newspaper Article, one for each student
Copies of newspapers
Highlighters
Chart paper
Marker
Copies of the quiz, one for each student
Key Vocabulary
Structure
Topic sentence

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CLASS 9TH and 10TH
Closing sentence
Title
Byline
Content
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs,
or larger portions of a text (e.g., a section or chapter).
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that
point of view or purpose.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their
own clearly and persuasively.
Instructions
Divide students into partner pairs and give each a newspaper article for analysis. Allow students to look at the
article in an open-ended way without specific guidance, recording what they notice.
Have students share their observations about the newspaper article and discuss.
Tell students that newspaper articles have common styles and strategies for creating. Preview vocabulary, then
distribute the lesson How to Write a Newspaper Article.
Have students read the first section 'Newspaper' and discuss:
Is the newspaper a dying art?
What value does a newspaper still have? What was its value prior to the internet?
Read 'Step 1: Structure' together. On chart paper, list the components of a newspaper article.
Next have groups revisit their newspaper article to locate and identify each component and highlight/label.
When groups are finished, have them combine with another pair to share and discuss their article components.
Encourage students to check and discuss one another's work.
Read 'Step 2: Content' and ask groups to determine the who, what, when, why, where, and how of their articles.
When finished, combine into new groups to check.
As student groups work walk around to offer suggestions and make sure groups are on task.
Have students read 'Step 3: Other Information' and repeat the identification/checking process.
Read the 'Lesson Summary' together and administer the quiz to check for understanding. Reteach if necessary.

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CLASS 9TH and 10TH
Assessment
Observe students as they complete this activity to see if they understand the process of newspaper.
LESSON PLAN 12
Peace
Teacher Name:
Grade: Grade 12
Subject: English
Teach your students aspects of peace and pacifism with this video-based lesson plan. Students will discuss inner
peace and nonviolent activism, taking a look at pacifists through history.
Learning Objectives

define and explain 'peace' and 'pacifism'
discuss peaceful leaders in history
explain different types of pacifism
Length:
50 minutes
Materials
Access to technology for research

Key Vocabulary
Peace
Inner peace
Pacifism
Dr. Martin Luther King, Jr.
Mahatma Gandhi
Absolute pacifism
CCSS.ELA-Literacy.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
CCSS.ELA-Literacy.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social, or economic aspects of history/social science.

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CLASS 9TH and 10TH
Instructions
Begin by having students respond in writing to the question 'What does it mean to be peaceful?' Allow students
to briefly share answers with their seatmates, then preview vocabulary for this lesson.
Start the video lesson Peace & Pacifist Views.
Pause at 00:45 and ask:
Why is violence bad? What are some examples?
Why is peace 'one of the most sought-after and yet elusive ideals in human history?'
Have students discuss and debate the question 'Is peace practical or is it just a word used by hippies?'
Resume the lesson and pause at 1:50. Discuss:
What is the most basic aspect of peace?
Why is this the 'most basic?'
What else can peace be?
Have students give examples of how peace can be a goal and share methods of finding inner peace.
Restart the lesson and pause at 5:01. Ask:
Why is peace just a state of being or ideal?
What is pacifism's relationship to peace?
Why is pacifism NOT turning a blind eye?
How do pacifists deal with violence?
Have students compare and contrast absolute and conditional pacifism in their groups, then share and compare
as a class.
Play the Lesson Summary and conclude discussions.
Assessment
Observe students as they complete this activity to see if they understand the process of peace.
LESSON PLAN 13
My First Book
Teacher Name:
Grade: Grade 10
Subject: English
Learning Objectives
After finishing the lesson, students will be able to create their own first book using the sight words ("I," "See,"
"The"). Students will be able to read their books aloud to an adult or peer.
Introduction
(10 minutes)

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CLASS 9TH and 10TH
Ask students, "How many of you have ever read a book by yourself? Please raise your hand."
Say, "Today, we are going to write our own books and learn how to read them. Here are three words we are all
going to use."
Show the three sight words to the students.
Say, "Raise your hand if you know any of these words."
Select students to read the three sight words.
Say, "I want everyone to repeat after me: I, see, the." Point to each word as you say it.
Explicit Instruction/Teacher modeling
(10 minutes)
Have the students gather around the flip chart.
Pre-select five different easily identifiable pictures to use in a class book. The book will have five pages in total.
On each page write the sentence, "I see the __ __ __ __."
Randomly select a student to pick one of the five pictures.
Collectively have the students complete the sentence. For example, "I see the dog."
Paste the picture of a dog above the sentence on the page.
Guided Practice
(10 minutes)
Have the students approach the flip chart in pairs or groups of three.
Point to each word in the sentence and read it aloud.
Have the students repeat the words after you.
Repeat until everyone has had a turn to read aloud.

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CLASS 9TH and 10TH
Students should be familiar with the sight words; the picture will prompt them of the noun in each sentence.
Independent working time
(10 minutes)
Have the students work independently at their desks.
Provide each student with three sheets of colored paper.
Have them align all the sheets and fold them in half horizontally. They should then staple the sheet of paper at
the top on the crease.
Tell them to use the first page as the title page.
Tell them to write the title "I See" and "by [their name]."
At the bottom of each of the five pages, have students write the incomplete sentence: "I see the __ __ __ __."
Allow the students to cut and paste the pictures for all five pages.
The teacher will complete the sentence with the word that represents the picture selected by the student.
The sentences can be pre-written in advance with a space left to fill in the noun.
Differentiation
Support:
Mass-produce the books for struggling students and allow them to color in the pictures.
Enrichment:
Allow advanced students to make longer books using more complex sentences, e.g., "I see the red hen."
Assessment
(10 minutes)
Have a mini-conference with each student.
Allow them to read their unique books to you.
Review and closing
(10 minutes)
Have the students come together and read the class book again.
01 ‫سبق پلنا‬
‫ کسانا‬:‫عنوانا‬

‫‪lOMoARcPSD|36360353‬‬
‫)‪LESSON PLAN (ENGLISH, URDU, MATH‬‬

‫‪CLASS 9TH and 10TH‬‬
‫استاد کا نام‪:‬‬
‫کلسا‪10 :‬‬
‫مضمونا‪ :‬اردو‬
‫کھیتوں ہیں اور وہ ہماری روزمرہ کی زندگی کو کس طسسرح متسساثر کسسرتے ہیں؟ کسسسی‬
‫سرگرمی سے طلبا کو مقامی کاشتکاروں کسسا باضسسابطہ شسسکریہ ادا کسسرنے کسسا موقسسع‬
‫ملنے سے قبل اس سبق کا منصوبہ کھیتوں سے متعلق اہم حقائق کسسو اجسساگر کسسرنے‬
‫کے لئے متن کا سبق استعمال کرتا ہے۔‬
‫سیکھنے کے مقاصد‪:‬‬
‫اس سبق کی تکمیل پر ‪ ،‬طلباء‪:‬‬
‫فارم پر کیا ہوتا ہے اس کی وضاحت کریں‬
‫مختلف قسم کے کھیتوں میں تمیز کرنا‬
‫جدید معاشرے میں کھیتوں کی اہم بات کا خلصہ بنائیں‬
‫لمبائی‬
‫‪ 60‬سے ‪ 90‬منٹ‬
‫نصاب کے معیارات‪:‬‬
‫کسی متن کی تفہیم کا مظاہرہ کسسرنے کے لسسئے سسسوالت پسسوچھیں اور جوابسسات دیں ‪،‬‬
‫واضح طور پر جوابات کی بنیاد کے طور پر متن کا حوالہ دیتے ہیں۔‬
‫کسی متن کے مرکزی خیال کا تعین کریں۔ اہم تفصیلت دوبارہ بیان کریں اور بتسسائیں‬
‫کہ وہ کس طرح مرکزی خیال کی حمایت کرتے ہیں۔‬
‫تاریخی واقعات ‪ ،‬سائنسی نظریات یا تصورات ‪ ،‬یسسا کسسسی متن میں تکسسنیکی طسسریقہ‬
‫کار کے اقدامات کے درمیسسان تعلقسسات کی وضسساحت کسسریں ‪ ،‬جس کی زبسسان ‪ ،‬وقت ‪،‬‬
‫ترتیب ‪ ،‬اور اسباب ‪ /‬اثر سے متعلق ہو۔‬
‫گریڈ ‪ 3‬کے عنوان یا مضمون کے علقے سے متعلق کسی متن میں عام تعلیمی اور‬
‫ڈومین سے متعلق مخصوص الفاظ اور جملے کے معنی بتائیں۔‬
‫)‪Downloaded by Awais Awais ([email protected]‬‬


‫عکاسی )جیسے نقشے ‪ ،‬تصاویر( سے حاصل کردہ معلومات اور متن کے الفاظ کسسو‬
‫متن کی تفہیم کو ظاہر کرنے کے لئے استعمال کریں )جیسے ‪ ،‬کہاں ‪ ،‬کب ‪ ،‬کیسسوں ‪،‬‬
‫اور اہم واقعات کیسے واقع ہوتے ہیں(۔‬
‫مواد‪:‬‬
‫فارموں کی مختلف تصاویر‬
‫متن کے اسباق کی کاپیاں فارم کے حقائق‪ :‬بچوں کے لئے سبق‬
‫متعلقہ متن سبق سے کوئز کا استعمال کرتے ہوئے ایک ورک شیٹ بنائی گئی‬
‫مقامی طور پر اگائی جانے والی پیداوار ‪ ،‬جس میں سے ہر ایک کا نام فارم کے نام‬
‫کے ساتھ ہے‬
‫مقامی طور پر تیار شدہ پیداوار )مثال کے طور پر نام ‪ ،‬مالکان ‪ ،‬مقسسام ‪ ،‬پتہ ‪ ،‬فسسارم‬
‫کا سائز ‪ ،‬بڑھتی ہوئی مصنوعات اور اسسسی طسسرح( کے ذریعہ ہر ایسسک کھیت کے لسسئے‬
‫ایک مختصر حقائق شیٹ۔‬
‫لکھے ہوئے کاغذ‬
‫لفافے‬
‫ڈاک ٹکٹ‬
‫حوالہ جات‪:‬‬
‫‪ ‬کتاب صفحہ نمبر ‪128‬‬
‫پچھلے سبق کی تلوت‪:‬‬
‫طلباء کو صسسفحہ نمسسبر پسسر ‪ Q2‬کسسو فسسوری حسسل کسسرنے کسسو کہہ کسسر ان تصسسورات کسسو‬
‫سمجھنے کی جانچ کریں۔ ‪ 2‬طلباء کی کتاب۔‬
‫اساتذہ کا اظہار‪:‬‬
‫طلباء سے فارمنگ کے بارے میں تبادلہ خیال کریں۔‬
‫شہری اور دیہی علقوں میں فرق کے ساتھ ان پر تبادلہ خیال کریں۔‬
‫ایک میز بنائیں اور اس میں فرق شہری اور دیہی علقوں میں لکھیں۔‬
‫کلسا کا کام‪:‬‬


‫کاپیاں پر درج ذیل سوالت کریں‪:‬‬
‫ایک کسان کیا ہے؟‬
‫شہری علقہ کیا ہے؟‬
‫دیہی علقہ کیا ہے؟‬
‫پاکستان کے بڑے شہروں کا نام بتائیں؟‬
‫لپیٹ‪:‬‬
‫طلباء سے پوچھ کر سبق کا اختتام کریں‪:‬‬
‫سبق آموز منصوبہ ‪02‬‬
‫عنوانا‪ :‬علمہ اقبال‬
‫کلسا‪10 :‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے‪:‬‬
‫ہیروز آف پاکستان کے بارے میں جانیں‬
‫علمہ اقبال کی تاریخ اور علیحدہ ریاست میں ان کے شراکت کے بارے میں جانیں‬
‫‪ ‬بک پیج نمبر ‪ 9‬پاکستان کے مختلف ہیروز کے فلیش کارڈز‬
‫‪ ‬پاکستان کا نقشہ‬
‫‪ .‬رنگ‬
‫طالب علم کسسا پچھل علم اس بسسارے میں پسسوچھیں کہ وہ پاکسسستان کے بسسارے میں کیسسا‬
‫جانتے ہیں ان سے یہ پوچھیں کہ پاکستان کے پیدا ہونے پر ہمارے قائسسدین کسسون تھے؟‬
‫پاکستان کا قومی شاعر کسسون تھسسا؟ طلبسساء سے ان سسسوالت کے بسسارے میں پسسوچھیں‬
‫کیوں کہ وہ پہلے کی جماعتوں میں ہی اسے پڑھ چکے ہیں؟‬


‫طلباء سے ہمارے ہیرو کے بارے میں تبادلہ خیسسال کسسریں۔ آزادی حاصسسل کسسرنے‬
‫میں کون اپنا تعاون کرتا ہے؟‬
‫علمہ اقبال کے بارے میں ان سے تبادلہ خیال کریں۔‬
‫انھیں بتائیں کہ علمہ اقبسسال پہلے شسسخص تھے جنہوں نے پاکسسستان کسسا خسسواب‬
‫دیکھا۔‬
‫علمہ اقبال کے بارے میں طلباء کو بیان کریں اور بتسسائیں کہ وہ کہاں پیسسدا ہ ہوا‬
‫تھا اور وہ کب پیدا ہوا تھا؟‬
‫علمہ اقبال کی ابتدائی تعلیم کے بارے میں ان سے تبادلہ خیسسال کسسریں اور یہ‬
‫کہ انہوں نے علیحدہ ریاست کے حصول میں اپنی زندگی میں کیا کردار ادا کیا۔‬
‫کسی بے ترتیب طالب علم سے طلبہ کے کتاب صفحہ نمبر ‪ 9‬پر علمہ اقبال‬
‫کے بارے میں متن پڑھنے کو کہیں۔‬
‫تحریری کتاب پر مندرجہ ذیل سوالت کریں‪:‬‬
‫‪ ‬پاکستان کا خواب کس نے دیکھا؟‬
‫علمہ اقبال کی پیدائش کب ہوئی؟ پاکستان کا قومی شاعر کون تھا؟‬
‫گھر کا کام‪:‬‬
‫علمہ اقبال کے بارے میں ‪ 10‬لئنیں لکھیں۔‬
‫طلباء کو مندرجہ ذیل سوالت کے بارے میں پوچھ کر سبق کا اختتام کریں‪:‬‬
‫‪ ‬پاکستان کا خواب کس نے دیکھا؟‬
‫علمہ اقبال کی پیدائش کب ہوئی؟‬
‫‪ ‬وہ کب مر گیا؟‬
‫عنوانا‪ :‬قائداعظم ‪ ،‬حفیظ جالندھری‬


‫کلسا‪10 :‬‬
‫ہیروز آف پاکستان کے بارے میں جانیں‬
‫تاریخ قائداعظم اور حفیظ جالندھری کے بارے میں جسسانیں اور السسگ ریاسسست حاصسسل‬
‫کرنے میں ان کے تعاون کے بارے میں جانیں‬
‫‪ ‬بک پیج نمبر ‪ 9‬اور ‪ 10‬پاکستان کے مختلف ہیروز کے فلیش کارڈ ‪ ‬پاکستان کسسا‬
‫نقشہ‬
‫‪ .‬رنگ‬
‫پچھل سبق کی تلوت‪:‬‬
‫پاکستان کے کچھ ہیروز کا نام طلبہ سے پوچھ کسسر سسسبق شسسروع کسسریں؟ طلبسساء سے‬
‫پوچھیں کہ وہ علمہ اقبال کے بارے میں کیا جانتے ہیں ‪ ،‬ان سے قائد اعظم کے بارے‬
‫میں پسسوچھیں ‪ ،‬وہ کب پیسسدا ہوا؟ وہ قائسسداعظم کے بسسارے میں کیسسا جسسانتے ہیں؟ بسسانی‬
‫پاکستان کون تھا؟‬
‫قائداعظم کے بارے میں طلباء سے گفتگو کریں۔‬
‫ان کے سسساتھ بسسات چیت کسسریں وہ بسسانی پاکسسستان تھے اور وہ سسساری جدوج ہہہد کی‬
‫رہنمائی کرنے والے رہنما تھے‬
‫اس الگ ریاست کو انجام دینے کے لئے۔‬
‫قائداعظم کی کتابیات کے بارے میں طلباء سے گفتگسسو کسسریں؟ جب وہ پیسسدا ہہہوا؟‬
‫جہاں وہ تھا‬
‫پیدا ہونا؟‬


‫قائداعظم کی تعلیم کے بارے میں ان سے تبادلہ خیال کریں۔‬
‫قائداعظم نے علیحدہ ریاست کے حصول میں ادا کیا کردار کے بارے میں مختصسسر‬
‫گفتگو کریں۔‬
‫حفیظ جالندھری کے بارے میں بھی تبادلہ خیسسال کسسریں اور طلبسسا کسسو بتسسائیں کہ وہ‬
‫ہمارے قومی ہیرو تھے۔‬
‫طلبا کو بتائیں کہ حفیظ جالندھری نے پاکستان کا قومی ترانہ لکھسسا ہے جسے اب‬
‫ہم گاتے ہیں‬
‫ایک دن‬
‫ایک بے ترتیب طالب علم سے طلبہ سے متعلق قائد اعظم اور حفیظ جالنسسدھری‬
‫کے متعلق متن پڑھنے کو کہیں‬
‫کتاب کا صفحہ نمبر ‪ 9‬اور ‪10‬۔‬
‫نوٹ بک پر مندرجہ ذیل سوال کریں‪:‬‬
‫جب قائداعظم؟ پیدا ہوئے؟‬
‫پاکستان کے بانی والد کون تھے؟‬
‫قائد کی وضاحت کریں۔‬
‫قائداعظم؟ کو کہاں دفن کیا گیا؟‬
‫قائداعظم؟ کا کیا مطلب ہے؟‬
‫طلباء سے قائد کی وضاحت کے لئے سبق کو ختم کریں؟ وہ کہاں پیسسدا ہہہوا؟ اس کسسا‬
‫انتقال کب ہ وا؟ محمد علی جناح کو قائد اعظم کیوں کہا گیا؟ حفیظ جالندھری کون‬
‫تھا؟‬
‫عنوانا‪ :‬شہری علقہ بمقابلہ دیہی علقہ‬


‫کلسا‪10 :‬‬
‫مختلف قسم کی برادریوں ‪ ،‬شہر اور دیہی علقوں کے بارے میں جانیں۔‬
‫نقشہ پڑھنے کا طریقہ سیکھیں۔‬
‫شہری علقوں اور دیہی علقوں کے مابین فرق کو سمجھیں۔‬
‫‪ ‬کتاب صفحہ نمبر ‪  15 ، 14‬رنگ‬
‫طلباء کو صسسفحہ نمسسبر پسسر ‪ Q2‬کسسو فسسوری حسسل کسسرنے کسسو کہہ کسسر ان تصسسورات کسسو‬
‫سمجھنے کی جانچ کریں۔ ‪ 2‬طلباء کی کتاب۔‬
‫طلباء سے برادری کے بارے میں تبادلہ خیال کریں۔‬
‫شہری اور دیہی علقوں میں فرق ‪ b / w‬کے ساتھ ان پر تبادلہ خیال کریں۔‬
‫ایک میز بنائیں اور اس میں فرق ‪ b / w‬شہری اور دیہی علقوں میں لکھیں۔‬
‫پیہوائی کام‪:‬‬
‫طلبہ کتاب کے پی جی نمبر ‪ 16 ،‬پر کیو ‪ 3‬کریں ‪ ،‬طلبا جسسوڑے میں بیٹھیں گے اور‬
‫ایک دوسرے سے بات چیت کرکے اس سوال کو حل کریں گے۔‬
‫کاپیاں پر درج ذیل سوالت کریں‪:‬‬
‫ایک کمیونٹی کیا ہے؟‬
‫شہری علقہ کیا ہے؟‬
‫دیہی علقہ کیا ہے؟‬
‫پاکستان کے بڑے شہروں کا نام بتائیں؟‬


‫شہری اور دیہی علقوں میں کیا فرق ہے؟‬
‫شہری علقوں میں کون سی سہولیات میسر ہیں لیکن دیہی علقوں میں نہیں؟‬
‫دونوں شعبوں میں ماحول کیسے مختلف ہے؟‬
‫نقل و حمل‬
‫کلسا‪10 :‬‬
‫مختلف قسم کی برادریوں ‪ ،‬شہر اور دیہی علقوں کے بارے میں جانیں۔‬
‫نقشہ پڑھنے کا طریقہ سیکھیں۔‬
‫نقل و حمل کے مختلف طریقوں کے بارے میں جانیں‬
‫‪ ‬ورکشیٹ‬ ‫‪ .‬رنگ‬ ‫‪ ‬کتاب صفحہ نمبر ‪16‬‬
‫طلباء کو ورک شیٹ نمبر ‪ 6‬اور ان سے کہیں کہ ہم ان گاڑیوں سے میچ کریں جو‬
‫ہ م نقسسسسسسسسسسسسسسسل و حمسسسسسسسسسسسسسسسل میں اسسسسسسسسسسسسسسسستعمال کسسسسسسسسسسسسسسسرتے ہیں۔‬
‫طلباء کو آمدورفت کے بارے میں پوچھیں کیسسونکہ انہوں نے نقسسل و حمسسل کے‬
‫بارے میں پہلے ہی سیکھا تھا کہ پچھلی کلس ہیں۔‬
‫ان کی وضاحت کریں کہ نقسسل و حمسسل کسسا طسسریقہ وہ ہے جس سے لسسوگ ایسسک‬
‫جگہ سے دوسری جگہ جاتے ہیں۔‬


‫مختلسسف گسساڑیوں کے فلیش کسسارڈز اسسستعمال کسسریں جسسو ہم سسسفر کے لسسئے‬
‫استعمال کرتے ہیں۔‬
‫تیز چلتی گاڑیوں اور آہستہ چلتی گاڑیوں کے بارے میں تبادلہ خیال کریں۔‬
‫طلبا کو ان گاڑیوں کے بارے میں بتائیں جو شہروں میں استعمال ہوتی ہیں۔‬
‫شہروں میں ہم کون سی گاڑیسساں اسسستعمال کسسرتے ہیں یہ ظسساہر کسسرنے کیلسسئے‬
‫فلیش کارڈز کا استعمال کریں۔‬
‫طلبا کو ان گاڑیاں کے بسسارے میں بھی بیسسان کسسریں جسسو ہم دیہی علقسسوں میں‬
‫استعمال کرتے ہیں۔‬
‫ان کی وضاحت کریں کہ لوگ عام طور پر ایک جگہ سے دوسسسری جگہ جسسانے‬
‫کے لئے چلتے ہیں۔‬
‫ان کی وضاحت کریں کہ دیہی علقوں میں سب سے عسسام گاڑیسساں یسسا نقسسل و‬
‫حمل کا ذریعہ ہیں‬
‫گدھا گاڑی ‪ ،‬موٹرسائیکلیں اور سائیکل۔‬
‫ان کی وضاحت کریں کہ ہوائی جہاز کسی گاؤں میں نقل و حمل کے طور پر‬
‫استعمال نہیں کرے گا۔‬
‫پی جی نمبر پر کیو ‪ 4‬کریں۔ ‪ 17‬طلباء کی کتاب۔‬
‫طلبا کو مختلف ٹرانسپورٹیشن کے فلیش کارڈ دکھا کر سبق کو ختم کریں اور ان‬
‫سے نقسسل و حمسسل کسسو بتسسانے کسسو کہیں جسسو شہری علقسسوں اور دیہی علقسسوں میں‬
‫استعمال ہوتی ہے۔‬
‫عنوانا‪ :‬ہمارے علمتوں کا احترام کرنا‬
‫کلسا‪10 :‬‬


‫ہمارے جھنڈے کے بارے میں جانیں‬
‫طلبا کو ہمارے جھنڈے کی اہمیت کو سمجھنے یا پہچاننا‬
‫‪ ‬کتاب صفحہ نمبر ‪  12‬گرین اور وائٹ چیٹ پیپرز ‪ ‬پاکستانی پسسرچم ‪ ‬رنسسگ‬
‫‪ ‬گلو‬
‫شروعاتی سرگرمی‪:‬‬
‫طلباء کو گرین اور سسسفید رنسسگ کے کاغسسذات مہی ‪.‬ا کسسریں اور انھیں پاکسسستان کسسا‬
‫جھنڈا بنانے کے لئے کلر پیپر کاٹنے کو کہیں۔‬
‫طلبہ سے گفتگو کریں کہ ہم کس طرح اپنی علمتوں کا احترام کرسکتے ہیں۔‬
‫ان کی وضاحت کریں کہ ہمارے جھنسسڈے کسسا احسسترام کرنسسا بہت ضسسروری ہے کیسسونکہ‬
‫اس سے ہماری قومیت یا شناخت کی شناخت ہوتی ہے۔‬
‫طلباء کے ساتھ قومی علمتوں پر تبادلہ خیال کریں‬
‫ان کی وضاحت کریں کہ ہم کس طرح اپنی علمتوں کا احترام کرسکتے ہیں۔‬
‫انہیں ہدایت دیں کہ وہ جھنڈا نہ پھاڑیں اور جھنڈا زمین پر نہ پھینکیں۔‬
‫گروپ کام‪:‬‬
‫طلبا کو چارٹ پیپرز مہیا کریں اور ان سے یہ پوائنٹس لکھیں کہ ہم اپسسنی علمتسسوں‬
‫کا احترام کیسے کرسکتے ہیں۔ ہر گروپ کا ایک ایک فسسرد اپسسنے خیسسالت کسسو کلس‬
‫کے سامنے پیش کرے گا۔‬
‫طلباء سے یہ پوچھ کر سبق کا اختتسسام کسسریں کہ علمت کیسسا ہے؟ ہمیں کیسسا پہچانتسسا‬
‫ہے؟ ہم اپنی علمتوں کا احترام کیسے کرسکتے ہیں؟‬


‫عنوانا‪ :‬تہوار ‪1-‬‬
‫کلسا‪10 :‬‬
‫پاکستان میں خصوصی دن کے بارے میں جانیں‬
‫پاکستان اور دنیا میں منائے جانے والے خاص دنوں کے بارے میں جانیں‬
‫دماغی طوفانا‪:‬‬
‫بورڈ پر "تہ واروں" کسسا لفسسظ لکھیں اور طلبسسا سے ان کے ذہن میں آنے والے چپچپسسا‬
‫نوٹ پر لکھنے کو کہیں۔ ایک بار ہو جسسانے کے بعسسد طلبہ سے بسسورڈ پسسر چپچپسسا نسسوٹ‬
‫چسپاں کرنے کو کہیں۔‬
‫طلباء کے علم سے ان کے ساتھ تہواروں کے بارے میں تبادلہ خیال کریں۔‬
‫طلبا کو بتائیں کہ میلہ منایا جاتا ہے جب لوگ خوش ہوتے ہیں۔‬
‫ان کی وضاحت کریں کہ میلہ ہمیں لوگوں کے بارے میں بہت کچھ بتاتا ہے۔‬
‫ثقافت کے بارے میں ان کی وضاحت کریں۔‬
‫ان کی وضسساحت کسسریں کہ ثقسسافت ہی لوگسسوں کے رہنے ‪ ،‬بولسسنے اور لبسساس پہنسسنے کسسا‬
‫طریقہ ہے۔‬
‫طلباء سے پاکستان کی ثقافت کے بارے میں تبادلہ خیال کریں۔‬
‫ان کی وضاحت کریں کہ پاکستان میں ہر صوبے کا کلچر مختلف ہے۔‬


‫ان سے پنجاب ‪ ،‬سندھ ‪ ،‬بلوچستان اور کے پی کے کی ثقسسافت کے بسسارے میں تبسسادلہ‬
‫خیال کریں۔‬
‫صفحہ نمبر سے ‪ 56‬اور طلباء سے متن پڑھنے کو کہیں۔‬
‫طلبا کو یہ بتسسانے کے لسسئے کہ ثقسسافت کیسسا ہے کے ذریعہ اس سسسبق کسسو ختم کسسریں؟‬
‫پاکستان کی ثقافت کیا ہے؟ پنجاب کی ثقافت کیا ہے؟‬
‫عنوانا‪ :‬تہوار‬
‫کلسا‪10 :‬‬
‫پاکستان اور دنیا میں منائے جانے والے خاص دنوں کے بارے میں جانیں‬
‫‪ ‬سمجھیں کہ ہم عید الفطر کیوں مناتے ہیں‬
‫طلبہ سے پوچھ کر سبق شروع کریں‪ :‬تہوار کیا ہوتا ہے؟ آپ ثقافت کے بسسارے میں‬
‫کیا جانتے ہیں؟ ثقافت کسی معاشرے کے بارے میں کیا ظاہر کرتی ہے؟‬
‫طلبا کو ان تہواروں کے بارے میں بیان کریں جو ہم پاکستان میں مناتے ہیں۔‬
‫ان کو دو بڑے تہواروں کے بارے میں بیان کریں جو مسلمان مناتے ہیں۔‬
‫عیدالفطر کے بارے میں ان کی وضاحت کریں۔‬


‫ان کی وضاحت کریں کہ عید الفطر ماہ شوال میں منائی جاتی ہے۔‬
‫ان کی وضاحت کریں کہ یہ اللہ کا تحفہ ہے۔‬
‫ان کی وضاحت کریں کہ یہ مذہبی عید )مسلم مذہبی تہوار( مہیسسنے کسسا پہل اور واحسسد‬
‫دن ہےشسسوال کسسا جس کے دوران مسسسلمانوں کسسو روزہ رکھسسنے کی اجسسازت نہیں ہے۔‬
‫چھٹی اختتام کا جشن مناتی ہے‬
‫رمضان کے پورے مہینے میں طلوع آفتاب سے غروب آفتسساب کے ‪ 29‬یسسا ‪ 30‬دن میں‬
‫سے ‪.‬‬
‫‪‬عید الفطر کے بارے میں طلباء کی وضاحت کریں۔‬
‫‪‬گفتگو کریں کہ وہ اس عید کو کس طرح مناتے ہیں۔‬
‫آپ عید الفطر کیسے مناتے ہیں اس کے بارے میں ‪ 10‬لئنیں لکھیں۔‬
‫طلبسساء کسسو عیسسد الفطسسر کے بسسارے میں بتسسانے کے لسسئے سسسبق کسسا اختتسسام کسسریں۔‬
‫مسلمانوں نے یہ عید کب منائی؟ مسلمان اس امداد کو کیوں مناتے ہیں؟‬
‫اسلمی دنا‬
‫کلسا‪10 :‬‬
‫پاکستان میں منائے جانے والے خاص دنوں کے بارے میں جانیں‬
‫‪ ‬کتاب صفحہ نمبر ‪57 ، 56‬‬


‫طلباء سے پوچھ کر سبق شروع کریں‪ :‬ہم کیسسا تہوار کسسرتے ہیں؟ ہم پاکسسستان میں‬
‫کون سا تہوار مناتے ہیں؟ اساتذہ کا اظہار‪:‬‬
‫طلباء سے ان تہواروں کے بارے میں تبادلہ خیال کریں جسسو ہم پاکسسستان میں منسساتے‬
‫ہیں۔‬
‫واروں اور تسساریخوں کی‬
‫ان کی وضسساحت کسسریں کہ مسسسلمان مسسسلمان میں اہم ت ہہہہ‬
‫شناخت کے لئے اسلمی تقویم کا استعمال کرتے ہیں‬
‫تاریخ‪.‬‬
‫ان کی وضاحت کریں کہ جب اسلمی نبی اکرم صلی اللہ علیہ وسلم تشسسریف لئے‬
‫تو اسلمی تقویم کا آغاز ہوتا ہے‬
‫مدینہ منورہ سے۔‬
‫ان کی وضاحت کریں کہ مسلمان اسلمی تقویم اور مغربی تقویم کے لسسئے پسسیروی‬
‫کرتے ہیں۔‬
‫طلباء کو ان اسلمی تہواروں کے بارے میں بتائیں جو ہم پاکستان میں مناتے ہیں۔‬
‫ان کو عید میلد النبی )ص( کے بارے میں بتائیں۔‬
‫ان تہواروں کے بارے میں ان کی تفصیل بتائیں جو ہم پاکستان میں مناتے ہیں۔‬
‫انہیں قومی تہواروں کے بارے میں بتائیں جس کو ہم مناتے ہیں۔‬
‫انہیں بتائیں کہ یوم پاکستان‪ 23) :‬مسسارچ( ‪ ،‬یسسوم آزادی‪ 14) :‬اگسسست( ‪ ،‬پاکسسستان کسسا‬
‫دفاع‬
‫دن‪ 06) :‬ستمبر( ‪ ،‬علمہ محمد اقبال کی سالگرہ‪ 09) :‬نومبر( ‪ ،‬قائداعظم کی‬
‫یوم پیدائش *‪ 25) :‬دسمبر( کو پاکستان میں تہواروں کی طرح منایا جاتا ہے۔‬
‫طلبا کو ان ثقافتی تہواروں کے بارے میں بتائیں جو لوگ پاکستان میں مناتے ہیں۔‬
‫انہیں بتائیں کہ لوگ بسنت ‪ ،‬میلہ چراغان ‪ ،‬لوک میلہ مناتے ہیں۔‬
‫صفحہ نمبر ‪ 1‬پر کیو ‪ 1‬کریں۔ ‪ 57‬طلباء کی کتاب۔‬


‫ہم پاکسسستان میں منسسائے جسسانے والے تہواروں کسسو بتسسانے کے لسسئے طلبہ سے سسسبق کسسا‬
‫اختتام کریں۔‬
‫سبق پلنا ‪10‬‬
‫عنوانا‪ :‬ہمارا پاکستانا‬
‫کلسا‪10 :‬‬
‫پاکستان ‪ ،‬اس کی خصوصیات اور علمتسسوں کے بسسارے میں جسسانیں جسسو پاکسسستان کسسو‬
‫خصوصی بناتی ہیں۔‬
‫پاکستان کی علمت علمتوں کے بارے میں جانئے‬
‫‪ .‬رنگ‬ ‫‪ ‬پاکستان کا نقشہ‬ ‫‪ ‬کتاب صفحہ نمبر ‪7‬‬
‫دماغی طوفانا‪:‬‬
‫میںاس باب کو طلبہ کے سامنے پیش کریں اور ذہنی سرگرمی کے ساتھ بسسورڈ پسسر‬
‫پاکستان کا لفظ لکھیں اور طلباء سے پوچھیں کہ وہ اس کے بارے میں کیسسا جسسانتے‬
‫ہ یں؟ ان کے جواب کا استعمال کرتے ہوئے ایک لفظ بادل بنائیں اور بسسورڈ پسسر ایسسک‬
‫ایک کرکے پوائنٹس لکھیں۔‬
‫طلبہ کو اپنے سابقہ علم کو اسسستعمال کسسرتے ہوئے اس موضسسوع کسسو متعسسارف‬
‫کروائیں۔‬
‫انھیں پاکستان کے چاروں صوبوں کا نام بتائیں۔‬


‫ان سے آزاد اکسسائیوں کے بسسارے میں تبسسادلہ خیسسال کسسریں جسسو آزادکشسسمیر اور‬
‫گلگت بلتستان ہیں۔‬
‫تحریری بورڈ پر پاکستان کا نقشہ چسپاں کریں اور پڑوسی ممالک کے بسسارے‬
‫میں طلباء کی وضاحت کریں کہ‬
‫ایران ‪ ،‬افغانستان ‪ ،‬چین اور ہندوستان ہیں۔‬
‫طلباء کے ساتھ نقشوں کے اجزاء پر تبادلہ خیال کریں۔‬
‫طلبہ کو یہ بتائیں کہ پاکستان میں آبادی بہت زیادہ ہے۔‬
‫آبادی کی اصطلح ان سے یہ بتائیں کہ آبادی کل تعداد میں ہے‬
‫کسی علقے میں رہ رہے ہیں۔‬
‫تحریری نقل پر پاکستان کا نقشہ کھینچیں اور نقشہ کو لیبل کریں۔‬
‫گھر کا کام‪:‬‬
‫ایلطالب علمی کی کتاب کے صفحہ نمبر ‪ 8‬پر پاکستان کا نقشہ ایبل کریں۔‬
‫طلباء سے یہ پوچھ کر سبق کا اختتسسام کسسریں کہ پاکسسستان کے چسساروں صسسوبے کیسسا‬
‫ہ یں؟ پاکستان کی دو آزاد اکائیوں کا نام بتسسائیں؟ آبسسادی کے لحسساظ سے ان کسسا کیسسا‬
‫مطلب ہے؟‬
‫عنوانا‪ :‬دیہی علقہ کیا ہے؟‬
‫مختلسسف قسسسم کی برادریسسوں ‪ ،‬شہر اور دیہی علقسسوں کے بسسارے میں جسسانیں۔ نقشہ‬
‫پڑھنے کا طریقہ سیکھیں۔‬
‫دیہی علقوں کے بارے میں سمجھنا‬
‫‪ .‬رنگ‬ ‫‪ ‬ورکشیٹ‬ ‫‪ ‬کتاب صفحہ نمبر ‪15‬‬


‫طلبہ سے پوچھ کر سبق شروع کریں‪:‬‬
‫ایک کمیونٹی کیا ہے؟‬
‫شہری علقے سے آپ کا کیا مطلب ہے؟ ہم کس شہر میں رہتے ہیں؟‬
‫پاکستان کے بڑے شہروں کا نام بتائیں۔‬
‫ان کی سمجھ کو جانچنے کے لئے بے ترتیب طلباء سے ذکر کردہ سوالت پوچھیں۔‬
‫دیہی علقوں کے بارے میں طلباء کی وضاحت کریں۔‬
‫انہیں بتائیں کہ دیہی علقہ یا گاؤں ایک شہر سے چھوٹی جماعت ہے۔‬
‫ان کی وضاحت کریں کہ دیہ ی علقسسوں کی آبادیسساتی آبسسادی شہری علقسسوں سے مختلسسف‬
‫ہے۔‬
‫طلباء کو واضح کریں کہ دیہی علقوں کی زندگی شہری علقوں سے مختلف ہے۔‬
‫ان کی وضاحت کریں کہ دیہی علقے صاف ہیں اور ہوا پاک ہے۔‬
‫ان کی وضسساحت کسسریں کہ دیہ ی علقسسوں میں ‪ ،‬کھیت ہیں اور لسسوگ جسسانوروں کسسو اپسسنے‬
‫کھیتوں میں یا اپنے گھروں میں رکھتے ہیں۔‬
‫طلباء سے کچھ فارم جانوروں کے نام بتانے کے لئے کہیں۔‬
‫طلباء کو واضح کریں کہ دیہی علقوں میں قدرتی خصوصیات زیادہ ہیں۔‬
‫ورلڈ گائیڈ سوشل اسٹڈیز ‪2‬‬
‫طلباء کو "قدرتی خصوصیات" کی اصطلح بتائیں اور ان کی وضاحت کریں کہ قدرتی‬
‫خصوصیات وہ چیزیں ہیں جو ہم فطرت سے حاصل کرتی ہیں۔‬
‫طلباء کی وضاحت کریں کہ ایک گاؤں میں ہوا ‪ ،‬ماحول صاف اور پاک ہے۔‬
‫طلبا کی وضاحت کریں کہ لوگ حفظان صحت سے متعلق مصنوعات کھاتے ہیں۔‬
‫ان کی وضاحت کریں کہ دیہی علقے شہری علقوں سے کم آلودہ ہیں۔‬
‫طلباء کو واضح کریں کہ دیہی علقوں میں زندگی بہت آسان ہے۔‬
‫یہ بھی واضح کریں کہ دیہی علقسسوں میں صسسحت ‪ ،‬تعلیم کی سہولیات اچھی نہیں ہیں کہ‬
‫لوگ کیوں آتے ہیں یا‬
‫بہتر تعلیم اور بہتر طبی سہولیات کے ل ‪ cities‬شہروں میں منتقل ہوجائیں۔‬
‫طلباء کو ورک شیٹ نمبر ‪ 5‬اور ان سے اس کو حل کرنے کو کہیں۔‬


‫‪ a‬دیہی علقہ کیا ہے؟‬
‫قدرتی خصوصیات سے آپ کا کیا مطلب ہے؟‬
‫دیہ ی علقوں میں صحت اور تعلیم کی کس قسم کی سہولیات میسر ہیں؟‬

‫پانی کی لشیں‬
‫گریڈ‪10 :‬‬ ‫درجہ‪:‬‬
‫اردو‬ ‫مضمونا‪:‬‬
‫پانی کی لشیں‬ ‫موضوع‪:‬‬

‫میں نے ٹیم کے ذریعہ نمسسبر کے سسسربراہان کسسا ڈھسسانچہ منتخب کیسسا۔ میں نے‬
‫اس ڈھانچے کا انتخاب کیا ‪ ،‬کیونکہ طلباء پانی کے ایک جسم کسسو سسسیکھنے‬
‫کے ذمہ دار تھے ‪ ،‬اور انہیں کلس کو بھی تعلیم دلوانا پڑتی تھی۔ ‪-‬تقسسریب‪:‬‬
‫دریائے ‪ ،‬جھیل ‪ ،‬خلیج‬
‫ٹیکس‪ (6) :‬جغرافیہ۔‬ ‫اہداف‪:‬‬
‫‪ -‬طالب علم اس کی وضاحت کر سکے گسسا کہ ایسسک نسسدی ‪ ،‬جھیسسل اور خلیج‬
‫کیا ہے۔ ‪ -‬طالب علم ایک اہم ندی ‪ ،‬جھیل اور خلیج کی شسسناخت کسسر سسسکے‬
‫مقاصد‪:‬‬
‫گا۔ ‪ -‬طالب علم ہمارے جسمانی پانی کو محفسسوظ کسسرنے کے طریقسسوں کی‬
‫نشاندہی کرنے کے قابل ہو گا۔‬
‫تعمیراتی کاغذ ‪ -‬مارکرز ‪ -‬رنگین پنسلیں ‪ -‬کریونس ‪ -‬ٹیکسسسٹ بسسک ‪ -‬کلس‬
‫روم لئبریری میں واقع پانی کی لشوں پر روایتی وسائل کی کتابیں‬
‫پانی کا جسم کیا ہے؟ یہ زمینی مواقع کی طرح کیسا ہے جیسے ہم مطالعہ‬
‫تعارف‪:‬‬
‫کر رہے ہیں؟‬
‫‪-‬جو طلبا نصابی کتب بانٹ رہے ہیں ‪ ،‬اس گروپ کے بطور متن کو دیکھیں۔‬
‫تصاویر کے ذریعے دیکھو اور متن کو پڑھیں۔ پانی کی لشوں کی قسسسم پسسر‬
‫ترقی‪:‬‬
‫تبادلہ خیال کریں اور سوالت پوچھیں‪ :‬نسسدی کی کیسسا مثسسال ہے؟ کیسسا ہمسسارے‬
‫پاس فورٹ ورتھ میں ندیاں ہیں؟ ہم اپنے دریاؤں کو کیسے بچاسکتے ہیں؟‬
‫پانی کے پوسٹر کے جسم کے لئے معیسسار بنسسائیں‪- .‬کریمیریسسا‪ (1 :‬عنسسوان ‪(2‬‬ ‫مشق‪:‬‬


‫پانی کے جسم کی تعریسسف ‪ (3‬مثسسال ‪ (4‬تحفسسظ ‪ (5‬درسسسی کتسساب کے علوہ‬
‫کسی اور وسیلہ سے متعلق حقائق ‪ a‬کسسسی تعریسسف ‪ ،‬مثسسال کی مثسسال کے‬
‫طور پر تبادلہ خیال کریں ‪ ،‬اور وضاحت کریں کہ تحفسسظ کیسسا ہے۔ طلبسساء کسسو‬
‫تحفظ کی ایک گروپ مثال کے طور پر پہچانیں۔‬
‫‪-‬میری کلس میں آٹزم کا طسسالب علم ہے۔ وہ بہت اعلی کسسام کسسرنے وال ہے‬
‫اور ہر دوسرے طالب علم کی طرح زیادہ سے زیسسادہ حصہ لیتسسا ہے۔ میں نے‬
‫مستقل طور پر اس کے گروپ پر مزید جانچ پڑتال کی تساکہ یہ یقیسنی بنایسا‬
‫جاسکے کہ وہ ایک گروپ کی حیثیت سے کام کررہے ہیں اور ہہہر ممسسبر اس‬
‫رہائش‪:‬‬
‫میں شریک تھا۔ خصوصی ضسسروریات کسسا طسسالب علم آسسسانی سے مشسسغول‬
‫ہوجاتا ہے اور طلباء اسے گھومنے دیتے ہیں ‪ ،‬لہذا میں نے ان سے مسسستقل‬
‫طور پر پوچھا کہ وہ گروپ کے طور پر کیسے کسسام کسسررہے ہیں اور اگسسر ہہہر‬
‫ایک حصہ لے رہا ہے تو اس کی نگرانی کی جاسکتی ہے۔‬
‫تفہیم کے للللللللئے‬
‫طلباء نے پوسٹر میٹنگ کی نشاندہی کی معیارات کا اندازہ کیا۔‬
‫جانچ پڑتال‪:‬‬
‫طلباء پوسٹرز کلس میں پیش کرتے ہیں اور کلس کسسو اپسسنے لینسسڈفارم کے‬
‫بندش‪:‬‬
‫بارے میں پڑھاتے ہیں۔‬
‫طلباء کا اندازہ اس بات پر کیا جاتسسا ہے کہ آیسسا ان کے پوسسسٹرز کی شسسناخت‬
‫تشخیص‪:‬‬
‫شدہ معیار پر پورا اترتا ہے یا نہیں۔‬
‫سبق اچھا چل گیا۔ انہوں نے اپنے گروپوں میں بہتر کام کیسسا اور میں ان کے‬
‫گروپ میں "شراکت کسسار" ہونے کے ذمہ دار کی مسسدد کرتسسا ہوں۔ طلبسساء نے‬
‫اسلللللللللللاتذہ کی اسے ایک ذمہ داری کے طسسور پسسر سسسنجیدگی سے لیسسا۔ انہوں نے سسسبق سے‬
‫لطف اٹھایا اور ایک دوسرے سے بہت کچھ سیکھا۔ مجھے واقعی نہ صسسرف‬ ‫عکاسی‪:‬‬
‫طلبا کو سیکھنے میں ہی لطف آتا ہے ‪ ،‬بلکہ ان کے ساتھ مل کر کام کرتے‬
‫ہوئے دیکھنے اور تنازعات کو حل کرنے کے انتظام کرنے میں۔‬

‫دسنسیساس بسھسرس مسیسںس‪:‬س عساسلسمسیس بسرساسعسظسمس اسوسرس بسحسرس ہنسدس‬
‫گریڈ ‪10‬‬ ‫درجہ‪:‬‬
‫اردو‬ ‫مضمونا‪:‬‬


‫جائزہ اور مقصد‪ :‬طلباء زمین اور جغرافیائی علقوں کے اہم علقوں کو سمجھنے کے لئے کام‬
‫کریں گے۔‬
‫مقاصد‪:‬‬
‫‪. St‬محرک سمجھ جائے گا دنیسسا ان خطسسوں سے بسسنی ہے جسسو آب و ہوا ‪ ،‬جغسسرافیہ ‪ ،‬جسسانوروں کی‬
‫زندگی اور ثقافت کے لحاظ سے ایک دوسرے سے بہت مختلف ہے۔‬
‫‪ .Students‬طلباء ریاسسستہائے مت ‪itself‬حسسدہ کی مختلسسف اقسسسام اور جغرافیسسائی خصوصسسیات ‪،‬‬
‫جانوروں کی وافر زندگی اور بہت ساری ثقافتوں پر مشتمل سمجھیں گے۔‬
‫‪ . Students‬طلباء سات برصغیروں اور چار بڑے سمندروں کو تلفظ ‪ ،‬ہجے اور ان کی نشاندہی‬
‫کرنے کے اہ ل ہ وں۔ کلیدی الفاظ میں شامل ہوں گے‪ :‬شمالی امریکہ ‪ ،‬جنوبی امریکہ ‪ ،‬انٹارکٹک ‪،‬‬
‫آسٹریلیا ‪ ،‬افریقہ ‪ ،‬یورپ ‪ ،‬ایشیا ‪ ،‬بحر الکاہل ‪ ،‬بحر اوقیانوس ‪ ،‬بحر ہند اور جنوبی بحر‬
‫عالمی نقشہ ‪ ،‬انٹارکٹیکا ‪ ،‬آسسسٹریلیا ‪ ،‬نیپسسال اور چین کی تصسساویر ‪ ،‬اور عمسسان ‪ ،‬پسساورپوائنٹ جس‬
‫میں ان تمام ممالک کے موسم ‪ ،‬زمینی اور جانوروں کی زندگی کے بارے میں معلومات کا ایسسک‬
‫ٹکڑا ہے۔‬
‫طسرسیسقس ےہ‬
‫تعارف‪:‬‬
‫‪ .1‬ثقافت کی تعریف کا جائزہ لیں۔‬
‫‪ . 2‬طلبہ سے پوچھیں "آپ کے خیال میں موسم ‪ ،‬زمینی اور جانوروں کی ثقافت پر کیا اثسسر پڑتسسا‬
‫ہے؟"‬
‫‪ . Ant‬انٹارکٹیکا کی تصاویر دکھائیں اور طلبا کو اندازہ لگائیں کہ ان کے خیسسال میں اس بسسراعظم‬
‫میں ثقافت کیسی ہے۔ طلبہ کو یہ سمجھاؤ کہ انٹارکٹیکا میں لوگوں کی ثقافت کے بارے میں کیا‬
‫کہ نا ہے اس کا اندازہ لگانا مشکل ہے کیسسوں کہ وہاں بہت کم لسسوگ آبسساد ہیں۔ بہر حسسال ‪ ،‬طلبہ سے‬
‫ان لوگوں کے بارے میں سوچنے کے لئے کہیں جن کسسو انٹارکٹیکسسا میں کچھ دوسسسرے لوگسسوں کے‬
‫ساتھ کئی مہ ینوں تک مسلسل کام کرنے کے لسئے بھیجسا گیسا ہے۔ پسوچھیں ‪" ،‬دوسسسرے افسسراد کی‬
‫طویل عرصے تک بہت کم تعداد میں رہنے کے کیا فوائد اور نقصانات ہیں؟"‬
‫‪ .‬طلبہ سے پوچھیں کہ وہاں کتنے براعظم ہیں۔ جوابات سفید تختہ پر گراف کریں۔‬


‫‪ .‬طلبا سے پوچھیں کہ امریکہ میں کتنے پیدا ہوئے ہیں )ہاتھ دکھسسائیں( وہ کس بسسراعظم میں پیسسدا‬
‫ہ وئے تھے ؟ پسسوچھیں کہ امسسریکہ سے بسساہر کتسسنے پیسسدا ہوئے )انفسسرادی جوابسسات ‪ ،‬کہاں؟( وہ کس‬
‫براعظم میں پیدا ہوئے تھے؟‬
‫مشغولیت‪:‬‬
‫‪ . 1‬چارٹ پاس کریں جس میں ایک طرف ممالک ہوں اور اس میں موسم ‪ ،‬زنسسدگی کی شسسکل ‪،‬‬
‫جانور اور ثقافت ہو۔ مظاہرہ کریں کہ طلبا کسسو چسسارٹ کس طسسرح پ ُسسر کرنسسا چسساہئے۔ وہ حقسسائق کسسو‬
‫پاورپوائنٹ اور اپنی تحقیق سے چارٹ میں رکھیں گے۔‬
‫‪ .2‬ممالک پر پاورپوائنٹ سلئیڈز دکھائیں۔‬
‫‪ . De‬مظاہ رہ کسسریں کہ طلبسساء کس طسسرح متن سے ممالسسک کے بسسارے میں مزیسسد معلومسسات تلش‬
‫کرسسسکتے ہ یں اور ان کے سسساتھ ان کے سسساتھ بسسات چیت کرسسسکتے ہیں کہ ان کے خیسسال میں ان‬
‫ممالک میں ثقافت کیسی ہوگی۔ انہیں بتائیں کہ وہ متن کو دیکھ کر حقیقت کی تصدیق کرسکتے‬
‫ہیں۔‬
‫‪ .4‬طلباء کو لیبل لگا براعظموں کے ساتھ عالمی نقشہ دکھائیں۔‬
‫‪ .5‬دنیا سے نقشے کا رشتہ دکھائیں۔‬
‫کلسا پریکٹس‪:‬‬
‫‪ .1‬کوآپریٹو سیکھنے کی سرگرمی‪ :‬طالب علموں کو اکٹھا کرنے کے ل ‪ life‬زندگی کسا سسسائز کسا‬
‫جیگاس پہیلی کا نقشہ۔‬
‫‪ . 2‬طلباء کو شراکت داروں کے ساتھ مل کر کام کریں اور چارٹ کو مکمل طور پر پُر کریں۔‬
‫آزاد مشق‪:‬‬
‫‪ . 1‬طلبا کو دنیا کا ایک خالی خسساکہ نقشہ دیں ‪ ،‬رنسسگ بنسسائیں اور ‪ 7‬براعظمسسوں اور ‪ 4‬بحسسروں کی‬
‫شناخت کریں۔‬
‫‪ .‬طلبہ سے یہ تصور کرنے کی درخواست کرتا ہے کہ وہ ان ممالک کا دورہ کررہے ہیں۔ ان کو ایک‬
‫ملک کے رواج اور ان کے اپنے درمیان تین مماثلتیں اور تین اختلفات لکھیں۔‬
‫رہائش )مختلف ہدایت(‪:‬‬
‫‪ . 1‬طلباء کو کمپیوٹر سسسافٹ ویسسئر ‪ /‬گیم کسسو اسسستعمال کسسرنے کی اجسسازت دیں ‪ ،‬براعظمسسوں کی‬
‫صحیح تلفظ سن کر ‪ ،‬براعظموں کی شناخت کرنے کا اشارہ دیں۔‬
‫براعظموں کا گانا سنیں۔‬
‫سیکھنا چیک اپ‪:‬‬
‫‪ .1‬طلبا کو جوڑے جوڑیں اور طلباء کو مشق کریں۔‬

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"‫ طلبہ سے پوچھیں کہ "آپ کو ثقافتوں کے بارے میں کیا دلچسپ معلوم ہوا؟‬.
‫ یہ ثقافت ہمارے اپنے جیسے کیسے ہیں؟ ان میں کیسے فرق ہے؟‬.
:‫لپیٹ‬
"‫ طلبا سے پوچھیں "امریکہ میں کس قسم کی ثقافتیں ہیں؟‬.1
‫ کلس کے ساتھ ثقافتوں کا جائزہ لیں۔‬.2
LESSON PLAN 01
MATH (Grade 9-10)
Drawing Nets of 3 Dimensional Objects
Age Range:
Grade 9 through Grade 12 (High School)
Overview and Purpose:
Students will be able to use concrete materials to help them understand the concept of nets. Being able to take
an object and spread it out flat is much easier to see in concrete terms rather than in the abstract.
Objective:
The student will be able to draw a net of three different objects. Two of those objects will be able to be laid flat
and one will not.
Resources:
One cereal box for each pair of students (cut off the six overlapping tabs, three on each end)
One ice cream cone wrapper (with the lid taped onto part of it) for each pair of students
One short round candle for each pair of students
Math journals
Activities:
Discuss that a net is a 2 dimensional representation of a 3 dimensional object. Give each pair of students a
cereal box, ice cream cone wrapper, and a candle. Have them unroll the ice cream wrapper so that it lays flat.
Explain that this is a net. If they close the wrapper back up it makes a cone. Have them sketch the net in their
math journals.
Have the students work with their partner to turn the cereal box into a net and sketch it in their math journals.
Point out that six of the extra flaps are missing since they overlap on the ends.
Explain that often you have to visualize what the net will look like since things cannot be laid flat. Have them
try to do this by sketching the net of the candle in their math journals. Come back together and have some
students show their drawings. Make sure they included the ends of the candle in their nets.

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CLASS 9TH and 10TH
Closure:
Nets can be a very difficult thing for students to visualize. Giving them concrete examples that they can
manipulate will help them understand the concept. If more practice is needed, students could create their own
nets and 3-D objects out of paper and tape.
LESSON PLAN 02
MATH (Grade 9-10)
Finding Square Footage
Age Range:
Students will use hands-on activities to practice measuring square footage. They will have to take into account
varying factors and make adjustments for them. This activity gets them out of the classroom and allows for a
more informal teaching style.
Objective:
The student will be able to calculate the square footage of a given area.
Resources:
Teacher created worksheet
Tape measures
Activities:
Using a teacher created worksheet take students to different areas of the school and have them solve problems
for square footage. Three examples are below.
1. Have students calculate the amount of concrete necessary to put a three foot wide sidewalk around a modular
building on campus or around a common grassy area.
2. Have students calculate the amount of carpet needed to cover the cafeteria if they need to leave a 2 foot band
of tile all the way around.
3. Have students calculate the amount of space needed to put a swimming pool on the property with a 3 foot
deck all around.
Come back together in class and discuss any problems the students had or suggestion of things next year's class
could measure.
Closure:
Being able to figure out square footage is a skill the student will use their whole lives. This lesson gives them
hands-on activities to let them practice that skill. Extension activities could include measuring rooms at home or
creating their own word problems for other students to solve.
LESSON PLAN 03

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MATH (Grade 9-10)
Percentages
Age Range:
Students will be able to apply percentages to real life situations by figuring the amount of income tax that will
be withheld from a salary. Students will learn about credit and credit scores. They will learn what will impact
their scores and what will help their scores. Make sure the students will learn about all the aspects of credit, and
that they will be able to make informed decision regarding credit.
Objective:
The student will be able to
*calculate how much they will pay in federal, state, and local income tax for a year when they are paid for
doing their dream job.
*Research salary information on the Internet.
Students will understand the concept of credit
They will understand the concepts of a credit score.
They will learn the importance of having good credit.
Concept of interest, and learn how to analyze interest.
Resources:
Internet access
Tax percentages for your area
Math journals
Calculators (optional)
Activities:
1. Open by asking if any of the students have a credit card. If not ask if their parents have credit cards, and if
they understand how they work.
2. Next write these words on the board: Credit, credit card, credit risk, interest, APR, and credit limit. Make sure
I discuss this with the class in detail.
3. Explain how credit cards work. Explain to them how the interest works if they do not pay off the balance of
the card when it is due.
4. Discuss the difference between credit cards, debit cards, and cash. Explain how each of them work.
5. Ask how banks make decisions on if they want to offer you credit.
Begin a discussion about credit scores, how lenders use them, and what makes up an individual's credit score.
Explain that a credit score is a number calculated using a number of different variables. The resulting score

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CLASS 9TH and 10TH
helps lenders determine how likely a borrower is to pay a loan or credit card back on time. In other words, a
score is a snapshot of "credit risk" at a given time. Ask students if they know which organizations calculate
credit scores: is it the banks, the government, or private organizations? (Answer: Private organizations calculate
credit scores. One well-known organization is the Fair Isaac Corporation, which produces the "FICO score" --
the most widely used credit score. Other scores include Next Gen, Vantage Score, and the CE Score.)
Have students look up the average salary for their dream job. Explain that they will have to pay taxes on that
salary to the local, state and federal government. They can either research the tax percentages or you can give
them to them. Have them calculate how much each week, month, and year they will pay in taxes and record the
amount in their journals.
Graph the different amounts and have them draw conclusions about the amount of taxes people pay.
Closure:
Homework could include having students calculate and graph the amount paid in taxes for salaries at least
$25,000 apart. More advanced students may also want to research the amount of other taxes withheld (Social
Security, Workman's Compensation) and analyze how that affects salaries.
LESSON PLAN 04
MATH (Grade 9-10)
Anti-differentiation
Teacher Name:
Grade: Grade 9 -12
Subject: Math
Topic: Anti-differentiation
Anti-differentiation Indefinite integrals Introduction to Integration (Students have
completed lessons on differentiating both by 1st principles and by the rule. This is the
Content:
lesson that introduces the reverse concept (ie f'(x) back to original function f(x), the
beginning of integration).
Students will develop an understanding for the basic concept of anti-differentiation.
Goals: They will apply rules for find the outcome of several different system based problem
types.
Identify appropriate rule to use for anti-differentiation Correct application of rule
Objectives: Notation Use of the C constant Student teacher focus - - Clear and concise - Accurate
with content - Confident - Approachable
Materials: Whiteboard, markers textbook My notes, includes questions to ask, examples to show
General discussion of what Anti-derivative is. Lead discussion, prompt questions
Introduction: include "What was f'(x) giving us"? - GRADIENT FUNCTION "What if we are given
f'(x) and want to go back to f(x)"?
Development: Rules and examples - see handwritten notes

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Students will take a ten question pre-quiz to establish a baseline of current knowledge.
Practice: Students will then take a quiz at the beginning of the second day to determine if the
past class was successful.
Accommodations:
Feedback from students with regards to understanding Ask for questions from class
Checking For
Walk around, see how they are working Beginning of following class ask for
Understanding:
homework questions and/or problems and work through them.
Closure:
Evaluation: A 6 page test will be taken three days after this lesson is taught.
I would like to include a hands-on activity in a future lesson. Also I would like to
Teacher Reflections:
integrate technology more in my lessons.
LESSON PLAN 05
MATH (Grade 9-10)
Coordinate Graphs with y-intercept
Teacher Name:
Grade: Grade 9-10
Subject: Math
Topic: graphing relations and functions
Using y-intercept to graph lines. If time permits, I will introduce "perpendicular" lines.
Content: terms: y & x axis, ordered pairs, coordinate pairs, reciprocals(neg. & pos.), rise over
run(remind that rise can be negative)
Students will graph lines using the y-intercept formula. After graphing lines students
Goals:
will find ordered pairs which cross the y & x axis.
Have students demonstrate ability to find pertinent information needed to successfully
Objectives: graph a line from the y-intercept formula. Students will have the opportunity to use
whiteboard to show work from previous days assignment.
Materials: graphing activity from 2-23-09, worksheet 4-4, rulers, whiteboard
Ask students to describe the two ways we have used to graph lines. We first used table
Introduction: or charts. We then learned how to use the y-intercept method. Ask which method takes
the least amount of time.
Model using whiteboard. Explain that in today's activity they will need to find the
Development: value for y if it isn't given. If the number in front of x is a whole number it needs to be
thought of as a fraction.
Practice: Complete first 2-3 problems from 4-4 on whiteboard.
Accommodations: Shorten assignment if necessary. Work independently with students if necessary.
Checking For Ask students for questions or concerns with assignment. Ask students to use terms in a

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Understanding: sentence.
Let students know that they will have one more day working with graphing lines and
Closure:
then we will begin reviewing for our exam.
Evaluation:
LESSON PLAN 06
MATH (Grade 9-10)
Counting Principles and Probability
Teacher Name:
Grade: Grade 9-12
Subject: Math
Topic: Counting Principles and Probability
Calculate the odds of an event occurring. Determine and justify the validity of a
Content: probability. Identify sample space,simple events, compound events,independent events
and mutually exclusive events.
Probability is the relative likelihood that an event will occur. Probability is used in
Goals: many real-world fields, fundamental counting principal can be used to find the number
of ways in which an event can occur.
Introduction to Probability-find the theoretical probability of an event. Apply the
counting principle. Solve problems involving linear permutations. Solve problems
Objectives:
involving combinations,permutations and combinations. Find the probabilities of
mutually exclusive events and inclusive events.
Holt Algebra 2 book, Pacemaker Algebra 1 book, calculator, math manipulatives
Materials:
(cards, fake money, dice, pebbles)
Do NOw-Math Journal Question-15 min Quick Warm UP pg 628 Review of prior
week assignment-mean,median,mode Review vocabulary-Pacemaker Algebra 1,
Introduction: trial,experiment,sample space,event,theoretical probability, experimental
probability,fundamental counting principle, P A
Standards2.2F,2.7A,2.7C,2.7D,2.7E,2.7.8A,2.7.8E
Activity-Students will analyze manipulative discuss likely,unlikely,impossible or
certainty of events. -Question approximate how many times a coin is flipped determine
Development: how many times coin lands on heads, keep track of flips (group project-numa vs.
subtracto) WEEKLY THEME WEDNESDAY-Problem solving using pictures see
handout.
Practice: See attached Guided Practice Sheet
manipulatives, calculator, extended time, simplified directions, decoding of words,
Accommodations:
vocabulary graphic organizer

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Checking For
Quick Quiz-understanding the terms,
Understanding:
Closure: Review-tie to next lesson, check for understanding of concepts
vocab quiz,group project probability, mean ,median mode class group project (Do you
Evaluation:
Measure UP!)
I would like to include a hands-on test of some kind. I need to learn more about the
possibilities of this.
LESSON PLAN 07
MATH (Grade 9-10)
Geometry Transformations
Teacher Name:
Grade: Grade 9-10
Subject: Math
Topic: Reflections and Translations as Transformations
line of reflection - line evenly separating preimage and image line of symmetry - line
in an object creating 2 same, equal parts perpendicular bisector - line of reflection
Content:
bisects track from A to A' into two equal parts while also forming 90 degree right
angles parallel lines - line that will never intersect with each other
Students will understand the concepts of reflection and translation as transformations
Goals:
of points, lines and objects
Students will be able to reflect a point, line, or object across a line of reflection in the
coordinate plane; Students will be able to interpret a reflected point, line or object;
Objectives:
Students will be able to translate a point, line, or object to a new location in the
coordinate plane; Students will be able to interpret a translated point, line or object
Materials: Graph paper Colored pencils (optional)
Review introduction from Wednesday's class Warm-up: A(1,3), B(4,3), C(4,6) reflect
Introduction: over x-axis, y-axis, y = x, y = 1, x = -1 Reflection - mirrors Symmetry of objects,
shapes
List answers to Warmup to show patterns Where patterns not found , use procedure -
count to line of reflection, keep counting same amount, same direction for reflected
Development: point Draw lines to show points become lines become an object Examine notation A
---> A' Rx-axis Translation - image shifts, slides from preimage by amount of x and
amount of y Examine notation B ---> B' T+x,+y
A(1,2)-->T4,7 A'( )5,9 B(-3,-2)-->T-2,3 B'( )-5,1 C(-2,3)-->T-2,-5 C'( )-4,-2 D(4,-1)--
Practice:
>T1,-6 D'( )5,-7
Reflections hold distance, not orientation visual diagram Translations hold distance
Accommodations:
and orientation visual diagram

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Questions: What's necessary for a reflection? Compare and Contrast - Line of
Checking For
Reflection/Line of Symmetry Compare - bisects into 2 equal parts; mirrors other side
Understanding:
Contrast - 1 object (Sym) vs. 2 objects (Refl)
Explored transformations using concepts of reflection and translation; next will use
Closure: concepts of dilation and rotation. H.W. - Pg. 467 ex. 1-6, 8-11, 25-29 Pg. 472 ex. 15-
22, 24, 37-39
Evaluation:
LESSON PLAN 08
MATH (Grade 9-10)
Introduction to Solving Equations
Teacher Name:
Grade: Grade 9-10
Subject: Math
Topic: Introduction to Solving Equations using Addition and Subtraction
- Equivalent equations - Transforming Equations - Inverse Operations - Linear
Content:
Equation
The goal of this lesson is for all students to be able to solve linear equations using
Goals:
addition and subtraction.
After this lesson is completed, the students will be able to: 1. State the inverse
Objectives: operation of a given circumstance 2. Use inverse operations to transform an equation 3.
Compare and contrast equations to see if they are equivalent
Materials: 1. Overhead Projector 2. Black boards
Students will take a pre test to give teacher a better grasp of each individual's prior
Introduction:
knowledge on solving one and multi-step equations
1. Direct Instruction- Teacher will give students class notes typed out on a handout.
The notes will cover solving one step equations using addition and subtraction. There
Development: are several blank portions of the notes that the students will need to fill in as the class
goes through the lesson. The teacher will then fill in those notes on the overhead while
the class follows along at their seats.
1. Two teacher-guided practice problems done by the teacher on the black board for
the whole class to go over together. 2. Students will go to the black board (several
Practice:
students at a time) and work on problems that the teacher reads off to them while
teacher checks student progress at the board
Accommodations: 1. Verbal and written notes are given to the students to accomodate those students who
understand material better if they are given the material verbal vs. written. 2. Teacher
selected groups to go to the board - Those who are not grasping the material fully are

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sent to the board with others who do not grasp the material fully and are given easier
problems - Those who are grasping the material fully are sent to the board with the
same type of students and are given harder problems
1. Pre Test that is given 2. Verbal question and answer between students and teacher 3.
Checking For
Visual Observation of student work at the board 4. Exit card given at the end of the
Understanding:
period
Students will complete an exit card that will have four questions on it. They must
complete and hand in the card before they walk out of the classroom. The card will
Closure:
then be used by the teacher to determine any concepts that must be reinforced on the
following day.
There are a couple measures of progress throughout the lesson. The board work gives
me the opportunity to give a quick check of the student progress while they complete
Evaluation:
the problems on the board. The exit card also gives me a good gauge as to how the
students grasped the material that is given to them
Teacher Reflections: Will reflect using a teacher journal
LESSON PLAN 09
MATH (Grade 9-10)
Solving Equations and Inequalities Using Different Methods
Teacher Name:
Grade: Grade 9-10
Subject: Math
Equations and Inequalities can be solved algebraically,graphically, and numerically.
Topic:
Linear Relationships model real world situations.
Extrapolate a requested data point for a given scatter plot, determine the equation of a
Content: line, given two points on the line or the slope of a line and point of a line. Extrapolate
requested data values from lines of best fit in scatter plots.
Aim:Create scatter plot and draw an informal inference about any correlation between
Goals: the variables. Use a graphing calculator to find an equation for the least squares line
and use it to make predictions or estimates.
Students will learn to make a scatter plot. Students will be able to define what a scatter
Objectives: plot is. Students will formulate data and create a scatter plot. PA Standards
2.2C,2.8K,2.8L,2.8M,2.8P,2.8.8F
Text:Holt Algebra 2 Book Page 37 Lesson 1.5, , Pacemaker Algebra 1 book page 215.
Materials:
Graphing Calculator.
Weekly Theme Review-Graphs Weekly Theme- Warm UP-Do Now Journal Entry 5-
Introduction:
10 min Quick Warm Up -Inequalities Review 10-15 min
Development: Activity-Students will formulate a graph using a x-axis and Strategy-Students will
explore the concept of scatter plots, expand their knowledge of graphing coordinates,

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relate real world problems to the scatter plot process. y-axis graphing the coordinates
A(1,400),B(3,300), C (6,150), D (8,50) Vocabulary-positive correlation, negative
correlation, no reliable correlation, least squares line, scatter plot page 215 Pacemaker
book, Algebra 2 Book copy examples of the correlations.
Practice: Exercise 1,2 Algebra 2 book, Pacemaker book page 227 Try These Guided Practice
Accommodations: Extended time,direct instruction, repeated directions, highlighter,Pacemaker Book.
Homework Review definitions, matching definitions, Compare/contrast using Venn
Checking For
diagram negative correlation positive correlation. Student Technology Guide-1.5 (Due
Understanding:
Thursday)
Review Correlations-positive,negative, scatter plots, graphing using calculator.
Closure:
Chapter Quiz 9,10 Pacemaker book Unit review number 1,2,3.
Quiz-Definitions Identify the types of correlations. Graphing a scatter plot on graphing
Evaluation: calculator. Creating a scatter plot after gathering data. Scatter plot group project Due
November 2007 using data from sports, weather or other demographics.
Teacher Reflections: Refer to Time line Schedule book.
LESSON PLAN 10
MATH (Grade 9-10)
Solving Quadratic Equations
Teacher Name:
Grade: Grade 9-10
Topic: Solving Quadratic Expressions using many methods
Content: Methods: Factoring, Completing the Square, Quadratic Formula, Graphing Calculator
Students will solve quadratic equations using various methods. Students will
understand what their answers mean and the different possible types of answers we can
Goals:
have. Students will understand that some methods are more useful than others
depending on the type of quadratic equation.
The learner will solve quadratic equations by applying the zero product property The
Objectives: learner will solve quadratic equations by completing the square and the quadratic
formula. The learner will solve quadratic equations by utliizing the graphing calculator.
Materials: SmartBoard, TI SmartView 84 Plus calculator emulator
The class will begin with a warm up on simplfying quadratic expressions. Then, the
Introduction: students will be presented with a soccer problem that describes the path of the soccer
ball and they will solve it to find out how long it takes to hit the ground.
Development: I will show the students that there are many ways to solve this problem. We will
discuss the different ways that they came up with. Then I will tell them how some
methods will allow us to solve all quadratic equations. I will chunk the different

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CLASS 9TH and 10TH
methods and allow time for the students to practice and solve.
Students will have 4 problems of each method to solve. I will place one on the board,
Practice: walk around and help if needed, then show them how to do it. I will have students put
their answers on the board.
It may be helpful to show students what the visual representation of quadratic
Accommodations:
functions look like and how where it crosses the x axis is where the solution lies.
Checking For I will have students write on note cards a problem that they create themselves. They
Understanding: must really understand it in order to creat their own equation.
Students will have a summarizer problem that they must solve before they leave. It
Closure:
will be a tough equation and they will be able to use any method they want to sovle.
Evaluation: The students will have homework problems over solving and a quiz the next day.
The students did great. I was only able to cover two methods because of time but the
Teacher Reflections: students really enjoyed creating their own problems. I should have started the soccer
problem out using a graph instead of factoring. Overall, it was successful.
LESSON PLAN 11
MATH (Grade 9-10)
Input Output Rules and Functions Lesson Plan
Content
Input Output tables, addition, multiplication, subtraction, division
Goals: Aims
1. Students will solve for missing numbers and the missing rule or function in an input/output table.
2. Students will use story problems to solve for missing numbers and rules/functions in an input/output table.
Objectives
MN Standard: Use single-operation input-output rules to represent patterns and relationships and to solve real-
world and mathematical problems. Benchmark: Create, describe, and apply single-operation input-output rules
involving addition, subtraction and multiplication to solve problems in various contexts.
Materials
document camera, smartboard, block/shapes as manipulatives, my own demonstration worksheet, guided
practice worksheet, independent worksheet, rulers
Procedures/Methods
A. Introduction-
3 min.
1. Two students pass out 10 shapes to each student.
2. Ask them if they are familiar with TV shows that have people morph into someone or something else.
3. Ask if they've seen a movie that used time machines.
4. I give them a couple simple input/output problems verbally. Raise their hands to solve.
5. Remind them if finish early, read a book or write a poem. REMAIN SEATED & DON'T ANNOUNCE.
B. Development-
10 min.
1. Show www1.teachertube.com if works.

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2. Using document camera, I have students use manipulative shapes to solve each demo problem with me.
(display my demo worksheet and use student's shapes as example)
Step 1: Create input number with shapes
Step 2: Create output number
Step 3: What did your hands do to create the new output number? (separate what you added or keep what you
removed in your hand)
3. On my demo worksheet, they solve some without manipulative shapes as a class.
C. Practice-
15 min.
1. Distribute Guided Practice worksheet.
2. Students work in groups at their desks.
3. LEAVE SHAPES ON DESKS.
4. I walk about room to monitor periodically as I provide extra supervision/help to students in my group.
5. As they are on last few problems, I'll collect shapes.
D. Independent Practice-
3 min.
1. Students return to their own desks.
2. Two students pass out independent work.
3. Explain to them Video game Math. Levels 1, 2, 3, and Final. Each level means you have beat the Math and
are morphed into a stronger hero.
4. Levels- Commissioner, Batgirl, Robin, & Batman
5. Explain to them Monday attendance corresponds with what superhero level they reached. Sign name beside
the hero level that you reached in this Math homework.
E. Accommodations (Differentiated Instruction)-
1. ESL: careful explanations, I walk about to monitor and give support, working in groups gives more support.
2. Learning disability: same as #1. Also, lower students work with me in a group during Guided Practice.
3. Hearing: handouts given and document camera.
4. Sight: Verbal explanations and instructions.
5. Accelerated: Higher superhero levels offered in Independent Practice including a division challenge problem.
F. Checking for understanding-
1. I walk about to monitor and check for understanding.
2. Independent Practice will also help with this.
G. Closure-
Students put their homework away and clear desks.
Evaluation-
We will take a quick assessment in the morning. I would say a minimum of ten questions and grade it in class.
LESSON PLAN 12
MATH (Grade 9-10)
Angles and Algebra
Description
This lesson covers angle measure for triangles and complementary/supplementary angles.
Objectives
Understands and explains the effects of addition, subtraction, multiplication and division on real numbers,
including square roots, exponents, and appropriate inverse relationships.
Uses properties and relationships of geometric shapes to construct formal and informal proofs.

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CLASS 9TH and 10TH
Materials
-Overhead transparencies (if examples are to be worked on overhead) for Angles and Algebra (See Associated
File)
-Marking pens (for overhead)
-Angles and Algebra Examples (See Associated File)
-Angles and Algebra Worksheet (See Associated File)
-Angles and Algebra Checklist (See Associated File)
Preparations
1. Prepare transparencies (if teacher uses overhead for examples) for Angles and Algebra Examples. (See
Associated File)
2. Have marking pens (for overhead).
3. Have Angles and Algebra Examples (See Associated File) prepared and ready to demonstrate to students.
4. Have enough copies of Angles and Algebra Worksheet (See Associated File) for each student.
5. Have enough copies of Angles and Algebra Checklist (See Associated File) for each student.
Procedures
Prior Knowledge: Students should be familiar with basic operation skills such as addition, subtraction,
multiplication, division, exponents, fractions, decimals and solving equations.
Note: This lesson does not address square roots, exponents, and appropriate inverse relationships nor does it
address formal proofs.
1. Describe to students how to measure angles. (See #1 on Angles and Algebra Examples) Answer student
questions and comments.
2. Ask the students to find the degree measure of ABC and CBD. Then have the students to find the sum of
ABC and CBD. Go over the definition of supplementary angles. (See #2 on Angles and Algebra Examples)
Answer student questions and comments.
3. Review with students how to name angles. (See #3 on Angles and Algebra Examples) Answer student
4. Work #4 example from Angles and Algebra Examples. (See Associated File) Answer student questions and
comments.
5. Go over definition of complementary angles. (See #5 on Angles and Algebra Examples) Answer student
comments.
comments.
comments.

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CLASS 9TH and 10TH
9. Have students do the Thought Provoker. (See #9 on Angles and Algebra Examples) Make sure the students
understand that the sum of the angles of a triangle equal 180 degrees. Answer student questions and comments.
comments.
comments.
12. Distribute the Angles and Algebra Worksheet. (See Associated File)
13. Distribute the Angles and Algebra Checklist. (See Associated File) Describe what constitutes an A, B, C, D,
and F in the Checklist.
14. The students write their responses on the worksheet.
15. The teacher moves from student to student observing their work and lending assistance.
Assessments
Student worksheets are taken up and scored according to the Angles and Algebra Worksheet Key and Checklist.
(See Associated File) These scores may be placed in the grade book.
Extensions
Have students determine the degrees in a pentagon by taking one of the vertices and dividing the figure into
triangles. Have the students do this with other polygons as well.
LESSON PLAN 13
MATH (Grade 9-10)
Area, Arithmetic and Algebra
Objectives:
To show how area of rectangles and squares can motivate the learning of
multiplication rules for certain binomials, specifically:
(x + y)2 = x2 + 2xy + y2
(x + y)(x - y) = x2 - y2
To show those teaching upper-grade math and high school first year math how
their students can perform arithmetic based on these identities.
To show by paper folding several applications of the "distributive law" of

multiplication over addition/subtraction.
Materials:
Cardboard demonstration set for the teacher (with magnetic tape backing) and
printed sets of squares and rectangles for students to examine and re-arrange at
their desks. Prepare packets of pre-cut squares and rectangles, one for each
student.

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CLASS 9TH and 10TH
Student materials should be prepared on centimeter-ruled paper; two cm = one
unit. (In this fashion, area can be checked by simply counting squares). The
entire square will measure 16 x 16 units, with heavy horizontal and vertical
lines partitioning it into an 8 x 8, 4 x 4, and two 8 x 4 rectangles. All
measurements start from the lower-left hand corner of the large square. Enter
dimensions on every edge; in the interior of each rectangle should appear
"Area = ______________ square units".
Two of each square will be needed for each student packet: one left whole and
one cut along the heavy lines into the four rectangles. The teacher will need a
similar set of materials, very much enlarged and made of heavier paper
("tagboard" is ideal). In addition, prepare a set of the four cut rectangles
very much enlarged. They must be on heavier still cardboard and backed with
magnetic strip material to adhere to typical metallic base chalkboards. The
teacher's uncut square should be pre-folded along the heavy vertical and
horizontal lines.
Strategy:
Review the area formula for a rectangle. Immediately have students remove the
four small rectangles and arrange them to form a large square. How many
different arrangements can they find -- rotations and reflections are
"different" in this case? Sketch each arrangement in a student's notebook.
Find the area of every large square by adding up areas of the four components.
Encourage students to confirm this identity:
(a + b)2 = a2 + 2ab + b2 [a = 8 and b = 4]
Challenge: Using as many of the small pieces as needed, ask students to create
a rectangle whose measurements are 8 x 16. Sketch the arrangement they
discovered, and, as before, try to discover and sketch as many different
arrangements as possible. Calculate the total area by adding the components.
The student will note that all but the small square were used in the second
rectangle:
So 8 X 16 = 128 which also equals 122 - 42 [144 - 16 = 128].
The teacher should duplicate these arrangements with the large magnetized
rectangles on the chalkboard. The algebraic identity here demonstrated is:
(x - y)(x + y) = x2 - y2. [Here x = 12 and y = 4].
Second challenge: Have students take the larger square from their packet and
fold it along the vertical line. The left side is now a rectangle whose
measurements are 8 x 12. But it consists of two rectangles: 4 x 8 and 8 x 8.
Thus they have shown that 8 X 12 = 8 X 4 + 8 X 8. So they have proved that
8 X 12 = 8(4 + 8) [an illustration of the distributive law]
Third challenge: With new teacher-made packets -- identical to the originals

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CLASS 9TH and 10TH
except that variable names replace numerals for dimensions. Another difference:
These paper rectangles should not have centimeter ruling. Now the student
should follow every step above using variables instead of numerals. The writing
of the appropriate identities is left as an exercise for the teacher; answers
available from the writer.
Performance Assessment:
While students are working on this project, either individually or in pairs, the
teacher circulates, assesses performance visually and gives hints, commendations
or other encouragements (via adroit questions). Later, notebooks themselves
will be graded for completeness and accuracy. Ultimately knowledge will be
"assessed" via customary pencil and paper tests. [Ruth Mitchell-type global
assessment techniques do not seem cost effective for this unit.]
References and credits:
This unit was inspired by a conference table discussion with Porter Johnson. In
fact none of these techniques is really new; they are frequently re-discovered
in many different places at widely different times by creative teachers inspired
to improve textbook versions of "the method."
Multicultural Dimensions:
Geometry is not the exclusive possession of any culture in any historical era
ancient or modern. All peoples who had concerns with land and its measurement
or with calendars developed appropriate geometrical principles. Similarly with
arithmetic: Counting and rudimentary computing were known to all peoples,
ancient or modern, no matter what geographical location. None was limited by
"culture" in matters of commerce; rather our current awareness or ignorance is
a function of the available historical record and its readability. It is
pointless to try to ascribe primacy or originality to any cultural group.
Algebra was a European inheritance which came most directly from the
Mediterranean Moorish (Muslim/Islamic) civilizations. They, in turn certainly
drew from the ancient Greek, Hindu and African civilizations. Every
civilization refines and improves what it inherits.
LESSON PLAN 14
MATH (Grade 9-10)
Fractions & Line Graphs
Teacher Name:
Grade: Grade 9-10
Topic: Math 10- Algebra- Fractions

Content: Understanding fractions, decimals, percent, line graph
Standard 3: Mathematics Students will understand mathematics and become
mathematically confident by communicating and reasoning mathematically, by
Goals: applying mathematics in real-world settings, and by solving problems through the
integrated study of number systems, geometry, algebra, data analysis, probability, and
trigonometry.

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CLASS 9TH and 10TH
MST 3:1- Students will be able to understand, represent, and use numbers in a variety
Objectives: of equivalent forms (integer, fraction, decimal, percent, exponential, expanded and
scientific notation)
Materials: data/charts graph paper colored pencils calculators rulers
The students will be asked to convert fraction test scores to decimals and then again to
percentages. The percentages will be used to construct a line graph comparing the
Introduction:
success of two mock students. The class will review the purpose of fractions and their
equivalence to decimals and percentages at the start of class.
The teacher will demonstrate the activity while "thinking-aloud". Each step will be
Development: modeled for the class. Once the demonstration is over, the students will be asked to
complete the activity on thier own.
Each student will transfer numbers to the chart and then construct their own line
Practice:
graph. As the students work, the teacher will float to each desk to oversee their work.
This activity could take place over a series of two class periods, if needed, as opposed
Accommodations: to one. The activity could be broken down to smaller activities. In addition, the lesson
could be completed as a class, in small groups, in pairs, or individually.
At the end of the lesson, each student will be asked to answer a series of
Checking For
comprehension questions independently. They will analyze their results and form
Understanding:
conclusions.
At the close of class, the class will review the activity aloud. They will review the
Closure:
purpose of the fractions and their relation to decimals and percentages.
Evaluation:
LESSON PLAN 15
MATH (Grade 9-10)
Solving Equations and Inequalities Using Different Methods
Teacher Name:
Grade: Grade 9-10
Equations and Inequalities can be solved algebraically,graphically, and numerically.

Topic:
Linear Relationships model real world situations.
Extrapolate a requested data point for a given scatter plot, determine the equation of a
Content: line, given two points on the line or the slope of a line and point of a line. Extrapolate
requested data values from lines of best fit in scatter plots.
Aim:Create scatter plot and draw an informal inference about any correlation between
Goals: the variables. Use a graphing calculator to find an equation for the least squares line
and use it to make predictions or estimates.
Students will learn to make a scatter plot. Students will be able to define what a scatter
Objectives: plot is. Students will formulate data and create a scatter plot. PA Standards
2.2C,2.8K,2.8L,2.8M,2.8P,2.8.8F
Text:Holt Algebra 2 Book Page 37 Lesson 1.5, , Pacemaker Algebra 1 book page 215.
Materials:
Graphing Calculator.
Weekly Theme Review-Graphs Weekly Theme- Warm UP-Do Now Journal Entry 5-
Introduction:
10 min Quick Warm Up -Inequalities Review 10-15 min
Development: Activity-Students will formulate a graph using a x-axis and Strategy-Students will
explore the concept of scatter plots, expand their knowledge of graphing coordinates,
relate real world problems to the scatter plot process. y-axis graphing the coordinates
A(1,400),B(3,300), C (6,150), D (8,50) Vocabulary-positive correlation, negative

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CLASS 9TH and 10TH
correlation, no reliable correlation, least squares line, scatter plot page 215 Pacemaker
book, Algebra 2 Book copy examples of the correlations.
Practice: Exercise 1,2 Algebra 2 book, Pacemaker book page 227 Try These Guided Practice
Accommodations: Extended time,direct instruction, repeated directions, highlighter,Pacemaker Book.
Homework Review definitions, matching definitions, Compare/contrast using Venn
Checking For
diagram negative correlation positive correlation. Student Technology Guide-1.5 (Due
Understanding:
Thursday)
Review Correlations-positive,negative, scatter plots, graphing using calculator.
Closure:
Chapter Quiz 9,10 Pacemaker book Unit review number 1,2,3.
Quiz-Definitions Identify the types of correlations. Graphing a scatter plot on
Evaluation: graphing calculator. Creating a scatter plot after gathering data. Scatter plot group
project Due November 2007 using data from sports, weather or other demographics.
Teacher Reflections: Refer to Time line Schedule book.

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B.ed 1.5 year (Allama Iqbal Open University)

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LESSON PLAN (ENGLISH, URDU, MATH)

Objectives Time Resoure Assessment

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Evaluation of Student’s Learning: Evaluation of Teaching

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LESSON PLAN (ENGLISH, URDU, MATH)

After this lesson, students will be able to:

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Prepare the classroom for the four stations as follows:

Instruct students to visit each station and do the activities.

Upon completion of this lesson, students will be able to:

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LESSON PLAN (ENGLISH, URDU, MATH)

Paper copies of the worksheet from the associated video lesson

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Instruct students to visit each channel and do the activities.

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LESSON PLAN (ENGLISH, URDU, MATH)

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LESSON PLAN (ENGLISH, URDU, MATH)

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LESSON PLAN (ENGLISH, URDU, MATH)

As a result of this lesson, the student will be able to:

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LESSON PLAN (ENGLISH, URDU, MATH)

Introduce the Poem

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LESSON PLAN (ENGLISH, URDU, MATH)

To learn about various drugs.

Reference documents are found at the end of this lesson plan.

Activity #1: Name that Drug (9-10.1 Reference)

Activity #1: Name that Drug (9-10.1 Handout)

SMART board/chalk board to summarize responses on

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LESSON PLAN (ENGLISH, URDU, MATH)

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Goal: Students will commit to a healthy lifestyle

Differentiate between noise and sounds.

Noise is an unpleasant sound.

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Chair, table, plastic bottle, textbook

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LESSON PLAN (ENGLISH, URDU, MATH)

Open all the windows and doors of your classroom.