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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
Reporting and revision |
||||||||
| 2 | 1 |
ETIQUETTE
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Pronounce words with target sounds correctly (skill) - Value polite language in communication (attitude) |
The learner is guided to:
- Identify and pronounce words with letter-sound combinations 'cr', 'pl', 'st', 'sn' - Use words with target sounds to create sentences - Practice tongue twisters and rhymes - Listen to conversations on etiquette - Identify words related to etiquette - Match vocabulary to pictures |
How do we learn new words?
|
Skills in English Learner's Book pg. 34
Audio recordings Picture cards Word cards Videos |
Observation
Oral questions
Pronunciation drills
Role play
|
|
| 2 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Pronounce words with target sounds correctly (skill) - Value polite language in communication (attitude) |
The learner is guided to:
- Identify and pronounce words with letter-sound combinations 'cr', 'pl', 'st', 'sn' - Use words with target sounds to create sentences - Practice tongue twisters and rhymes - Listen to conversations on etiquette - Identify words related to etiquette - Match vocabulary to pictures |
How do we learn new words?
|
Skills in English Learner's Book pg. 34
Audio recordings Picture cards Word cards Videos |
Observation
Oral questions
Pronunciation drills
Role play
|
|
| 2 | 3 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Respond to three-directional instructions (knowledge) - Use vocabulary related to etiquette appropriately (skill) - Appreciate the importance of listening attentively (attitude) |
The learner is guided to:
- Respond to simple specific three-directional instructions - Play language games matching vocabulary to pictures - Use polite words in conversations - Role play scenarios requiring polite language - Practice greetings and courtesy expressions - Create dialogues using polite expressions |
Why should we listen attentively?
|
Skills in English Learner's Book pg. 36
Picture cards Word cards Audio recordings Videos |
Oral presentation
Following instructions
Role play
Observation
|
|
| 2 | 4 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Respond to three-directional instructions (knowledge) - Use vocabulary related to etiquette appropriately (skill) - Appreciate the importance of listening attentively (attitude) |
The learner is guided to:
- Respond to simple specific three-directional instructions - Play language games matching vocabulary to pictures - Use polite words in conversations - Role play scenarios requiring polite language - Practice greetings and courtesy expressions - Create dialogues using polite expressions |
Why should we listen attentively?
|
Skills in English Learner's Book pg. 36
Picture cards Word cards Audio recordings Videos |
Oral presentation
Following instructions
Role play
Observation
|
|
| 2 | 5 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Identify words with target letter-sound combinations (knowledge) - Read grade-appropriate text with fluency (skill) - Enjoy reading variety of texts (attitude) |
The learner is guided to:
- Recognize words with target letter-sounds - Identify words with target letter-sound combinations - Read text displaying appropriate emotions - Engage in timed reading with peers - Give positive feedback to peers - Practice reading with expression |
Why is reading without hesitation important?
|
Skills in English Learner's Book pg. 39
Story books Digital texts Timer Reading charts |
Timed reading
Oral reading
Peer assessment
Observation
|
|
| 3 | 1 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read text accurately with appropriate expression (knowledge) - Pay attention to punctuation when reading (skill) - Show confidence when reading aloud (attitude) |
The learner is guided to:
- Read text with appropriate speed and expression - Take pauses at punctuation marks - Display appropriate emotions when reading - Read different genres with appropriate tone - Participate in readers' theater - Give and receive feedback on reading performance |
What makes reading enjoyable?
|
Skills in English Learner's Book pg. 40
Story books Poems Reader's theater scripts Timer |
Reading performance
Fluency assessment
Group reading
Observation
|
|
| 3 | 2 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read text accurately with appropriate expression (knowledge) - Pay attention to punctuation when reading (skill) - Show confidence when reading aloud (attitude) |
The learner is guided to:
- Read text with appropriate speed and expression - Take pauses at punctuation marks - Display appropriate emotions when reading - Read different genres with appropriate tone - Participate in readers' theater - Give and receive feedback on reading performance |
What makes reading enjoyable?
|
Skills in English Learner's Book pg. 40
Story books Poems Reader's theater scripts Timer |
Reading performance
Fluency assessment
Group reading
Observation
|
|
| 3 | 3 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read text accurately with appropriate expression (knowledge) - Pay attention to punctuation when reading (skill) - Show confidence when reading aloud (attitude) |
The learner is guided to:
- Read text with appropriate speed and expression - Take pauses at punctuation marks - Display appropriate emotions when reading - Read different genres with appropriate tone - Participate in readers' theater - Give and receive feedback on reading performance |
What makes reading enjoyable?
|
Skills in English Learner's Book pg. 40
Story books Poems Reader's theater scripts Timer |
Reading performance
Fluency assessment
Group reading
Observation
|
|
| 3 | 4 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Identify the main idea in a text (knowledge) - Retell events in a story sequentially (skill) - Value reading for information and pleasure (attitude) |
The learner is guided to:
- Read stories in print or digital form - Pick the main idea or topic in the story - List characters in the story with peers - Discuss the setting of a story - Explain story sequence (beginning, middle, end) - Retell content using the five-finger model |
How do we tell where events have taken place in a story?
|
Skills in English Learner's Book pg. 41
Story books Digital texts Story sequence charts |
Comprehension questions
Story retelling
Sequencing activities
Group discussions
|
|
| 3 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Identify the main idea in a text (knowledge) - Retell events in a story sequentially (skill) - Value reading for information and pleasure (attitude) |
The learner is guided to:
- Read stories in print or digital form - Pick the main idea or topic in the story - List characters in the story with peers - Discuss the setting of a story - Explain story sequence (beginning, middle, end) - Retell content using the five-finger model |
How do we tell where events have taken place in a story?
|
Skills in English Learner's Book pg. 41
Story books Digital texts Story sequence charts |
Comprehension questions
Story retelling
Sequencing activities
Group discussions
|
|
| 4 | 1 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Explain the sequence of events in a text (knowledge) - Make connections between text and personal experiences (skill) - Appreciate stories as a source of learning (attitude) |
The learner is guided to:
- Identify characters in stories about etiquette - Discuss behaviors demonstrated in stories - Connect story events to personal experiences - Answer questions about polite behavior in stories - Create story maps to organize information - Role play scenarios from the stories |
How do we identify characters in a story?
|
Skills in English Learner's Book pg. 43
Story books Digital texts Character charts Story maps |
Comprehension tests
Character analysis
Story retelling
Role play
|
|
| 4 | 2 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Explain the sequence of events in a text (knowledge) - Make connections between text and personal experiences (skill) - Appreciate stories as a source of learning (attitude) |
The learner is guided to:
- Identify characters in stories about etiquette - Discuss behaviors demonstrated in stories - Connect story events to personal experiences - Answer questions about polite behavior in stories - Create story maps to organize information - Role play scenarios from the stories |
How do we identify characters in a story?
|
Skills in English Learner's Book pg. 43
Story books Digital texts Character charts Story maps |
Comprehension tests
Character analysis
Story retelling
Role play
|
|
| 4 | 3 |
Language Use
|
Indefinite pronouns: nobody, anybody, somebody
|
By the end of the
lesson, the learner
should be able to:
- Identify indefinite pronouns in a text (knowledge) - Use indefinite pronouns in sentences correctly (skill) - Value correct grammar in communication (attitude) |
The learner is guided to:
- Listen to a story/poem/conversation and identify indefinite pronouns - Engage in question-answer dialogues using indefinite pronouns - Create sentences using indefinite pronouns - Participate in language games involving indefinite pronouns - Complete sentences using appropriate indefinite pronouns |
How do we refer to other people without mentioning their name?
|
Skills in English Learner's Book pg. 44
Story books Sentence strips Grammar charts Word cards |
Written exercises
Oral questions
Gap filling exercises
Language games
|
|
| 4 | 4 |
Language Use
|
Indefinite pronouns: nobody, anybody, somebody
|
By the end of the
lesson, the learner
should be able to:
- Identify indefinite pronouns in a text (knowledge) - Use indefinite pronouns in sentences correctly (skill) - Value correct grammar in communication (attitude) |
The learner is guided to:
- Listen to a story/poem/conversation and identify indefinite pronouns - Engage in question-answer dialogues using indefinite pronouns - Create sentences using indefinite pronouns - Participate in language games involving indefinite pronouns - Complete sentences using appropriate indefinite pronouns |
How do we refer to other people without mentioning their name?
|
Skills in English Learner's Book pg. 44
Story books Sentence strips Grammar charts Word cards |
Written exercises
Oral questions
Gap filling exercises
Language games
|
|
| 4 | 5 |
Language Use
|
Indefinite pronouns: nobody, anybody, somebody
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between different indefinite pronouns (knowledge) - Apply indefinite pronouns in day-to-day communication (skill) - Show interest in using correct grammar (attitude) |
The learner is guided to:
- Identify contexts where indefinite pronouns are used - Match indefinite pronouns to appropriate contexts - Edit sentences with incorrect pronoun usage - Create dialogues using indefinite pronouns - Role play conversations using indefinite pronouns - Complete a story using indefinite pronouns |
When do we use words like somebody, anybody and nobody?
|
Skills in English Learner's Book pg. 46
Sentence strips Story frames Grammar charts Word cards |
Sentence completion
Oral presentations
Written exercises
Role play
|
|
| 5 | 1 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Recognize aspects of good handwriting (knowledge) - Write words clearly and legibly (skill) - Value neat and legible handwriting (attitude) |
The learner is guided to:
- Look at sample text of good handwriting - Identify aspects of good handwriting in a text - Copy letter patterns of target letter-sound combinations - Listen to dictation and write sentences - Write words related to etiquette in response to prompts - Check work for neatness and legibility |
Why is it important to write neatly and legibly?
|
Skills in English Learner's Book pg. 47
Handwriting models Picture prompts Writing materials |
Handwriting samples
Dictation exercises
Letter formation checks
Peer assessment
|
|
| 5 | 2 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Recognize aspects of good handwriting (knowledge) - Write words clearly and legibly (skill) - Value neat and legible handwriting (attitude) |
The learner is guided to:
- Look at sample text of good handwriting - Identify aspects of good handwriting in a text - Copy letter patterns of target letter-sound combinations - Listen to dictation and write sentences - Write words related to etiquette in response to prompts - Check work for neatness and legibility |
Why is it important to write neatly and legibly?
|
Skills in English Learner's Book pg. 47
Handwriting models Picture prompts Writing materials |
Handwriting samples
Dictation exercises
Letter formation checks
Peer assessment
|
|
| 5 | 3 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Recognize aspects of good handwriting (knowledge) - Write words clearly and legibly (skill) - Value neat and legible handwriting (attitude) |
The learner is guided to:
- Look at sample text of good handwriting - Identify aspects of good handwriting in a text - Copy letter patterns of target letter-sound combinations - Listen to dictation and write sentences - Write words related to etiquette in response to prompts - Check work for neatness and legibility |
Why is it important to write neatly and legibly?
|
Skills in English Learner's Book pg. 47
Handwriting models Picture prompts Writing materials |
Handwriting samples
Dictation exercises
Letter formation checks
Peer assessment
|
|
| 5 | 4 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Write words with proper letter formation (knowledge) - Space letters and words appropriately (skill) - Take pride in neat and legible writing (attitude) |
The learner is guided to:
- Practice writing with proper letter formation - Copy polite expressions with neat handwriting - Write sentences about etiquette - Edit their handwriting for improvement - Display their best handwriting - Give and receive feedback on handwriting |
How can we improve our handwriting?
|
Skills in English Learner's Book pg. 49
Writing materials Handwriting models Lined paper |
Handwriting assessment
Letter formation checks
Spacing assessment
Self-evaluation
|
|
| 5 | 5 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Write words with proper letter formation (knowledge) - Space letters and words appropriately (skill) - Take pride in neat and legible writing (attitude) |
The learner is guided to:
- Practice writing with proper letter formation - Copy polite expressions with neat handwriting - Write sentences about etiquette - Edit their handwriting for improvement - Display their best handwriting - Give and receive feedback on handwriting |
How can we improve our handwriting?
|
Skills in English Learner's Book pg. 49
Writing materials Handwriting models Lined paper |
Handwriting assessment
Letter formation checks
Spacing assessment
Self-evaluation
|
|
| 6 | 1 |
CHILD RIGHTS
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Articulate words with target sounds correctly (skill) - Value correct pronunciation in communication (attitude) |
The learner is guided to:
- Identify words with target letter-sound combinations: 'wr', 'pr', 'sm', 'st' - Pronounce target sounds by taking turns - Sing songs or recite poems with target sounds - Construct sentences using new words - Role play issues related to child rights - Give feedback on pronunciation |
Why should we pronounce words correctly?
|
Skills in English Learner's Book pg. 51
Audio recordings Word cards Flash cards |
Observation
Oral questions
Pronunciation drills
Role play
|
|
| 6 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Articulate words with target sounds correctly (skill) - Value correct pronunciation in communication (attitude) |
The learner is guided to:
- Identify words with target letter-sound combinations: 'wr', 'pr', 'sm', 'st' - Pronounce target sounds by taking turns - Sing songs or recite poems with target sounds - Construct sentences using new words - Role play issues related to child rights - Give feedback on pronunciation |
Why should we pronounce words correctly?
|
Skills in English Learner's Book pg. 51
Audio recordings Word cards Flash cards |
Observation
Oral questions
Pronunciation drills
Role play
|
|
| 6 | 3 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Articulate words with target sounds correctly (skill) - Value correct pronunciation in communication (attitude) |
The learner is guided to:
- Identify words with target letter-sound combinations: 'wr', 'pr', 'sm', 'st' - Pronounce target sounds by taking turns - Sing songs or recite poems with target sounds - Construct sentences using new words - Role play issues related to child rights - Give feedback on pronunciation |
Why should we pronounce words correctly?
|
Skills in English Learner's Book pg. 51
Audio recordings Word cards Flash cards |
Observation
Oral questions
Pronunciation drills
Role play
|
|
| 6 | 4 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Articulate words with target sounds correctly (skill) - Value correct pronunciation in communication (attitude) |
The learner is guided to:
- Identify words with target letter-sound combinations: 'wr', 'pr', 'sm', 'st' - Pronounce target sounds by taking turns - Sing songs or recite poems with target sounds - Construct sentences using new words - Role play issues related to child rights - Give feedback on pronunciation |
Why should we pronounce words correctly?
|
Skills in English Learner's Book pg. 51
Audio recordings Word cards Flash cards |
Observation
Oral questions
Pronunciation drills
Role play
|
|
| 6 | 5 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Articulate words with target sounds correctly (skill) - Value correct pronunciation in communication (attitude) |
The learner is guided to:
- Identify words with target letter-sound combinations: 'wr', 'pr', 'sm', 'st' - Pronounce target sounds by taking turns - Sing songs or recite poems with target sounds - Construct sentences using new words - Role play issues related to child rights - Give feedback on pronunciation |
Why should we pronounce words correctly?
|
Skills in English Learner's Book pg. 51
Audio recordings Word cards Flash cards |
Observation
Oral questions
Pronunciation drills
Role play
|
|
| 7 | 1 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Use new words related to child rights in context (knowledge) - Respond to three-directional instructions (skill) - Appreciate the importance of child rights (attitude) |
The learner is guided to:
- Listen to stories about child rights - Identify vocabulary related to child rights - Create sentences using rights-related vocabulary - Engage in discussions about child rights - Follow three-directional instructions - Match vocabulary with pictures |
How do we express our rights?
|
Skills in English Learner's Book pg. 53
Picture cards Word cards Stories about rights Videos |
Oral presentations
Following instructions
Role play
Group discussions
|
|
| 7 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Use new words related to child rights in context (knowledge) - Respond to three-directional instructions (skill) - Appreciate the importance of child rights (attitude) |
The learner is guided to:
- Listen to stories about child rights - Identify vocabulary related to child rights - Create sentences using rights-related vocabulary - Engage in discussions about child rights - Follow three-directional instructions - Match vocabulary with pictures |
How do we express our rights?
|
Skills in English Learner's Book pg. 53
Picture cards Word cards Stories about rights Videos |
Oral presentations
Following instructions
Role play
Group discussions
|
|
| 7 | 3 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Read words with target sounds correctly (skill) - Value reading fluently in various genres (attitude) |
The learner is guided to:
- Recognize words with target sounds - Select words with target sounds from a chart - Read words with target sounds - Practice reading sentences with decodable words - Engage in timed reading with expression - Recite choral verse related to child rights |
What makes us read a story at a good speed?
|
Skills in English Learner's Book pg. 54
Story books Word charts Timer Choral verses |
Timed reading
Oral reading
Word recognition
Observation
|
|
| 7 | 4 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Read words with target sounds correctly (skill) - Value reading fluently in various genres (attitude) |
The learner is guided to:
- Recognize words with target sounds - Select words with target sounds from a chart - Read words with target sounds - Practice reading sentences with decodable words - Engage in timed reading with expression - Recite choral verse related to child rights |
What makes us read a story at a good speed?
|
Skills in English Learner's Book pg. 54
Story books Word charts Timer Choral verses |
Timed reading
Oral reading
Word recognition
Observation
|
|
| 7 | 5 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read text with appropriate speed and expression (knowledge) - Display appropriate facial expressions while reading (skill) - Show confidence when reading aloud (attitude) |
The learner is guided to:
- Read text at 90 words per minute - Display appropriate emotions when reading - Take pauses at punctuation marks - Read different texts about child rights - Participate in readers' theater - Give and receive feedback on reading |
Why is it important to read fluently?
|
Skills in English Learner's Book pg. 56
Story books Readers' theater scripts Timer |
Reading performance
Fluency assessment
Group reading
Observation
|
|
| 8 | 1 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Predict likely outcomes in a story (knowledge) - Answer direct and indirect questions about a text (skill) - Embrace reading for information and enjoyment (attitude) |
The learner is guided to:
- Observe pictures and title to predict story outcomes - Infer meanings using contextual clues - Answer direct questions by locating sentences - Respond to indirect questions using context clues - Connect events in story with real-life experiences - Discuss child rights issues in stories |
Why do we predict what will happen in a story before reading?
|
Skills in English Learner's Book pg. 58
Story books Digital texts Picture books |
Comprehension questions
Story predictions
Story retelling
Group discussions
|
|
| 8 | 2 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Predict likely outcomes in a story (knowledge) - Answer direct and indirect questions about a text (skill) - Embrace reading for information and enjoyment (attitude) |
The learner is guided to:
- Observe pictures and title to predict story outcomes - Infer meanings using contextual clues - Answer direct questions by locating sentences - Respond to indirect questions using context clues - Connect events in story with real-life experiences - Discuss child rights issues in stories |
Why do we predict what will happen in a story before reading?
|
Skills in English Learner's Book pg. 58
Story books Digital texts Picture books |
Comprehension questions
Story predictions
Story retelling
Group discussions
|
|
| 8 | 3 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Predict likely outcomes in a story (knowledge) - Answer direct and indirect questions about a text (skill) - Embrace reading for information and enjoyment (attitude) |
The learner is guided to:
- Observe pictures and title to predict story outcomes - Infer meanings using contextual clues - Answer direct questions by locating sentences - Respond to indirect questions using context clues - Connect events in story with real-life experiences - Discuss child rights issues in stories |
Why do we predict what will happen in a story before reading?
|
Skills in English Learner's Book pg. 58
Story books Digital texts Picture books |
Comprehension questions
Story predictions
Story retelling
Group discussions
|
|
| 8 | 4 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Use context clues to understand new vocabulary (knowledge) - Make connections between text and real life (skill) - Value reading as a source of information (attitude) |
The learner is guided to:
- Read stories about child rights - Identify main ideas in stories about rights - Discuss characters who advocate for rights - Answer comprehension questions about rights - Create story maps to organize information - Relate stories to their own rights |
How can stories help us understand our rights?
|
Skills in English Learner's Book pg. 59
Story books Digital texts Story maps |
Comprehension tests
Group discussions
Story retelling
Observation
|
|
| 8 | 4-5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Use context clues to understand new vocabulary (knowledge) - Make connections between text and real life (skill) - Value reading as a source of information (attitude) |
The learner is guided to:
- Read stories about child rights - Identify main ideas in stories about rights - Discuss characters who advocate for rights - Answer comprehension questions about rights - Create story maps to organize information - Relate stories to their own rights |
How can stories help us understand our rights?
|
Skills in English Learner's Book pg. 59
Story books Digital texts Story maps |
Comprehension tests
Group discussions
Story retelling
Observation
|
|
| 9 |
Half term break |
||||||||
| 10 |
Mid term assessment |
||||||||
| 11 | 1 |
Language Use
|
Subject-verb agreement
|
By the end of the
lesson, the learner
should be able to:
- Recognize sentences with subject-verb agreement (knowledge) - Use subject-verb agreement correctly (skill) - Appreciate correct grammar in communication (attitude) |
The learner is guided to:
- Listen to stories about child rights - Pick out sentences with subject-verb agreement - Make sentences from substitution tables - Construct sentences about child rights - Play matching games with subjects and verbs - Edit sentences with incorrect agreement |
How do we tell the number of things/people in a sentence?
|
Skills in English Learner's Book pg. 60
Grammar charts Sentence strips Games Stories |
Written exercises
Oral sentences
Gap filling exercises
Language games
|
|
| 11 | 2 |
Language Use
|
Subject-verb agreement
|
By the end of the
lesson, the learner
should be able to:
- Recognize sentences with subject-verb agreement (knowledge) - Use subject-verb agreement correctly (skill) - Appreciate correct grammar in communication (attitude) |
The learner is guided to:
- Listen to stories about child rights - Pick out sentences with subject-verb agreement - Make sentences from substitution tables - Construct sentences about child rights - Play matching games with subjects and verbs - Edit sentences with incorrect agreement |
How do we tell the number of things/people in a sentence?
|
Skills in English Learner's Book pg. 60
Grammar charts Sentence strips Games Stories |
Written exercises
Oral sentences
Gap filling exercises
Language games
|
|
| 11 | 3 |
Language Use
|
Subject-verb agreement
|
By the end of the
lesson, the learner
should be able to:
- Identify correct and incorrect subject-verb agreement (knowledge) - Apply rules of subject-verb agreement in writing (skill) - Show interest in using correct grammar (attitude) |
The learner is guided to:
- Analyze sentences for subject-verb agreement - Edit sentences with incorrect agreement - Complete sentences using appropriate verbs - Create their own sentences about rights - Work in pairs to identify errors - Match subjects with appropriate verbs |
Why is it important to make subjects and verbs agree?
|
Skills in English Learner's Book pg. 61
Sentence cards Grammar charts Worksheets |
Sentence completion
Error identification
Written exercises
Peer assessment
|
|
| 11 | 4 |
Language Use
|
Subject-verb agreement
|
By the end of the
lesson, the learner
should be able to:
- Identify correct and incorrect subject-verb agreement (knowledge) - Apply rules of subject-verb agreement in writing (skill) - Show interest in using correct grammar (attitude) |
The learner is guided to:
- Analyze sentences for subject-verb agreement - Edit sentences with incorrect agreement - Complete sentences using appropriate verbs - Create their own sentences about rights - Work in pairs to identify errors - Match subjects with appropriate verbs |
Why is it important to make subjects and verbs agree?
|
Skills in English Learner's Book pg. 61
Sentence cards Grammar charts Worksheets |
Sentence completion
Error identification
Written exercises
Peer assessment
|
|
| 11 | 5 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Recognize aspects of good handwriting (knowledge) - Write words related to child rights legibly (skill) - Value neat and legible handwriting (attitude) |
The learner is guided to:
- Look at samples of correct handwriting - Write words with correct shape and size - Write phrases in response to picture prompts - Write sentences about child rights - Check work for neatness and legibility - Edit handwriting for improvement |
Why do we write neatly and legibly?
|
Skills in English Learner's Book pg. 62
Handwriting models Picture prompts Writing materials |
Handwriting samples
Dictation exercises
Letter formation checks
Self-evaluation
|
|
| 12 | 1 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Write words with proper letter formation (knowledge) - Space letters and words appropriately (skill) - Take pride in neat and legible writing (attitude) |
The learner is guided to:
- Practice writing with proper letter formation - Copy sentences about child rights - Write sentences from dictation - Create posters about child rights - Display their best handwriting - Give and receive feedback on handwriting |
How can we improve our handwriting?
|
Skills in English Learner's Book pg. 63
Writing materials Handwriting models Lined paper |
Handwriting assessment
Letter formation checks
Spacing assessment
Peer assessment
|
|
| 12 | 2 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Write words with proper letter formation (knowledge) - Space letters and words appropriately (skill) - Take pride in neat and legible writing (attitude) |
The learner is guided to:
- Practice writing with proper letter formation - Copy sentences about child rights - Write sentences from dictation - Create posters about child rights - Display their best handwriting - Give and receive feedback on handwriting |
How can we improve our handwriting?
|
Skills in English Learner's Book pg. 63
Writing materials Handwriting models Lined paper |
Handwriting assessment
Letter formation checks
Spacing assessment
Peer assessment
|
|
| 12 | 3 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Write words with proper letter formation (knowledge) - Space letters and words appropriately (skill) - Take pride in neat and legible writing (attitude) |
The learner is guided to:
- Practice writing with proper letter formation - Copy sentences about child rights - Write sentences from dictation - Create posters about child rights - Display their best handwriting - Give and receive feedback on handwriting |
How can we improve our handwriting?
|
Skills in English Learner's Book pg. 63
Writing materials Handwriting models Lined paper |
Handwriting assessment
Letter formation checks
Spacing assessment
Peer assessment
|
|
| 12 | 4 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Write words with proper letter formation (knowledge) - Space letters and words appropriately (skill) - Take pride in neat and legible writing (attitude) |
The learner is guided to:
- Practice writing with proper letter formation - Copy sentences about child rights - Write sentences from dictation - Create posters about child rights - Display their best handwriting - Give and receive feedback on handwriting |
How can we improve our handwriting?
|
Skills in English Learner's Book pg. 63
Writing materials Handwriting models Lined paper |
Handwriting assessment
Letter formation checks
Spacing assessment
Peer assessment
|
|
| 12 | 1-5 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Write words with proper letter formation (knowledge) - Space letters and words appropriately (skill) - Take pride in neat and legible writing (attitude) |
The learner is guided to:
- Practice writing with proper letter formation - Copy sentences about child rights - Write sentences from dictation - Create posters about child rights - Display their best handwriting - Give and receive feedback on handwriting |
How can we improve our handwriting?
|
Skills in English Learner's Book pg. 63
Writing materials Handwriting models Lined paper |
Handwriting assessment
Letter formation checks
Spacing assessment
Peer assessment
|
|
| 13 |
End term assessment |
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| 14 |
Marking assessment and closing the school |
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