English Class V
Objectives
By the end of the
lesson the students
will have:
B19: used a familiar
text from the reader
–
Fossil Fever
as a model for writing
a field journal about
Jeff’s trip to Africa.
B38* written field
journal about Jeff’s
trip to Africa in 150250 words.
Fossil Fever
Methodology
Oracy Time (Act 1 and 2) CC pg 200
 Ask students
How did Jeff spend his summer vacation?
 Ask them
What is voluntary work?
Do they know any voluntary organization?
 In pairs, students will be asked to imagine
doing some voluntary work during summer
break.
 Write questions on the board; What voluntary
work do you want to do? Why have you chosen
this? How much time can you allocate for this?
Will you adopt this as career in the future?
and ask them to talk about it.(activity will
continue to the next day as the pairs will be
presenting it the next day )
Routine Lesson (Lang act B) CCpg#207
Whole Class Activity
 Ask students to revisit pg13-18 of the reader
Fossil Fever. These two pages show Jeff’s
field journal for first two weeks of his journey
to the Sahara Desert.
 Elicit main features of this field journal.(e.g.
begin with the heading, splits in paragraph,
main event of the journey)(CC pg. 211)
 Elicit them what is missing there (e.g. name is
not there).
Shared Writing Technique
 Develop first page of Jeff’s field journal i.e.
beginning of the journey on newsprint.
 Remind them the criteria for writing a field
Uzma Ali-BSR SGO4
Resources
Time
5minutes
15 minutes


newsprint
supporting
phrases’ flash
cards for
groups
Assessment
Students will be
assessed on their
ability to
B19: used a familiar
text from the
reader Fossil Fever
as a model for
writing a field
journal about
Jeff’s trip to
Africa through
verbal responses.
B38: written field
journal writing
about Jeff’s trip
to Africa in 150200 words through
written task.
15 minutes
15 minutes
English Class V
Fossil Fever
journal (CC pg. 212) and display it on newsprint.
Discuss pg. 38 of reader to show how to
conclude.
 Elicit from students the main differences
between diary writing and journal writing (CC
pg. 212).
 Focus on use of verbs and tense.
Individual Written Task
Differentiation by Task
Students at risk
Students will be asked to imagine themselves as Jeff
and write a field journal in about 150-200 words with a
shortened version of journey to Africa , use
supporting phrases’ flash cards for reference.(air
journey was tiring, hot and sandy all
 Afrovenator, dug the skeleton, plastered and
wrapped the fossils to preserve, sent to
museum in USA , on display, original skeleton
was sent to Niger, How do I feel now)
 They will plan, write a rough draft in their
drafting pad and copy it in their exercise book
after editing.
Average Ability
 Students will be asked to imagine themselves
as Jeff and write a field journal with a
shortened version of journey to Africa in about
150-200 words with the help of provided flash
cards of supporting vocabulary (air journey,
sandy, tripped, fossils, Afrovenator, preserved
museum, display, Niger, feelings).
 They will plan, write a rough draft in their
drafting pad and copy it in their exercise book
after editing.
Uzma Ali-BSR SGO4
25 minutes
English Class V
Fossil Fever
Uzma Ali-BSR SGO4
High Ability
 Students will be asked to imagine themselves
as Jeff and write a field journal with a
shortened version of journey to Africa in about
150-200 words .They will plan, write a rough
draft in their drafting pad and copy it in their
exercise book after editing.
Wrap Up
Students will randomly share their written task with
the whole class.
Evaluation of student learning
5minutes
What did the children learn in this lesson?
What did they actually do?
If you were to teach this lesson again, what would you do
differently? Why?
Comment only one aspect of your teaching or planning.
Or
What were they not able to do / understand?
Evaluation of teaching