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CYCLE 2

ENGLISH LANGUAGE

5 General

Cycle 2 English Language

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TEACHER OVERVIEW

Lesson 7-8

Skill: Writing

Topic: A Desert Surprise. Plan and Write an Adventure / Improve your story

Lesson Goal

Students plan, draft and write an adventure story using a clear story structure.

Student Learning Outcomes

ENG.01.WR.P.4.1 Produce short, simple written or multimodal texts, giving simple reasons with 'because’.

ENG.01.WR.S.3.1 Write sentences using capital letters, full stops, question marks and commas correctly, and apostrophes, quotation marks and hyphens with emerging control.

Key Vocabulary

desert, guide, sand dune, fox, frightened, lost, adventure

This lesson is adapted from 5 General. Activities 1-7 been directly adapted from the book (pages 20 – 25). Activity 8 has been specially created for this lesson.

Useful Link(s):

G.14.1 Past time (past simple (including verb 'to be’))

G.14.3 Past time (Past continuous)

FL.31 Describing past experiences and events

Writing and Representing Rubric

Cycle 2 English Language

Handout Link(s):

Handout 1

Main Outcome: ENG.01.WR.P.4.1: Produce short, simple written or multimodal texts on familiar topics with key features appropriate to the text type, including, format, appearance and layout, although there may be frequent inaccuracies and limitations in vocabulary or structure.

Supporting Outcome: ENG.01.WR.S.3.1: Write sentences using capital letters, full stops, question marks and commas correctly, and apostrophes, quotation marks and hyphens with emerging control.

Disclaimer:

The lessons outlined in the Scope and Sequence, along with the corresponding PowerPoint materials, have been designed to align with the Ministry of Education’s cultural and educational expectations. These resources should be regarded as the core content for lesson delivery.

Teachers are strongly advised to use these materials as the primary guide for instruction and to refrain from teaching or referencing any sections of the course book that may contain content deemed culturally sensitive or inappropriate within the local context.

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Key Vocabulary

desert, guide, sand dune, fox, frightened, lost, adventure

Cycle 2 English Language

Activity 2

Lesson 7-8

Warm-up

Activity 1

Activity 3

Activity 4

Activity 5

Activity 6

Get ready

Activity 7

Lesson 7-8

Skill: Writing

Topic: A Desert Surprise. Plan and Write an Adventure / Improve your story

Lesson Goal

You will plan, prepare and write an adventure story.

In this lesson, you will learn how to…

write using short and some longer sentences and use 'because' to give simple reasons for your ideas.

write sentences with capital letters, full stops, question marks and commas. You will start to use punctuation like apostrophes, speech marks and hyphens.

Activity 8

Cool down

Plenary & Reflection

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Cycle 2 English Language

Warm-up

Page 20: Activity 1

Discuss the questions with your partner or in a small group.

Have you ever seen a wild animal?
What should you do if you see a lost animal?
What problems can happen in the desert?

Warm-up

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Cycle 2 English Language

The Desert Surprise

One day, we were walking in the desert with our guide. The sun was very hot, and we were feeling tired.

While we were looking for a place to rest, we heard a strange sound. It was coming from behind a sand dune.

Suddenly, a small animal ran out. It was a baby fox. It looked frightened and lost.

We followed the fox, and soon we found its mother. In the end, the baby fox was safe again, and we felt happy.

Reading

Page 20: Activity 2

Read the story. What is the problem?

Activity 1

The problem in the story is…

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Cycle 2 English Language

The Desert Surprise

One day, we were walking in the desert with our guide. The sun was very hot, and we were feeling tired.

While we were looking for a place to rest, we heard a strange sound. It was coming from behind a sand dune.

Suddenly, a small animal ran out. It was a baby fox. It looked frightened and lost.

We followed the fox, and soon we found its mother. In the end, the baby fox was safe again, and we felt happy.

Reading

Page 20: Activity 2

Read the story. What is the problem?

Activity 1

The problem in the story is…

They heard a strange sound.

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Cycle 2 English Language

Reading

Page 20: Activity 3

Match each ‘label’ to the correct part of the story. Write them in the boxes above.

Activity 2

The Desert Surprise

One day, we were walking in the desert with our guide. The sun was very hot, and we were feeling tired.

While we were looking for a place to rest, we heard a strange sound. It was coming from behind a sand dune.

Suddenly, a small animal ran out. It was a baby fox. It looked frightened and lost.

We followed the fox, and soon we found its mother. In the end, the baby fox was safe again, and we felt happy.

the most exiting part

the beginning

the ending

the problem

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Cycle 2 English Language

Writing

Page 21: Activity 5

Complete the table with your notes. Try not to look at the story! Use your memory.

Activity 3

Part	What happens?
Beginning
Problem
Most exciting part
Ending

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Cycle 2 English Language

Writing

Page 21: Activity 5

Complete the table with your notes. Try not to look at the story! Use your memory.

Activity 3

Part	What happens?
Beginning
Problem
Most exciting part
Ending

They were walking in the desert

They heard a strange sound

A baby fox appeared

The fox found its mother

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Cycle 2 English Language

Reading

Page 21: Activity 6

Put the events in the correct order (1 - 4).

Activity 4

They found the mother fox.

They heard a strange sound.

They were walking in the desert.

A baby fox ran out.

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Cycle 2 English Language

Reading

Page 21: Activity 6

Put the events in the correct order (1 - 4).

Activity 4

They found the mother fox.

They heard a strange sound.

They were walking in the desert.

A baby fox ran out.

4

2

1

3

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Cycle 2 English Language

Writing

Page 22: Activity 1

Choose your story.

Activity 5

You can choose one idea from the list or choose your own idea.

You got lost in the desert.
You heard a strange noise at night.
You helped an animal.
My own idea: _____________________________________

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Cycle 2 English Language

Writing

Page 22: Activity 2

Plan your story. Complete the table with your ideas.

Activity 6

Part	What happens?
Beginning
Problem
Most exiting part
Ending

Draw students’ attention to the instructions and remind them of the story idea they chose in Activity 5.
Review the four parts of a story: beginning, problem, most exciting part and ending.
Model how to plan one part using a simple example. Emphasise that students are planning, not writing the full story yet.
Encourage students to use short notes or key words rather than complete sentences.
Ask students to think about how each part connects to the next so that their story has a clear sequence.
Students complete the table independently with ideas for each part of their story.
Circulate and check that each plan includes a clear problem and that the most exciting part develops from that problem.
Ask students to share their plan with a partner and explain what happens in each part.
Elicit a few examples and give brief feedback before students move on to writing their story.

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Cycle 2 English Language

Today you will write a short story with a clear beginning, problem, exciting part and ending.

What do you need to do when writing and representing?

Use your plan to organise your story in the correct order.

Use past simple and past continuous to tell what happened.

Don’t forget to include all four parts of your story.

Get ready to write and represent!

Get Ready

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Cycle 2 English Language

Writing

Page 23: Activity 4

Write your instructions here in font size 18.

Activity 7

Writing Tip

Use:

past simple – I heard a noise.
past continuous – I was walking.�= While I was walking, I heard a noise.

ENG.01.WR.P.4.1: Produce short, simple written or multimodal texts on familiar topics with key features appropriate to the text type, including, format, appearance and layout, although there may be frequent inaccuracies and limitations in vocabulary or structure.

Draw students’ attention to the Writing Tip and review the examples of past simple and past continuous.
Model how the two forms can be combined using While I was....

Differentiation

Students Working Towards GLG should…�use the writing frame and their completed plan to write a short story. Provide sentence starters and a word bank with key verbs and linking words where needed.

Students Working At GLG should…�use their plan and the writing frame to write a complete story with all four story parts, past simple and past continuous, and appropriate linking words.

Students Working Beyond GLG should…�Develop each part of the story with additional details and use a wider range of linking words while maintaining a clear sequence.

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Cycle 2 English Language

Writing

Page 23: Activity 4

Write your instructions here in font size 18.

Now write your story. Use the writing frame to help you. Remember to:

have a beginning, a problem, the most exciting part, and an ending.

use past simple and past continuous

use ‘While I was...’

Activity 7

Title:

One day I was

While I was

Suddenly,

Then,

In the end,

ENG.01.WR.P.4.1: Produce short, simple written or multimodal texts on familiar topics with key features appropriate to the text type, including, format, appearance and layout, although there may be frequent inaccuracies and limitations in vocabulary or structure.

Draw students’ attention to the writing frame and review the story features: beginning, problem, most exciting part and ending.
Remind students to use the ideas from their plan in Activity 6.
Review the linking words in the frame and briefly discuss how they help organise the story.
Distribute the Writing Template Handout 1 (optional).
Students write their stories independently using the writing frame for support.
Circulate and check that students include the key story features and use appropriate past-tense forms.
Ask students to reread their story and check that their ideas are in a clear order and that they have used While I was... and linking words.

Differentiation

Students Working Towards GLG should…�use the writing frame and their completed plan to write a short story. Provide sentence starters and a word bank with key verbs and linking words where needed.

Students Working At GLG should…�use their plan and the writing frame to write a complete story with all four story parts, past simple and past continuous, and appropriate linking words.

Students Working Beyond GLG should…�Develop each part of the story with additional details and use a wider range of linking words while maintaining a clear sequence.

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Cycle 2 English Language

Writing

Look at your story and use the checklist to make corrections if needed.

Activity 8

Checklist

I have written sentences…

using capital letters

using full stops

using question marks and commas

ENG.01.WR.S.3.1 Write sentences using capital letters, full stops, question marks and commas correctly, and apostrophes, quotation marks and hyphens with emerging control.

Draw students’ attention to the instructions and checklist.
Review the three areas students need to check: capital letters, full stops, and question marks and commas.
Model checking one or two sentences and making a simple correction.
Ask students to reread their story slowly and use the checklist to check each area.
Students tick each box only after they have checked their whole story for that feature.
Students make any necessary corrections directly in their writing.
Circulate and monitor, prompting students to identify and correct errors independently where possible.
Ask students to do a final reread to check that their corrections are complete.

Differentiation

Students Working Towards GLG should…�check one feature at a time. Support students by highlighting where a correction may be needed and asking them to identify the error.

Students Working At GLG should…�use the checklist independently to identify and correct errors in capital letters and punctuation.

Students Working Beyond GLG should…�use the checklist independently, then reread their story to identify and correct any additional errors they notice.

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Cool Down

National Education Charter

Critical Thinking

Read the story again. Write Yes or No for each sentence.

If you write Yes, write notes to show where you found the answer. If you write No, explain why.

Checklist	Yes / No	Notes
The story has a clear beginning.
The story has a problem.
The story has an ending.
The story is in the correct order.
The writer used the past tense.
The writer used ‘while…’

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Cycle 2 English Language

I can write using short and some longer sentences and use 'because' to give simple reasons for my ideas.
I can write sentences with capital letters, full stops, question marks and commas. I am starting to use punctuation like apostrophes, speech marks and hyphens.

Lesson Outcome Check

Plenary & Reflection