HomeLearningLessonsYear2-6April13–April24 1
LessonPlansforYears2-6April12-24(FasikaholidayApril17&20,2020BelowaretheHomeLearningPlansforYear2toYear6Pleasefollowtheseinstructionstogettheotherpdfdocuments,whichhavepicturesofthenecessarytextbooks,referredtointhelessonsbytheteachersGotowww.riceethiopia.comParenttabResources+April13-24Youwillfindboththelessonplansandallthesubjectpdfsnecessaryforeachsubject
HomeLearningLessonsYear2-6April13–April24 2
YEAR2LessonPlansLiteracyLessonPlansforYear2(5hoursaweek)Teacher:[email protected],0911820573MondayApril13th2020LO:.:WritingsuitableheadingandcaptionsforareportOxfordCambridgePrimaryfromstudentbookpage128-129Note:StudentsorganizesetoffactsintotwosectionsandwriteasuitableheadingandcaptionforareportTuesdayApril14th2020LO:.:PlanningandwritingareportOxfordCambridgePrimaryfromTeachersGuidepage98(Usetheexampleofstudentbookpages122-124)Note:Remindstudentsaboutreportstheyhaveread(title,introduction,subheading,charts,technicallanguage,presenttenseverbs.)Tellthemtoputatitleonthefrontpage,anduseheadingforeachsectionfortheirreport.Whentheyhavefinished,letthemreadittocheckitisclearintheirmindwhattheywanttosay.Theythenwriteafirstdraft.WednesdayApril15th2020LO:UsewordplaytowritepoemsOxfordCambridgePrimaryfromStudentBookpage130-131DoAandB,132DoAandBNote:Readthepoem‘OverMyToes’andtalkaboutthedifferentwaysthatthepoetplaywithlanguage.Readthepoemwithfluencyandexpressionandrecaponthedifferentspellingofthe/oa/vowelsound.Pointouttherhyme‘goes,toes’,andrepeatedwordssounds‘slip,slide,slap’andhowthelinesalternatebetweentalkingabouttheseaandthesand.ShowhowtheauthorhastriedtocapturetheseagoinginandoutasthepoemchangesslightlyasitrepeatslinesandphrasesThursdayApril16th2020WeeklyAssessmentWorksheetfromOxfordCambridgePrimaryworkbookpage74LO:ConcreteorshapepoemOxfordPrimaryCambridgeStudentBookpage133-134Dopage135Aandpage136A,B,CNote:Studentsreadthepoemsandanswerquestionswhichbeginwith‘what’and‘which’.Theyalsocommentonthewordsusedinthepoem.Explain‘treepoem’iswritteninaspecialway–Thetitleatthetopformsthebranches.Itisprintedtolooklikeatree,withthepoemitselfformingthetreetrunk.Thesepoemsarecalled‘concreteorshapepoems.Explainusing‘left’and‘right’intwoways:themeaningofthepoemisthatalltheleaveshavefallenoffthetree(‘left’thetree)butitwon’tdie(itwillbeall‘right.’)butitwon’tdie(itwillbealright)and‘left’and‘right’meansdifferentsides.Forthe‘NameThatDragon’poem,explainthatitisalistpoem.Thepoethascombinedmanyexcitingwordstocreatelotsofdifferentnamesofdragons.FridayApril17th2020Studentspracticestheirspellings’ow’andhandwritingandreadtheirfavouritestorybookList21–‘ow’wordsownthrowgrow blowelbow flowyellow hollowsnow below
HomeLearningLessonsYear2-6April13–April24 3
LessonPlanforYear2MondayApril20th2020LO:PoemastonguetwisterOxfordCambridgePrimaryfromstudentbookpage139Note:Explainthatthispoemworksintwoways:asapoemabout‘night-lightandasatonguetwister.Atonguetwisterisaseriesofwordsthataredifficulttosayquicklyandcorrectly.Eg.Phraseslike‘Redlorry,yellowlorry,and‘PeterPiperpickedapeckofpickledpeppers’‘shesellseashellsontheseashore’.Readthepoemveryslowlyanddreamilyasifjustbeforegoingtosleep.Askdoesitgivethepoemadifferentfeelwhenitisreadslowly?Whichversionofthepoemdotheyprefer:fastandjokeyorslowandatmospheric?Explainthelong/igh/soundandthedifferentwaysitcanbespelt.TuesdayApril21st2020LO:WritingListPoemOxfordCambridgePrimaryfromStudentBook140Note:Recaplistpoem‘NameThatDragon’andexplainthattheyaregoingtowritetheirownlistpoemaboutadragon.Explainthattheyshoulduseawordfromeachboxtocreatenamesforthedragontheywilluseintheirpoem.Tellthemtotryoutthedifferentcombinationswillworkbetterthanothersbuttheycanchoosewhattheylikebest.Nexttellthemtodecidewhatordertheirdragonnamesshouldgoin.Tellthemtosoundouttheirnameandusephonicstoattempttospellthewordscorrectly.WednesdayApril22nd2020LO:WritingListPoemOxfordCambridgePrimaryfromStudentBookpage141Note:Lookatthesamplepoematpage141.Explainthestructureofthelistpoem:thefirstfourlinesareadjectivesandthelastlinesayswhatitis.Tellthemtochoosetheirsubject.Eg.Afriend,asport,aplace,atelevisionshoworafavoritefood.Tellthemtothinkoffouradjectivestodescribetheirsubjectthensaywhatitisinthelastline.Studentsusephonicsandspellcorrectlystartingandfinishingtheminthecorrectplaces.ThursdayApril23rd2020WeeklyAssessmentWorkBookpage74LO:WritingListPoemNote:Studentsfollowtheexampleof‘NameThatDragon’andwrite‘NameThatTeacher.’Tellthemtothinkofthedifferentteachersintheirschoolandthedifferentthingstheydo.Eg.Markwork,teachstudents,askquestions,readstories,teachfootball,talktoparentsandsoon.Showhowtoeditthelistandmakeitbetterchangingtheorder,changingsomewords,addingsomealliteration,correctingspellingandsoon.Useadifferentsheetofpaper.FirdayApril24th2020Studentspracticestheirspellings’ew’andhandwritingandreadtheirfavouritestorybookList22–‘ew’wordsFew screwflewgrewchewnewcrewblewdrewthrew
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MathsLessonPlansforYear2(5hoursaweek)[email protected]@gmail.comApril13–17Lessonone–Estimateandmeasure1litre.• Activitybookpage15,use1litrewateranddifferentcontainers• Revisehowtofindthecapacitycontainersusingnonstandardunitssuchasmugful,cupfuland
spoonful.• Askthechildrenthathowmanycupsfillajug?• Practisewithdifferentcontainersathome.• Showthechildren1litreofwaterbottleorbyjug.• Givethechildrendifferentcontainersandestimatethem.• Usethefollowinglanguage.• Thejugholdsabout1litre.• Thecanholdsmorethan1litre.• Thecupholdslessthan1litre.• Letthechildrendoworksheet.Lesson2–Estimateandcompareinlitres.• Activitybookpage16andusedifferentcontainers.• -Givethechildrenwaterwithdifferentkindsofcontainers.• -Askthemtoestimatefirstandthenmeasurehowmuchwatereachcontainerhold.• Askdifferentquestionslikewhichcontainerholdsmostorleast?• Letthechildrendotheirworksheet.Lesson3–Knowlanguageofmovement.• -Askyourchildtostandandtellthemshowtheirrightandlefthandandthentellthemtoturnright
andturnleft.• -Orderthemagaintomovetwostridesforwardandmovethreestridesbackward.• -Orderthechildrentoturnaroundafullclockwise(meansthesamedirectionasaclock’shands
fromtoptotherightthendownandthentoleftthenbackuptothetop)• -Askthechildrentoturnaroundfullanticlockwise(intheoppositedirectiontothewayinwhichthe
handsofaclockmoveround)• Helpyourchildtopractisedifferentlanguageofmovementasyouorderthem.Lesson4–Knowrightangle.• -Makeasquarefromacardboardandthenaskyourchildhowmanycornersdoesthesquarehave?• -Wecanget4rightanglesinasquare.• -Explainthataspecialnameforsquarecornersarerightangle.• -Tellyourchildtolookfordifferentobjectswithrightanglesintheirhome.• -Explainthatthecornersofdoorsandwindowsareusuallyrightangles.• -Makearectanglefromapaperandaskyourchildhowmanyrightangleswecangetfromthe
rectangle?Theanswerisfourangles.• -Makerightanglesathomeandstickitonacardboard.
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April20–24Lesson1–Knowlineofsymmetry.• Activitybookpage6,usecutoutshapes,rulerandmirror.• -ShowthechildrenhowtofoldA4paper.• -Tellhalffitsexactlyovertheotherwhenashapeisbalancedthatisasymmetrical.• -Showsomeotherpicturelikeaheart,diamondandaskyourchildiftheseshapesarebalanced
whenwefoldtheminhalf.• -Askthem,“Isthisshapebalanced?”andalso“Isthisshapesymmetrical?”• -Useacutoutheartshapetoshowthechildrenhowtouseamirrortofindalineofsymmetry/aline
thatshowshalfwayoftheshape/• -Placetheheartonaflatsurfaceandputthemirroratthemiddlesothathalfoftheheartwithits
reflectioninthemirror,togetherlooksthesameasthesameasthewholeoftheoriginal.• -Letthechildrendrawlineofsymmetryondifferentshapesusingruler.Lesson2–Makesymmetricalpatternbycolouring.• Pupilsheet58,usecolorcardsandruler• -Givethechildrenasetof8rectanglescardstwoineachoffourcoloursandyoucanusearulerasa
lineofsymmetry.• -Putredandbluecardsononesideandaskyourchildtosuggestwhatcolourcardshouldbeonthe
othersideofthelineofsymmetrytomakeasymmetricalpattern?• -Askthemtoarrangetherectanglestomakeasymmetricalflageitherhorizontallyorvertically.• Examplered blue blue redgreen yellow yellow green|LineofsymmetryLesson3–Knowten10morethanandlessthananumberfrom100–1000.Pupilsheet19• -Revisebyaskingyourchild10moreandlessthanondifferenttwodigitnumbers.• Example:10morethan44is54and1olessthan44is34.• -Telltoyourchildthatonlythetenthplacewillchangeandtheunitwillstayasitis.• -Write460andaskyourchildtofind10morethanorlessthanthenumber.Recordtheanswer470
or450.• -remindyourchildthatonlythetenthplacewillchangebutthehundredsandtheunitswillremain
thesame.• -Letthechildrendoworksheet.Lesson4–Countinginhundreds.Activitybookpage20.• -Writenumbersinhundredsinasequence(100–900)(100,200,300…..900)• -Telleachnumberis100morethantheonebefore.• -Pointout“tenhundred”butiscalled“onethousand”andhasfourdigits.• -Write120,220,320,letthembuildupthesequenceupto920.• -tellthechildren220isonehundredmorethan120andtheyhavetocountinhundreds.• -Writetheplacevalueatthetopofanumberandtellthehundredsplacewillchangebutthetens
andunitsremainthesame.• -Letthechildrendotheworksheet.
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AmharicLessonPlansforYear2(5hoursaweek)Teacher:[email protected],0913055795Year 2 Amharic ሚያዚያ 5_ 9 የትምህርቱ ዓላማ ሰኞ የኢትዮጲያ ቁጥሮችን ማስለየት ፩_ አንድ ፪_ሁለት ፫_ሦስት ፬_አራት ፭_አምስት ማክሰኞ ተተኮሪ ፊድላት ፊደላቱ በቅርጽ እና በድምጽ ማስለየት ፊደላቱን ደጋግሞ ማፃፍ ፊደል ጰ ፊደል ፐ ፊደል ቨ ረቡዕ ቁጥሮችን ማስለየት ፮_ስድስት ፯_ሰባት ፰_ስምንት ፱_ዘጠኝ ፲_አስር ሐሙስ አንብቦ መረዳት በገጽ 131 ላይ ያለውን ንባብ ማንበብ ( ቤታችን ) ያነበቡትን ምን ያህል እንደተረዱት መጠየቅ ንባቡን ባጭሩ እንዲናግሩ እድል ምስጠት የጎደለውን ፊደል ሙሉ ገጽ 131 ደ ________ ቀ አርብ ፰ የንባብ ቀን ገጽ 130 _131 Year 2 Amharic 1 2_ 16 የትምህርቱ ዓላማ የፊደል ጰ ዝርያዎች የፊደል ፐ ዝርያዎች የፊደል ቨ ዝርያዎች ፊደላቱን በድምጽ እና በቅርጽ ማስለየት ቃላቱን ማንበብ የአ/ነገር ስብስቦችን ማንበብ _ፒያኖ የሙዚቃ መሳሪያ ነው ፡፡ _ፒያሳ መሀል ከተማ ላይ ይገኛል፡፡ _ጳጉሜ አስራ ሶስትኛ ወር ናት ፡፡ _ፓስታ መብላት እወዳለሁ ፡፡ _ፓፓያ ከፍራፍሬ አይነቶች ይመደባል ፡፡ የጎደለውን ፊደል ሙሉ በምሳሌ መሰረት ሰሩ ገጽ 134 አሰ _______ አሰ _______ አሰ _______ አሰ _______ የፊደላቱን ዝርያዎች ፃፉ፡፡
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ፐ ____ ፒ ____ ፔ ___ ፖ ጰ ጱ _____ ጳ ____ ______ጶ ____ ቩ _____ ቫ _____ ቭ _____ የንባብ ችሎታን ማዳበር አንድ አጭር የተረት መጽሐፍ በማንበብ ያነበባችሁትን ለሌሎች ተርኩ (ተናገሩ ) ከገጽ 132 _ 134 ITPracticeLessonPlansforYear2(ifyouhaveaccesstoalaptopathome)Teacher:AtoWakenawakenagetacho@gmail.comPleaseseeResourcesfolderontheRICEwebsitetodownloadapdfwithinstructions.
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YEAR3LessonPlansLiteracyLessonPlanforYear3(5hoursaweek)Teacher:[email protected],0911820573LessonPlanforyear3Monday13thApril2020LO:Writinganon-chronologicalreportOxfordCambridgePrimaryfromstudentbookpage130Studentdrawapictureoftheiranimaltoillustratethetext.Note:Studentslearnthepurposeofnon-chronologicalreportistoprovidefactualinformationaboutthewaythingsare.Thestructureofthisgenrebeginswithageneralstatement,oftenincludingadefinition.Thenasequenceoffactsfollow,groupedlogicallythroughparaphrasingandsubheadings.Illustrationsandlablesmaysupportthewrittentext.Factsareusedtomakelinksbetweenideas.Explaintheprefix‘non’means‘not’sononchronologicalmeans‘notfollowingtheorderinwhichthingshappen.’Studentsuseconnectivestolinkideas,usewordslike‘howeverandsometimes’,openingsentenceswithtimewordlike‘Inthemorning’andphraseslike‘assoonas’tomakemoreinteresting.TuesdayApril14th2020LO:WritingchronologicalreportOxfordCambridgePrimaryfromTeachersGuidepage158-159.Note:Explainthatalimerickisasong-likepoemwithadistinctpattern,oneverseandfivelines.Lines1,2,and5rhymeandline3and4rhymeformingaAABBArhymingpattern.Studentsguessthemeaningsofnewwordsfromthecontext.Theyreadalimerickaloudwithexpression,identifytherhymingpatternandunderstandthatitisfunnypoem.WednesdayApril15th2020LO:LimerickPoemsOxfordCambridgePrimaryfromstudentbookpage133DoAandBWorkBookpage68Note:Explainthatalimerickisasong-likepoemwithadistinctpattern,oneverseandfivelines.Lines1,2,and5rhymeandline3and4rhymeformingaAABBArhymingpattern.Studentsguessthemeaningsofnewwordsfromthecontext.Theyreadalimerickaloudwithexpression,identifytherhymingpatternandunderstandthatitisfunnypoem.ThursdayApril16th2020WeeklyAssessmentCopyofTeachersGuidepages156-157LO:FunnynarrativepoemOxfordCambridgePrimaryfromStudentBookreadpage136-137DoAandBNote:Explainthispoemtellsastory.(TheSoundCollectorinUnit3toldastory)Ittoldaboutamysteriouseventwhenathieftookthesoundsaway.Butthispoemtellsadifferentstory–funnystory.Directstudentsattentiontothefactthatmumanddadareactuallytalkingtoeachotherusinginterestingexpressionlike‘rubbish’.Rubbishmeansthingsthatarethrownaway,butinthiscasemeans‘nonsense’.‘Easyaswinking’mean‘veryeasy’becausewinkingissomethingthatyoucandoquicklyExplainthispoemtellsastory.(TheSoundCollectorinUnit3toldastory)Ittoldaboutamysteriouseventwhenathieftookthesoundsaway.Butthispoemtellsadifferentstory–funnystory.Directstudentsattentiontothefactthatmumanddadareactuallytalkingtoeachotherusinginterestingexpressionlike‘rubbish’.Rubbishmeansthingsthatarethrownaway,butinthiscasemeans‘nonsense’.‘Easyaswinking’mean‘veryeasy’becausewinkingissomethingthatyoucandoquicklyandwithoutanytrouble.Tellthempoemaredifferentfromotherstoriesexample‘storyofAbdullainunit1’
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FridayApril17th2020Studentspracticetheirspellings‘ough’and‘uff’andhandwritingandreadtheirfavouritemysterybookList21–‘uff’wordsbought doughtybroughtrufflecoughbluffenoughstufftoughpuffthoughtflufffought throughdoughLessonPlanforyear3Monday20thApril2020LO:FunnyNarrativePoemStudentsworkonaseparatesheetofpapertowritethestoryandplayscript.Note:Studentsfinishreadingthefunnypoemandfinishwritingthetextversionofthestory.Theyconsiderthedifferentwaysthatstoriescanbetoldcomparingnarrativepoemwithfictiontheyhaveencountered.Anddecidewhichonetheylike,thepoemorthestorytext?Theyrewritethepoemasaplayscriptmodelunite6(MauiCatchesTheSun)TuesdayApril21st2020LO:FunnyNarrativePoemOxfordCambridgePrimaryfromstudentbookpage139.Note:Studentsanswerquestionsaboutcharactersandeventsthatarenotdirectlystatedinthepoem.Theyidentifywordsandphrasesthatconveyspecialmeaningandtheylearntoreadthepoemwithfeelingandexpression.WednesdayApril22nd2020LO:UsedictionaryorthesaurusOxfordCambridgePrimaryfromworkbookpage70Note:Explainthatadictionaryisalistofwordsarrangedinanalphabeticalorderandthesaurushelpstoavoidrepeatingthesamewordsoverandoveragain.Explaindictionarygivesthemeaningandclassificationofwords;athesaurusgivesotherwordswithsimilarmeanings.ThursdayApril23rd2020WeeklyAssessmentCopyofWorkBookpage73LO:DictionaryworkandhomonymsOxfordCambridgePrimaryfromworkbookreadpage71Note:Explainhomonymsarewordsthatsoundthesameasanotherwordandoftenhasthesamespellingbutwithadifferentmeaning.FridayApril24th2020Studentspracticetheirspellings‘tion’andhandwritingandreadtheirfavouritemysterybookList21–‘tion’wordsinformationmultiplicationsubtractioncelebrationcreationobservationdecorationcomplicationactionrelationinventiondescription
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pollution directioninstructionMathsLessonPlanforYear3(5hoursaweek)TeacherWrt.Rahel&[email protected],Firewoini2020@gmail.comYear3MathsLessonPlanApril13-17-Dearparentspleasehelpyourchildbasedontheexamplesgivenandcheckiftheyhavedonetheworksheetright.MondayApril13LO-addtwomultiplesof10,bridging100. -NHMTeachingResourcebook–Pupilsheet36.Helpyourchildtomake100andaddtheremainingtomake150.(90+60)90+10=100add50=150-showyourchildbasedonthisexample.-60+90=___6+9=15-------60+90=150TuesdayApril14LO-addtwo-digitnumbersandmultipleof10,bridging100. -NHMTextbookpage-74 -Showthisexample–94+10=___-letyourchildtocountintenitwillbe104or-add6to94tomake100,andthenaddtheremaining4togive104.WednesdayApril15LO-addtwo-digitnumbers,bridging100.(Usingnumberline) -NHMTeachingResourcebook–Pupilsheet37.-NHMtextbookpage75-helpyourchildusinganumberlineEg.83+55=______+50+5 83133138-83+50+5=138ThursdayApril16LO-Knowthehalf-litre(measure) -NHMTextbookpage-95-helpyourchildtomeasurecapacityusingdifferentcontainersandletthemlabelusesomevocabularywordsrelatedtocapacity(writtenonaroughpaper).Eg.Halflitre,about½litre,morethan½litre…
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FridayApril17LO-Knowmilliliters(measuringinmilliliterandreadingscale) -NHMTeachingResourcebook–Pupilsheet41-NHMTextbookpage-96 -remindyourchild1litreisthesameas1000ml-½Listhesameas500ml-300mlislessthanhalflitre,900mlismorethanhalflitreTuesdayApril21LO-KnowlineofSymmetry -NHMTeachingResourcebook–Pupilsheet52--LineofSymmetry-islinethatdividesagivenshapeintotwoequalpartshavingthesameshapeandsize.-userectangleshapeandaskyourchildwhethertheshapeissymmetricalornot.-checkbyfoldingtheshape.Askhowmanylineofsymmetryithas. WednesdayApril21LO-KnowlineofSymmetry -NHMTextbookpage111-askyourchildtodrawhis/hernameonapaperandlethim/herfindmanylinesofsymmetryeachletterhas.ThursdayApril32LO-Completesymmetricalpatterns NHMAnswerbook–Activitybookpage41-use8sheetsofcolouredpaperorcard(2blue,2red,greenand2yellow).-attach4ofthesetothewallandtellthechildthatthisisonehalfofadesignandpointtothelineofsymmetry.(Verticalorhorizontallineofsymmetry)-helpyourchildtocompletethepatternusingtheremaining4colouredpapers.(Youmaychooseverticalorhorizontallineofsymmetry).FridayApril24LO-SortandidentifyshapesNHMTextbookpage-105and106-describeashapeandaskyourchildtonametheshape.Forexample-Ithas12edges,6flatfacesandallthefacesaresquares.Whatshapeisit?Cube-givemorepracticeusingdifferent3Dshapes.AmharicLessonPlanforYear3(5hoursaweek)Teacher:[email protected],0913055795 Year 3 Amharic ሰኞ ሚያዚያ 5-9 የትምህርቱ ዓላማ ባህላዊ የሙዚቃ መሳሪያዎችን ማስለየት በገጽ 107 ላይ ያሉትን መሳሪያዎች በመመልከት ስማችውን ይፃፉ፡፡ *በተሰጡት ቃላት አ/ነገር ስሩ ምሳሌ _ከበሮ_ ከበሮ ከቆዳ የሚሰራ የሙዚቃ መሳሪያ ነው ፡፡
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*ቃላቱን ወደ ብዙ ቁጥር መቀየር ምሳሌ _ማሲንቆ ማሲንቆዎች *ፊደላቱን አጣምራችሁ በመፃፍ አንብቡ ምሳሌ_ የ_ዋ_ን_ዛ +እ_ን_ጨ_ት =የዋንዛእንጨት *ግለንባብ (ባለዋሽንቱ ) አንብቦ መረዳት *በምንባቡ መሰረት ለጥያቄዎቹ ምላሽ ስጡ ምሳሌ_ ባለዎሽንቱ መድረክ ላይ ከወጣ በኋላ ምን አደረገ ? ______________________________ *የባህላዊ የሙዚቃ መሳሪያዎችን ስያሜ በየምድባችው ፃፉ ባህላዊ የምት የሙዚቃ መሳሪያዎች
ባህላዊ የትንፋሽ የሙዚቃ መሳሪያዎች
ባህላዊ የክራርየሙዚቃ መሳሪያዎች
*ክራር ለማዘጋጀት ምን ምን ነገሮች ያስፈልጋሉ ? *ደስ ያላችሁን አንድ የባህላዊ የሙዚቃ መሳሪያ ስዕል ሳሉ ከገጽ 107 _ 108 Year 3 Amharic ሰኞ ሚያዚያ 12-16 የትምህርቱ ዓላማ ከቆዳ የሚሰሩ እና ከብረት የሚሰሩ የሙዚቃ መሳሪያዎች በምሳሌው መሰረት ቃላቱን መድቡ ምሳሌ_ ከብረት ያሚሰራ ፟ ___ ቃጭል በምሳሌው መሰረት አጣምራችሁ አንብቡ ምሳሌ_ቆዳ _ ዎች _ =ቆዳዎች ግለንባብ (የማሲንቆ አዘገጃጀት) አንብቦ መረዳት በምንባቡ መሰረት የሚከተሉትን ጥያቄዎች መልሱ ምሳሌ_ማሲንቆ ምን አይነት መሳሪያ ነው ? በምሳሌው መሰረት አዛምዱ ነጋሪት _ ይጎሰማል የስረዓተ ነጥቦቹን ስም አስታውሳችሁ ፃፉ ? ___________________ ፡ ___________________ ፡፡ ____________________ ፣ ____________________ ስርዓተነጥቦቹን በመምረጥ በተገቢ ቦታ ፃፉ፡፡ ምሳሌ_ክራር ፣ማሲንቆ፣በገና፡ የክር፡ የሙዚቃ፡ መሳሪያዎች ፡ናቸው ፡፡ በዚህ መሰረት ገጽ 111 ላይ ያለውን ጥያቄዎች ስሩ ከገጽ 109 _111 ITPracticeLessonPlansforYear3(ifyouhaveaccesstoalaptopathome)Teacher:AtoWakenawakenagetacho@gmail.comPleaseseeResourcesfolderontheRICEwebsitetodownloadapdfwithinstructions.
HomeLearningLessonsYear2-6April13–April24 13
Year4LessonPlansLiteracyLessonPlanforYear4(5hoursaweek)[email protected]
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HomeLearningLessonsYear2-6April13–April24 15
HomeLearningLessonsYear2-6April13–April24 16
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MathsLessonPlanforYear4(5hoursaweek)TeacherWrt.Emnet&[email protected]@gmail.comWeekone.April12-16Maintopic:Toknowstandardmethodusingbridging100.-writeanexamplesuchas561+94thenbuildupanexpandedrecordingshowingtheansweranddisplaytheinitiallayoutofthestandardmethodlikethis:561561+94+945655150500655-Explaintoyourchildtoaddthenumberineachcolumn,inturn.Emphasisehow,whenthetensareadded,a1(for1hundred)is‘carried’forwardandwrittenbelowtheanswerinthehundredscolumn.Thencompletetherecordingasshownontheaboveexample.Repeatforotherexamplessuchas275+593...ActivitiesPupilsheet21.Teachingresourcesbook.Maintopic:Toknowhowtoaddverticallybridging10and100.Frompreviouslessonremindyourchildtobridgehundredmeanswhenthetensareadded,a1(for1hundred)is‘carried’forward.Thistimewearebridging10and100.-writeanadditionwhichinvolvesbridging10and100suchas367+594andwriteitinthestandardrecordinglayoutas367+594Thenaskyourchildtoaddandrecordthetotalsintheunits,tensandhundredscolumnstogivetheanswerwhichis961.-Emphasisehow,whentheunitareadded,a1(fortens)iscarriedandwhenthetensareaddedagaina1(for1hundred)is‘carried’wecallthiswhenweaddtheunitwearebridging10andwhenweaddthetenswearebridging100.Repeatforotherexamplessuchas573+258and429+685.ActivitiesTextbookpage23and24.Maintopic:Toknowhowtoprepareastandardwrittenmethod.-Showthemhowtheycanprepareastandardwrittenmethodusingthisexample368-42=___.Thendiscusswiththechildrenusinganexpandedverticalformofrecording,forexample368whichis300+60+8and42is40+2thenminus40from60andagainminus2from8thenaddthefindingstogetherwhichis300+20+6=326.Record368-42is326.-Discussifbothnumberisthreedigitssuchas368-----300+60+8-242-----200+40+2100+20+6=126-Repeatfor597-66andotherexamplesasnecessary.ActivitiesPupilsheet25.Teachingresourcesbook.
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Maintopic:Toknowexchangingatenforunitsandahundredfortens.-Toexchangemeanstoborrowfortheunitfromthetensandforthetensfromthehundreds.-writeanexample645–328=___firstexpandeachnumberwhichis600+40+5wecan’tminus8from5soweexchangeorborrowandextendtherecordingas600+30+15and300+20+8thenminuseachnumberturnbyturnandrecordyouranswer.-Displayathree-digitnumberandpartitionitintohundreds,tensandunitsforexample824is800+20+4thenextendtherecordingtoshow700+____+4andaskyourchildtogivethemissingnumberwhichis120.Whenweexchangeahundredfortens.ForfurtherexplanationlookonTEACHINGpage143–144.-Repeatforotherexamplessuchas824-62,736-51and824-562.ActivitiesPupilsheet27and29.Teachingresourcesbook.WeektwoApril20-24Maintopic:exchangingtenforahundredinexpandedmethodforsubtraction-exchangingmeansborrowingfromthetensfortheunitsandfromthehundredsforthetens.-Firstexchangeatenfor10unitstosubtract8-showexchangingfortheunits536_____500+30+6_____500+20+16-78__70+870+8Nextexchangehundredfortenssothatthe70canbesubtracted.536_____500+30+6_______500+20+16______400+120+16-7870+8_______70+8_______70+8400+50+8=458-forfurtherexplanationreferTEACHINGPAGE145 ActivitiesTextbookpage34Givepupilsheet28asatemplatewhichshouldbeusedtoprovidepracticeinusingexpandedformofrecordingforsubtractionfrom3digitnumbers.Maintopic:Toknowastandardwrittenmethodfoesubtraction.Explain685-32=____600+80+530+2600+50+3=653Thisexampleisthesameforsubtractionofthreedigitnumberfromthreedigitnumber.345_______300+40+5-132_______100+30+2200+10+3=213-furtherexplanationrefersTEACHINGPAGE145and146ActivitiesPupilsheetPAGEand31Teachingresourcesbook.Maintopic:knowexchangingatenforunitsandahundredfortens.Inordertosubtracttheunitsplace,youneedtoborrowtenfromthetensplace.Discussanexamplesuchas943–27943______900+40+3______900+30+13-27_____20+7______20+7900+10+6=916-forfurtherexplanationreferTEACHINGPAGE146
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ActivitiesPupilsheet32and31.Teachingresourcesbook.Maintopic:knowexchangingatenandahundredinverticalrecording.Showanexamplesuchas634-58thisiscalledverticalrecording.-askyourchildtocompletetheaboveexampleexchangeorborrowaunitforthetensandatensforhundred.-forfurtherexplanationreferTEACHINGPAGE147Activitiestextbookpage35-37AmharicLessonPlanforYear4(5hoursaweek)[email protected],0912096869Year 4 ከገጽ 97-106 1ኛ ሳምንት የትምህርቱ አላማ -የንባብ ችሎታቸውን ያዳብራሉ ገጽ 97 -የቃላትን ፍቺ ይጽፋሉ። ገጽ 98 -አረፍተ ነገሮችን አስተካክለው ይጽፋሉ። ገጽ 98 -ቃላትን በተገቢው ቦታቸው ለይተው ያስገባሉ። ገጽ 99 -ቃላትን በሰዋሰው ክፍላቸው ለይተው ይጽፋሉ። ገጽ – 100 ምሳሌ=የስም ገላጭ ፣ ስም ፣ግስ ና የግስ ገላጭ በማለት ከፋፍለው ያሳያሉ። -የቃላቱን አውዳዊ ፍቺ ለይተው ይጽፋሉ። ገጽ -100 -ጊዜያቸውን በመከፋፈል መርሃ ግብር ያወጣሉ። ባወጡት መርሃ ግብር መሰረት የተከናወኑና ያልተከናወኑ መርሃ ግብሮችን ለይተው ይጽፋሉ። ከገጽ 97- 101 በነዚህ ገጾች ውስጥ የሚገኙትን መልመጃዎች መጽሃፉ በሚያዘው ትእዛዝ መሰረት ይሰሩ። 2ኛ ሳምንት የትምህርቱ አላማ -የንባብ ችሎታቸውን ያዳብራሉ። ገጽ -102 - በቃላት ዓረፍተ ነገር ይሰራሉ። ገጽ 103 - ስሞችን በማስገባት አረፍተ ነገሮችን አሟልተው ይጽፋሉ። ገጽ -103 -የቃላቱን ፍቺ ለይተው ያዛምዳሉ። ገጽ -104 -ዋናውን ቃል ከቅጥያው ጋር አጣምረው ይጽፋሉ። ገጽ -105 የቃላቱን ተቃራኒ ለይተው ያዛምዳሉ። ገጽ -106 - አንቀጽ ይፅፋሉ። ገጽ 106
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ከገጽ 102- 106 ለሁሉም መልመጃዎች ምሳሌ መጽሃፉ ላይ ተሰጥቷል ስለዚህ በተሰጠው ትዕዛዝ መሰረት ይሰራ። ITPracticeLessonPlansforYear4(ifyouhaveaccesstoalaptopathome)Teacher:AtoWakenawakenagetacho@gmail.comPleaseseeResourcesfolderontheRICEwebsitetodownloadapdfwithinstructions.Year5LessonPlansLiteracyLessonPlanforYear5(5hoursaweek)[email protected]
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HomeLearningLessonsYear2-6April13–April24 22
MathsLessonPlanforYear5(5hoursaweek)TeacherWrt.Salem&[email protected]@gmail.comSomeMathsrevisiontopracticefirst1. Writethecorrectsign>,<betweeneachpairofnumbers.
a. 3.4______3.04 c.3.83_________3.38b. 4.5______4.55 d.1.14_________1.2
2. Thereisamissingsignfromeachquestion.Whichsign<,>or=makestheseexpressioncorrect.
a. 2×(3+4)________(2×3)+4b. (10×6)÷2_________10×(6÷2)c. Fivetimesanumberis200.Whatisthenumber?d. Whatisthemissingnumber?
i. 12×5=_______+37iii.________÷5=12ii. _______÷4=6 iv._______×9=0.63
3. Solvethesenumbers.Showyourwork.
a. Findthesumof48.9and34.2.b. Findthedifferencebetween78.56and65.87c. Samsonhas$7.25.Heisgiven$15.50.Howmuchdoeshehavenow?
4. Changetheseimproperfractionsintomixednumber.
a. 7/4____________ b.9/5__________ c.10/3__________ d.6/4___________
5. Completethistableofequivalentfraction,decimalsandpercentage. Fraction Decimal Percentage3/10 10% 0.2
23/100 25% 0.7
6. Roundthesenumberstothenearestwholenumber.
a. 5.01___________b.9.52___________c.6.65____________d.4.35___________
7. Findthemodeforthesedatasets.a. 2,5,3,2,4,10____________b. 2,3,0,10,4,5____________c. red,yellow,blue,red,green___________d. elephant,lion,tiger,elephant,monkey
8. Plantsaresoldintraysof20.
a. Florienbuys6traysofplants.Howmanyplantsisthis?_______________b. Waynewants180plants.Howmanytraysmusthebuy?________________
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MathLessonplanforweek1forApril13th–17th
Monday
LO:Divisionofthreedigitnumbers:usinginformalwrittenmethod
MentalMath:reviseonanyoftheformermentalquestionssent
Displayanexamplesuchas119÷7whichhasaquotientintheteens.Discusshowyourchildcanfindthequotientbylinkingdivisionwithmultiplicationandusinginformalrecordingtosupporttheirthinking.
Yourchildcansuggest:seventimesseventy,leavingfortyninetomakeonehundredandnineteen.Seventimessevenisfortynine.Tenaddsevengivesseventeen,soseventimesseventeenisonehundredandnineteenandonehundredandnineteendividedbysevenisseventeen.
Theexplanationfortheabovemethodis7x10=70,leavethe49.Theoriginalnumberis119fromthedivisionquestion.The49ismadeupof100-70=30thenadd30totheremaining19whichgivesyou49.Whatnumbermultipliedby7willgiveyou49?Theansweris7x7=49.Lookattheunderlinednumbers.Thismeans10+7=17so,whenweuseinverseoperation,17x7=119and119÷7=17.
7X10=70and7x7=49.Here,7isthecommonnumberthatmultipliesbothnumbers.Soweuse7toaddthesumofthetwoproductswhichis70+49=119.
Itcanalsobewrittenas:119÷7=(70+49)÷7 10+7=17
Encourageyourchildtocomeupwithalternativemethodstolinkthemultiplicationanddivision.
Repeatalltheaboveforthefollowingquestion.204÷6.Theanswerisatwodigitquotientgreaterthan20.Askyourchildtoanswerthisdivisionwiththesameorsimilarthinking.
Theinitialpartoftheirthinkinghoweverneedstobemodified.Sincethehundredsplaceismorethanonehundred,6x10=60so6x20=120,6x30=180,leaving24tomake204.
204÷6=(180+24)÷6 30+4=34
Practicequestions
1. 135÷9 3.128÷8 5.216÷8 7.462÷72. 102÷6 4.133÷7 6.378÷9 8.318÷6
Tuesday
LO:Divisionofthreedigitnumbers:Developingastandardwrittenmethod,twodigitquotient
Mentalmath:Make360byoublinganumber.Whatisthatnumber?Make1809byhalvinganumber.Whatisthatnumber?Make160bybydoublinganumber.Whatisthenumber?…etc
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Showyourchildthisdivision,136÷8.Discussastandardwrittenmethod.
8 136
-80 8x10
56 +
-56 8x7
17
Repeatforotherdivisionssuchas144÷9.Alsoworkonadivisionwhichhasatwodigitquotientgreaterthan20suchas215÷5
5 215
-200 5x40
15 +
-15 5x3
0 43
PracticeworkisfromPupilsheet30and32Wednesday
LO:Divisionofthreedigitnumbers:Developingawrittenstandardmethod,threedigitquotients
Mentalmath:Whatis250x50?Whatis200x4?What42x5?600x10?70x20?35x2?84x100?75x4?
Lookbackatthelessonplanforyesterday,Tuesday,using3digitquotients.Divide812÷7.Appropriatedivisorsare5,6,7,and9.
7812
-700 7x100
112 +
-70 7x10
42 +
-42 7x6
0 116
Repeatforotherexamples.595÷5,992÷8and963÷9.Appropriatedivisorsare5,6,7,8and9.
PracticeworkisfromPupilsheet33andfromNHMMathematicstextbookpages53and54.
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Thursday
LO:Division:Roundingadisplaytothenearestwholenumber
MentalMath:Askyourchildtofindasmanypairsofnumberswhoseproductis10,000.Askyourchildtofindasmanypairsofnumberswhoseproductis14,000.
Writetwodivisionsinvolvingconsecutivestationsofthemultiplicationtablefor7,forexample:
56÷7and63÷7.Askyourchildtofindtheanswerandchecktheiransweriscorrect.Writedowntheanswersandaskyourchildtoroundthedecimalnumbertothenearestwholenumber.Repeatforotherdivisionssuchas25÷634÷9and22÷3.
*Explaintoyourchildwhenusing2,4,5,or8asdivisorsthenumberinthedisplayterminateswithatmostthreedigits.
Displayaquotientfromabovealongsideanumberlineshowingtenths
8.7142
8 8.7142 9
Askyourchildtomarktheappropriatepositionofthequotient.Throughdiscussion,establishthatthenumber8.7142is
Repeatwithotherexamplesusinganumberline.
PracticeworkwillbefromNHMmathematicstextbookpage55andpupilsheet35.
Friday
Nomathlesson-SikletorGoodFriday
Week2lessonplanforApril20th-24th
Monday
LO:Usingastandardwrittenmethodforaddition
Mentalmath:Whatis10lessthan27.5?10lessthan14.2?Whatis10morethan56.7?10morethan92.8?Whatis0.5+0.8?0.7+0.4?1.2+0.9?2.5+0.5?
Displayanexamplesuchas14.6+23.7.Discusshowyourchildcanrecordtheadditioninanexpandedand/orstandardverticalformatstartingwiththeleastsignificantdigit(tenths,hundredths).Thismeansyouaddpayingattentiontoplacevalues.Addingunitswithunits,tenswithtensandhundredswithhundreds…etc.Makesuretheyclearlyshoweachstepoftheirmethod.
Eightandabit Betweeneightandnine
Nearertoninethantoeight
Ninetothenearestwholenumber
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14.6+23.7
14.6 Thisistheexpandedverticalmethod 14.6 thisisbasicstandardmethod
+23.7 +23.7
1.3 38.3
7.0
30.0
38.3
Repeatwithotherexamplesasnecessary.Youcanalsotrywithandwithoutbridging
PracticeworkwillbefromNHMMathematicstextbookpage67
Tuesday
LO:Usingawrittenmethodforsubtraction
Mentalmath:Whatisthedifferencebetween0.7and0.1?0.9and0.4?10.3and0.2?9.8and0.6?15.4and2?
Displayanexamplewhichdoesnotinvolvebridgingsuchas36.8-14.2
*Bridgingiswhenyouusethe“carryon”method.
Discusshowtorecordthesubtractioninanexpandedand/orstandardverticalmethodstartingwiththeleastsignificantdigit.
36.8 30.0+6.0+0.8Expandedhorizontalmethod 36.8-14.2 -10.0+4.0+0.2 -14.2
20.0+2.0+0.6 22.6 22.6Repeatforotherexamplessuchas32.4-17.8
PracticeisfromNHMmathematicstextbookpage68Wednesday
LO:Mentalmultiplicationfordecimals
Mentalmath:Whatis3.2x4?8x0.7?6x2.3?7x4.1?5.1x8?2.5x4?
Drawasetofidenticalcontainersandexplainthateachcontainerholds0.7litersofpaint.Askyourchild,whatisthetotalvolumeofthepaintinthefourcontainers?
Discusshowthetotalcanbefoundbyadding0.7L+0.7L+0.7L+0.7L=2.8L
Youcanalsofindthetotalbymultiplying4x0.7L=2.8L
0.7l 0.7l0.7l 0.7l
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And,youcanalsoconvertthedecimalsintofractionsandexplainthateachcontainerholdsseventenths,7/10,0faliter.Fourpaintpotsholdfourtimesseventenths,4x7/10,whichequalstwenty-eighttenths,28/10.Thisistwopointeightliter,2.8L,whenthetwentyeightisdividedtotheten.
Repeatwithotherexamplesasnecessarysuchas,6x0.8,5x0.3,9x0.6
Next,displayanexampleinvolvingatwo-digitdecimalsuchas4x4.2.Discussthestrategyofmultiplyingtheunitsandtenthsplacesseparately.Thenaddingtheproducts.
4x4=16
4x4.2 16+0.8=16.8
4x0.2=0.8
Repeatforotherexamplessuchas6x7.1,3x5.3,8x2.4
PracticeisfromNHMmathematicstextbookpage69
Thursday
Mentalmath:Whatistheequivalentfractionof3/100?18/100?62/100?75/100?½?2/5?
LO:Squareandnumberlines:Introducingdecimalnotationforhundredths
Displayalarge100squareliketheonebelowonasheetofpaperoryourchild’sexercisebookandaskyourchildtocolourin17squares.Ask,whatfractionofthesquareiscoloured?Recordtheiranswer.
Explainthatseventeenhundredths,or17/100,canalsobewritteninadifferentway.
17 0.17100Explainthat,
*0.17meanszerounits(zerowholenumbers)andseventeenhundredths(17dividedtoahundred)
*0.17isreadaszeropointoneseven
*Thepointseparatestheunitsfromthefractions
Repeatforotherfractionsofthe100-square,suchas33/100,70/100,6/100and100/100
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Next,displaya0.1to0.2numberlinemarkedinhundredths
0.10 (0.15) 0.20
Askyourchildforthenumberitrepresents.Write0.15onthenumberlineandpointtotheothermarkingssoyourchildcanfillintheappropriatedecimalfractionsuntilthenumberlineiscomplete.
Extendthenumberlinetotherightandcontinuetoaskyourchildtosaytheappropriatefractiondecimals.Thenextendthenumberlinetotheleftandaskyourchildtodothesame.
Whenyourchildgoesbackwardsonthenumberline,remindthemthedecimalslessthan0.1
arewrittenas0.09,0.08,0.07…etc.
Youcangiveoralpracticebygivingyourchildafractionandaskingthemtosaytheequivalentindecimalform.
PracticeisfromPupilsheet44andNHMmathematicstextbookpage70
Friday
LO:comparingandorderingdecimals
Mentalmath:Whatnumbercomesafter2.36?Whatnumbercomesafter4.80?Whatnumbercomesbefore5.99?Whatnumbercomesbefore0.99?Whatnumbercomesafter0.02?
Displaytwofour-digitnumberssuchas45.32and53.46.Pointtooneofthenumbersandaskyourchildaboutthevalueofallthedigits.Forexample;
Whatisthevalueofthedigit2?,Whatisthevalueofthedigit5?,…etc.
Askyourchildtolookatbothnumbersandidentifywhichnumberisgreaterthantheother.Askthemhowtheyknow.Iftheystruggle,explainthattheyhavetofistcomparethewholenumberpartofthenumberfirstandthencomparethedecimals.Repeatasnecessaryaskingyourchildtoexplainhowtheyknowwhichnumberisgreaterorsmaller.
Youcanusethreedecimalnumbercardslike,
Makemorecardsliketheonesshownaboveandaskyourchildtoarrangethenumbersstartingfromsmallerorgreater.Repeatforothersetsuptosixcards.Youcanincludefour-digitdecimals.
4 5
Displayanumberlinemarkedintenthsandaskyourchildtolabelallthemarkingswiththeappropriatedecimalfractions.Tomakeiteasierforthem,youcanmarkthemiddleas4.5andworkyourwaytowardsbothends.
Next,askyourchildmarkthepositionofwhere4.29shouldbewrittenbydrawingalineoradot.Thenaskif4.29isnearertofourorfive.Repeatwithsimilarfractionssuchasusingmoneyfraction.Forexample,$7.15,$12.68,$9.84,$3.50
7.38 6.95 7.74
HomeLearningLessonsYear2-6April13–April24 29
Giveyourchildasetof0to9digitcardsandaskyourchildtomakeasmanythreedigitnumbersaspossible.Makesuretheyrecordtheiranswersonpaper.Next,drawadecimalpointonanothercardandgiveittoyourchild.Askyourchildtomakeasmanydecimalnumbersusingthedecimalnumberinanypositioninthenumber.Asanextensionwork,askyourchildtowritedownthedecimalnumbersinfractionform.
PracticeisfromNHMmathematicstextbookpage71
AmharicLessonPlanforYear5(5hoursaweek)[email protected],09120968691ኛ ሳምንት ከገጽ 104 -107 የትምህርትቱ ዓላማ =የንባብ ችሎታቸውን ያሻሽላሉ ቅጥያዎችን ከዋናው ቃል ነጥለው ይጽፋል። የቃላት ትርጉም እውቀታቸውን ያሰፋሉ ሚኒ ሚዲያ የሚለውን ምንባብ ያነባሉ። ከምንባቡ የወጡትን ጥያቄዎች በቃላቸው ለመመለስ ይሞክራሉ። መነጠል 1= ገጽ 105-106 1=መነሻና መድረሻ ቅጥያዎችን ነጥላችሁ ጻፉ። ምሳሌ= 1= ስለመጣ ስለ – መጣ 2=በጋዜጣዎች በ -ጋዜጣ -ዎች 2=ገጽ 106 የቃላቱን ፍቺ መጻፍ ቃላቱን ከቅጥያ ጋር ማዛመድ የቃላቱን ተቃራኒ መጻፍ አረፍተ ነገሮችን መጻፍ ጥያቄዎቹ ላይ ምሳሌ ስለተሰጠ በምሳሌዎቹ መሰረት ይሰሩ። 2ኛ ሳምንት ከገጽ 108-112 የትምህርቱ አላማ = የንባብ ችሎታቸውን ያሻሽላሉ ጥምር ቃላትን ወደ ብዙ ቁጥር ይለውጣሉ። የቃላት ትርጉም እውቀታቸውን ያሰፋሉ። ከምንባብ የወጡ ጥያቄዎችን በቃላቸው ይሰራሉ። 1ገጽ 110 ጥምር ቃላቱን ወደ ብዙ ቁጥር መለወጥ ምሳሌ= ብረት ምጣድ= ብረት ምጣዶች ለተሰመረበት ቃል አውዳዊ ፍቺ ጻፉ። ምሳሌ=ብዙ ትርፍ ሳይፈልጉ መረቅረቅ አድርገው ይሸጣሉ።መልሱ ጨመርመር ገጽ 111 ቅላት እና ማዳመጥ በሚል ስር ያሉት ሁሉም ይሰራሉ። ገጽ 112 መጻፍ ስር ቃላቱን በቅደም ተከተል አስቀምጡ
HomeLearningLessonsYear2-6April13–April24 30
በተሰጠው ገጽ ውስጥ ያሉ መልመጃዎች በሙሉ ይሰራሉ ITPracticeLessonPlansforYear5(ifyouhaveaccesstoalaptopathome)Teacher:AtoWakenawakenagetacho@gmail.comPleaseseeResourcesfolderontheRICEwebsitetodownloadapdfwithinstructions.Year6LessonPlansLiteracyLessonPlanforYear6(5hoursaweek)[email protected]–pleasefindherethelessonplansforworktobedone13thAprilto24thApril.
Thiswillbe8lessonsintotalaswehavetheEasterweekendinthemiddle:
Week1:Monday13thtoThursday16thApril.
Week2:Tuesday21sttoFriday24thApril.
Lesson1:todaypleasehaveyourchildcompletetheassessmentforworkcompletedpreviously.Thisshouldhavebeensentasaseparateemail.PleaseinformmeifyouhavenotreceivedthisandIcaneasilysendyouacopymyself.
Ihavenoproblemwithyougivinghelptoyourchildoncetheyhavehadagothemselves.BetterthatyouhelpthemimmediatelythenIsendsomecorrectionsinanemailafewdayslater.
Lesson2:writingafirstdraftofour‘Episode’of“FloraandUlysses”.
Lesson3:editingandfinaldraft
Lesson4:revisespellingrules
Lesson5-8:Newunit.Unit8“MAKEITHAPPEN”.
Iwouldstronglyrecommendhavingaveryquicklookthroughthisplanningbeforeyousitdownwithyourchild.ItishowIwoulddoitifIwereteaching.TomakesureIunderstandeverythingcomingupineachlesson–ratherthangettingtoapointwiththeclasswhereIwasn’tsurewhattodo.Iencourageyoutodothesameifyouareableto.
PARENTSPLEASENOTE:inafewweeks’time,thestudentswillbemakingsomething.Forthistheywillneedscissors,rulerandgluebutalsothickandthinpiecesofcardboard,twoshoelacesorstringandfouroldbuttonswithlargeholes.
Thisistoallowyoutimetothinkaboutgettingtheaboveitems,especiallythecardboard,shoelacesandbuttons.
Ifyouareunsureaboutbeingabletogettheseitems,pleaselookaheadatpage135oftheLearners’book.Youareverywelcometothinkofotheritemswhichwillworkinsteadofthesethings.Thankyou.
HomeLearningLessonsYear2-6April13–April24 31
Lesson1:assessment.Don’tforget–thefirstlessonistocompletetheassessment!☺
Lesson2:writingourfirstdraft(page127) -tobecompletedintheirexercisebook.WALT:writeafirstdraft.
Inthepreviouslesson,thestudentsshouldhavewrittenouttheirplansfortheir‘episode’ofFloraandUlysses.
Inthislessontheywillwriteouttheirstoryproperly.Theyshouldlookovertheirplanstoremindthemselvesofwhattheywantedtohaveintheirepisode.
Irecommendlookingatpage127oftheLearners’bookforhelp,butIwillbedoingmyownversionofthis.Itwillhavealotincommonwithpage127,butusingbothwillbeahelpfulwayforyourchildtocompletethiswork.
Pleaseremindyourchildthatthisistheirfirstdraft.Wehaveusedthisterminschoolbefore–basicallythisistheirfirstattempt.Tomorrow’slessonwillbeaboutwritingthisasneatlyaspossible,withoutanysmallcorrectionsetc.TODAYisaboutmakingmistakes,tryingthingsoutandifnecessaryrubbingoutorcrossingoutthingswedon’twantorrewritingsomething.
Wehavedonesimilarlessonsinschoolbefore.Youcouldremindyourchildaboutthetimeswehavewrittenbiasedandbalancedarguments.Orwhenwewroteastoryaboutgoingtoanewplanet.Wehadafirstattempt(firstdraft)whereweaddedbitsinafterwards,eitherwholesentencesorsomebetteradjectives,adverbsetc,andthenwroteitoutproperlyinthenextlesson.
AnotherthingwedidwastoDOUBLESPACE.Thisiswhereweleavealine’sgapbetweeneachlineofwriting:
Thiswouldmeanthatwhenwedroptothenextline,weactuallyleaveagapbetweenlines.Thisissothat
afterwardswecangobackandaddthingsin.Adjectives,adverbsetc.DOUBLESPACINGallowsroomtodothis!
Somestudentsdoforgettodothisanditisnotabigproblemiftheydo.However,iftheycanremember,thenafterwardstheycanreadthroughandedittheirwork.Wehavedonethisinlessonsbefore.
If your child wants more time to plan their story then this is fine – some students will do this quicker and others will be slower. Please allow them time to finish their plan and then move on to the first draft when they are ready.
Here then is a list of what I want the students to do when writing their first drat. What they will recognise as a WILF.
HomeLearningLessonsYear2-6April13–April24 32
WILF: Write out your plans from last lesson
DOUBLE SPACE
Mix between ‘normal’ writing (sentences) and comic-book style
Formal voice for written parts – informal voice for comic parts
Use connectives where possible Use different words for said
You have the perfect opportunity here to go through each part of the WILF and check that your child understands what they need to be doing. If they are not sure, hopefully my explanations above will help you explain to them. If not, then please do email me and I will make sure to reply as quickly as possible so they can get going with their work!
Theythenstarttowriteouttheirepisode(story)andthisisthelesson.Somemayenjoyworkingforquitealongtime,whereasothersmayneedmoreencouragement.Theyneed7paragraphs–aspage127shows–thismightbeafewpagesoftheirexercise;itmightbelots.Itwilldependonthechild.
Oncefinished,theycanstartto‘proofread’theirwork–edit.Makinganychangestheymaywantto.Pleaseseethenextlessonbelowforsomehelponhowtheycandothis.
Lesson3:finalcopyWALT:writeourfinalcopy.
Amorestraightforwarddescriptionformetoday.
Simply–thestudentsneedtowriteouttheirplansfromyesterdayasneatlyastheycan.Ifyouareableto,thenitwouldbegreatiftheycandothisonseparatepaperandthenitcouldbeputuponthewallofyourhousesomewhere?ThisiswhatIwoulddoinclass–whenthestudentsknowitcouldgoonthewall,itcanoftenhelpthemfocusmoreanddotheirbestwork–asthenitwillgoonthewall.
Dependingonhowtheygotonyesterday,theymayneedtimetodaytoedittheirwork.ThisiswhereDOUBLESPACINGcomesinasitshouldhaveleftspaceforthemtoaddinextrabitsandcheckinganyspellingswithadictionary(ifyouhaveoneorevenatonlinedictionary–dictionary.comwillwork)
PleasealsoencourageyourchildtochecktheirspellingofsomespecificwordswillIwillrecordbelow.ThesearewordsthatIfrequentlycorrectinmymarking:
• there–sayingwheresomethingis.“Heisoverthere.”• their–sayingwhoitbelongsto.“Theirhouseisverynice.”• they’re–usedtoreplacetheyare.“They’rerunningquicklyawayfromthedog!”(studentcouldcheckthey
haveusedthiscorrectlybysaying‘theyare’instead.Ifitstillworksthentheyarecorrect,if‘theyare’doesnotwork,thentheyhaveused‘their’or‘there’bymistake.
• because–quiteafewspellthiswrong–lookinparticularforthe‘au’andcheckitisnot‘ou’.• where–tosaywheresomethingelse.Somestudentsput‘were’bymistake.
Pleasehavethemlookthroughtheirplansfromyesterdayforanyofthesespellingmistakesandanyothers.Helpthemfindthecorrectspellingsbeforetheythenstartontheirfinalversionoftheirwork.
PleasealsohavethemlookagainthroughtheWILFfromyesterday’slesson.Iftheymissedanythingyesterday,thennowisthetimetonoticeandmakesureitgoesintheirfinalcopy.
HomeLearningLessonsYear2-6April13–April24 33
Yourchildcanthenworkonwritingtheirfinalcopy–againonseparatepaperifpossible.
Therearenorealinstructionsfrommeinthislesson.Ihavegivenalotofinstructionsonhowtowriteouttheirdraftandwhatneedstogoinit.Thisiswheretheimportantworkneedstobedone.Oncethisiscompleted,actuallycopyingitoutneatlyisreasonablystraightforward.Theymustsimplymakesuretheyincludeanyoftheirchangesmadewhentheyeditedtheirwork.
Lesson4:revisespellingrules(page156–157)Insteadofstartinganewunitrightbeforehavinga3daybreak,Ithoughtwecoulddosomerevisiononspelling.
WALT:revisespellingrules.
ACommonspellingsounds
Readthesmallintroductionbeforequestion1.
1a:simplyreadthroughthewords–asbestasyoucanmakingsuretopronouncethemcorrectly.Again,goingtodictionary.comwillhelphere.Itwillalsohelptounderstandwhateachwordmeans–averygoodidea!
2b:makingsurethewordsarebeingsaid/pronouncedproperlyisveryimportant,tothenthinkofwordswhichsoundthesame(wordswhichrhyme).
Iwillgiveanswersincaseyouarestrugglingwithfindingexamples.However,Iwouldhopethatoncethestudentsknowwhateachwordsoundslike,theywouldbeabletothinkofwordswhichrhymebutthatalsosharethesamespelling.
e.g.‘flake’–amatchingwouldbe‘make’becauseitsoundsthesamebutalsohasthesamespellingrule–“a-e”.However,theword‘eight’alsohasthelong‘a’soundin,butisnotspeltthesame.Sodoesnotworkhere.
flake–make,take,lake,sakeetc.Orwordslike–late,mateetc.Thathavethe‘a’consonant‘e’spelling.
day–say,may,lay,rayetc.
main–pain,gain,plaice(atypeoffish),trail,waitetc.
rein–vein(thepartofyourbodythatcarriesbloodtotheheart),veil,abseiletc.
they–hey(toshoutatsomeone),prey(relatingtoanimals).
eight–freight,weigh,weight,neigh(ahorse),neighbour,sleighetc
agent–insomewordsofmorethanonesyllableyoujustneedtheletter‘a’–asincrazy,acorn,alienetc.
2a:readthemoutloudtofindwhichoneshavethelong‘a’soundinthem.
2b:usingadictionaryhereiskey,unlesstheyalreadyknowwhatthewordsmean.
BRecognisingunstressedsyllable
Readthesmallintroductionbeforequestion1.
1:trytohelpyourchildinsayingeachwordcorrectly–again-dictionary.comwillhelp!
HomeLearningLessonsYear2-6April13–April24 34
2:helpyourchildtowriteouteachwordandunderlinethepartsofthewordtheystressedthemost.Iwouldsuggestthatinbutterflyyoustressthestart–butterfly.Intriangle–triangle.umbrella=umbrella.alphabet=alphabet.computer–computer.introduce=introduce.
3:thestudentscouldnowunderlinethepartsofeachwordthatarenotclearlyheardwheneachwordissaidoutloud.Again-dictionary.comforpronunciation!!!Asahelp–mostofthemissedsoundsaresomewhereinthemiddleoftheword.
AnexampletohelpunderstandthisquestionwouldbethewordWednesday–youdonothearthe‘nes’partofthewordwhenitissaidoutloud.ItsoundslikeitshouldbespeltWendsday–butobviouslyitisn’t!
CPrefixescangivecluestomeanings
1:helpyourchildreadthroughthewordsandmakesuretheyknowwhateachonemeans.
a:Whatdotheythinktheprefix–mid’means?Whendoeachofthesethingshappen?Inthemiddleofsomething.Thisprefixmeans‘themiddleof’.
b:theprefix‘re’.Whatdoesthismean?Whatdoesitmeantorewritesomething?Itmeanstowritesomethingagain,ortodoitagain.Thisprefixmeans‘doagain’.
c:theprefix‘milti’.Whatdoesthismean?Ifsomeoneisamultimillionaire,whatdoesthismean?Itmeansthattheydonotjusthave1milliondollars,theyhavemultiplemillions.Ifsomeoneismultilingual,theydonotjustspeakonelanguage,theyspeakmultiplelanguages.Thisprefixmeans‘many’.
WEWILLENDTHEREFORTODAY.WEMAYCOMEBACKANDPICKUPATQUESTION4INALATERLESSON.
HAPPY EASTER – HAVE A GREAT LONG WEEKEND!
No school FRIDAY 17th
No school MONDAY 20th
UNIT8:MAKEITHAPPEN.Readthroughtheintroductiontotheunit.Itstarts“Inthisunityou’llfindout….”
AlsolookthroughtheVOCABULARYTOLEARNANDUSEbox.Thesearewordsthatwemaynotbefamiliarwithyetbutwewilllearnaboutduringthisnewunit.
PARENTSPLEASENOTE:inthisunitthestudentswillbemakingsomething.Forthistheywillneedscissors,rulerandgluebutalsothickandthinpiecesofcardboard,twoshoelacesorstring,andfouroldbuttonswithlargeholes.
Thisistoallowyoutimetothinkaboutgettingtheaboveitems,especiallythecardboard,shoelacesandbuttons.
HomeLearningLessonsYear2-6April13–April24 35
Startingactivity:Ithoughtanicewaytostartthistopicwouldbetocompletethecrosswordonpage119oftheActivityBook.Youarewelcometohaveyourchildwritestraightintothebook,butifyouwouldliketosavethebook(forayoungerbrotherorsistermaybe!)thenpleasesimplyhaveyourchildcopythecrosswordintotheirexercisebook.
Havethemworkthrougheachclueandfillinanyanswersthattheyknowstraightaway.Thentheyshouldhavesomeletterstohelpthemfindtherestofthewords.Theymayneedsomehelp–notalltheanswersareobvious.Andthebookdoesassumeweallhavethesamewordsforcertainthings.IwillincludetheanswersforyouasIknowthiscouldprovequitetricky!Thepointoftheactivityistosimplygetthestudentsthinkingabouttheseterms–astheyareworking(orafterwards)pleasecouldyouchecktheyknowwhateachofthesethingsare.Again,dictionary.comwouldhelphere!
Answers:
Across:1dump.4trash.8environment.9dustbin.10Earth.12plastic.14waste.15recycle.16rubber.17reduce.
Down:2pollution.3conserve.5alternative.6sort.7biodegradable.11discard.13resource.
Lesson1:Weighingupwaste(page128-9)WALT:giveouropinionaboutrecycling.
AShareideas
1-2:Readthroughquestions1and2togetherandhelpyourchildtorecordtheirthoughtsaboutrecycling.Theycansimplywritedowntheirideas.Trytoencouragethemtouseconnectivestogivereasonsforanyopinionsorthoughtstheymaysay.
3a:haveyourchildreadthroughbothstatementsinthespeechbubbles.Havethemwritearesponsetoeachstatement.Onewhichagreeswithbothstatementsandonewhichdoesnotagreewiththem.(sofourintotal!)
b:havethemreadtheirworkoutloudtoyou.
BUsingprefixes
1:simplyrewriteeachwordwith‘re’infront.
2:studentsmustsaywhattheprefix‘re’means–usingthecontextoftheiranswersinquestion1.(Thislinksbacktoquestion1binsectionCofThursdaylessonlastweek.)Theansweristhesame–‘re’meanstodoitagain.E.g.torewashsomethingmeanstowashitagain.Toresupplymeanstosupplysomethingagain.Etc.
3:canthestudentsthinkoftheirownexamplesofwordsthatcanhave‘re’putonthefront?E.g.redo,reopen,regurgitate(!),review,etc.
4:canthestudentsthinkoftheirownexampleofwordsthatstartwiththeletter‘e’thattheprefix‘re’canbeputatthefrontof?
Itissometimesusedinemails.
HomeLearningLessonsYear2-6April13–April24 36
Lesson2:Readamagazinearticle(page129-131)WALT:readformeaning
AReadaboutarecycler
Readthearticleonpage130.Guidethestudentstotheblueboxatthebottomthatdefinessomewords–contagious,artisanetc–andmakesuretheyunderstandit.Agoodtestwouldbetoaskthemtotellyouaboutitintheirownwords–tosummariseitinafewwords.E.g.“AwomenfromEthiopiahassetupherownbusinesscalledsoleRebels.Itusesrecycledmaterialstomakeshoes.Herproductsaresoldrightaroundtheworld.”
Askthestudentstoreadthroughthearticleandthenreadthroughthequestions.Thenreadthroughthearticleoncemorewithanawarenessofthequestionstheywillneedtoanswer.Theycanmakeakindofmentalnoteeachtimetheyreadananswertooneofthequestions,butreadthewholetextagainbeforestartingtoactuallywriteanswerstothequestions.
Ifable–pleasehaveyourchildanswerinfullsentences.Wehavedonethisinclass.Asanexample:
Theanswertoquestion1couldsimplybe–BethlehemAlemu,founderofsoleRebelsFootwear.Oldcartyres.
Or–theanswercouldbe–ThearticleisaboutBethlehemAlemuwhoisthefounderofashoecompanycalledsoleRebelsFootwear.Themainrecycledmaterialisoldcartyres.
Thedifferenceisthesecondanswerfillsinthegaps–anddoesnotsimplylistwordsbutiswrittenasacompletesentence.Thisisaverygoodskilltodevelop–pleaseaskyourchildtotrythis.
Theseanswersarequitestraightforward;Iwouldcallthem‘findit’answers.Theyaresomewhereinthewriting.Thestudentsdonotneedtothinkoftheiropinionsoranythinglikethat–theysimplyfindtheanswersinthetext.Pleasemakesuretheydothis–somestudentstendtoputwhattheythinktheansweris–especiallywithoutreadingthetextcarefullyfirst.
2:helpyourchildtofindthethreeunderlinedwordsandthentrytoworkoutwhattheymean(iftheydon’tknowalready)byreadingthesentencesaroundthem–usingthecontext.Onehelpwouldbetotryandthinkofawordthatcouldreplaceeachword–thisshouldhelptheminunderstandingwhatthewordsmean.dictionary.com!!
3:findwhat‘global’meansandthenlookthroughthetextforwordswhichmeanthesame(synonyms.)
worldwideanduniversal.
4:Propernounsarethingslikedaysoftheweek,monthsoftheyear,placenames,people’snameetc.Nounswhichstartwithacapitalletter–Monday,February,Ethiopia,AddisAbaba,Benjamin,Hannahetc.
ThetwopropernounsusedareAbyssiniaandEthiopia.Thesearebothpropernounsastheyarebothplacenames.Helpyourchildfindeachoftheminthetext.Theycansimplycopythemdown.
Readthe“Didyouknow?”box.
5:seewhatyourchildthinksofBethlehem.Pleasetrytomakesuretheyaresensibleanswers.E.g.braveisnotasensibleanswer–thearticledoesnottellussheisbrave.Successfulwouldbesensible,aswouldinnovative.Etc.
6:haveyourchildscanthetextuntiltheyfindthepartwhichtalksaboutwhyshestartedhercompany.Itisthetopofthesecondcolumn.“Havinggrownupin….”
HomeLearningLessonsYear2-6April13–April24 37
7:scanthetextforthewordmotto.Simplyrecorditdown.
8:again–scanthetextforthewordsecret.Readthesentencearoundit–howwouldyourchildsayitintheirownwords?
BParagraphshavepurpose
1:countthroughtheparagraph–useeachindenttoshowwhereanewparagraphhasstarted.Butdon’tforgettocountthefirstone!Thereare8paragraphs.
2:readthepurple‘Tip’boxfirst:someanswerscanbeaseasyasputtingthefirstsentenceintheirownwords.Otherswillneedtobereadcarefullyandthensummarisedinonesentence.
3:concludes–toconcludesomethingmeanstobringittoanend.Likeconclusion.
4:Thereissomeflexibilityhereintheorder.Itisnotasetofinstructionswhichmustbeinperfectorder.Someparagraphswouldneedtocomebeforeothers–seewhatyourchildthinks.Theycanwriteasentencesayingtheiropinion.Somethingsimilartotheunderlinedoneabovewouldbe.
CWordplay
1:Iamnotsurewhatthequestionmeansby‘…thedefinitionsinthebox…’IcannotseeaboxintheLearners’book!
Solereferstothebottomsideofashoe.Rebelsreferstoapersonwhoresistsauthority,controlortradition.
PerhapsrebelscomesintoplayasBethlehemisgoingagainstthenormalwayofmakingshoesandisusingrecycledmaterialstomakethem.Sosheisrebellingagainstthenormalwayofdoingthings.
Perhapssolecouldbesaidtobeplayingwiththewordsoulasinaperson’ssoul.
Doesyourchildthinkitisasuitablenameforashowcompany?Why?Useaconnectivetoaddthereasonfortheiropinion.
2:Thestudentsmaystrugglehereiftheyarenotawareofdifferentexpressionswhichusetheterm‘soul’.Thetitleofthearticleisbasedonacommonexpression:Theheartandsoulofthematter.Meaningthecentralcoreofsomething.
Theanswertothequestionisthatinsteadofbeing“Thesoulofthematter”–whichitshouldbe–theauthorhastriedtobefunnybychangingsoultosole–asthisistodowithshoes!Helpyourchildseethesetwohomophones(wordsthatsoundthesame)andhowtheycanbeswitchedwithouttotallychangingthemeaning.
3:yourchildmaynotknowanyexpressionswhichusethewordsoul.Herearesomeexamples:
Theheartandsoulofthematter:thelifeandsouloftheparty:bareyoursoul:solesurvivor:soleaim.
Donotworryaboutansweringquestion3.Instead,pleasehaveyourchildtrytoexplaineachoftheaboveexamplesintheirownwords–meaningtheydonotneedtousetheword‘sole’.
Homework:ifpossibleIwouldpleaselikethestudentstocompletethisshorthomeworkactivitybeforetheymoveontothenextlesson.Itfollowsonfromthislessonasitlooksbrieflyathomophonesandthenathomographs.
HomeLearningLessonsYear2-6April13–April24 38
Page163ofLearners’book.ActivityC:HOMOPHONESANDHOMOGRAPHS.
ReadtheLANGUAGEFOCUSbox.Pleasenoticethatquestion1looksatHOMOPHONESandquestion2looksofHOMOGRAPHS.Theyarenotthesame!
Lesson3:Comparetexts(page132)WALT:comparethefeaturesofmagazinesandnewsreports.
AMagazinefeatures
1and2:makeatablesimilartothis:
Features Foundinmagazinearticle? Foundinnewsreports?
Donotdrawabottomlinetothetable.
Havestudentsthinkaboutthefeaturestheywouldexpecttoseeinamagazinearticle.Theymaystruggleheretothinkofwhatthefeaturesofamagazinearticleare.Havethemlookbackatpage130.Whatfeaturescantheyseehere?title,columns,paragraphs,facts,opinions,secondperson(you)andthirdperson(he/she/they),quotations,images,captions,chatty/informalstyle,bothfactsandopinions,
Havethemwritethesefeaturesinaverticallistinthefirstcolumnoftheirtable.
Features Foundinmagazinearticle? Foundinnewsreports?title columns paragraphs etc
Nowtheyneedtothinkiftheywouldseeanymorefeaturesinanewspaperreport.Addthesetothebottomoftheirlist.Theyshouldconsider:formalstyle,onlythirdperson(he/she/they),onlyfacts–noopinions.
Nowtheyneedtoworkthroughthetableandputatickinthemiddlecolumnnexttoeachfeaturethattheythinkwouldonlybeinamagazinearticle.Andthenputatickinthethirdcolumn(ontheright)nexttoeachfeaturetheythinkwouldonlybefoundinanewsreport.
Theyshouldendupwith3things:ticksonlyin“Foundinmagazinearticle?”column,ticksonlyin“Foundinnewsreports?”columnandsometicksinbothcolumns.
3:studentswriteaparagraphtoexplaintheiranswer.
Purpose=whyhasitbeenwritten?Whohasitbeenwrittento?
Style–howhasitbeenwritten?Informalorformaletc.
Theyshouldcoverthat:
Anewsreport:purposeistogivecurrentnewsandinformation.Daily.Itbecomesoutofdateveryquickly.Style-usuallyformalandserious.
HomeLearningLessonsYear2-6April13–April24 39
Amagazinearticle:purposeifalsotogivenewsandinformation,butnotadailybasis.Oftencomesoutweeklyormonthlysoarticlesarerelevantovertime,notjustoveronedaylikeanewsreport.Style–oftenchattyandinformal.Relaxedandentertaining.Canoftenusethesecondpersonnarrativetospeaktothereader.
4:simplyhaveyourchildlookthroughforthewordsyouasastartingpoint.Thefirstoneyoucometoisinparagraph4–“Youmaybewonderingaboutthesecret…”Andinthefinalparagraph–“Youaresuretocatch…”Simplylookforthesecondpersonpronounyoutohelplocatetheanswersinthetext.
5:asthequestionsays–ashortparagraphtalkingaboutthefeaturesofamagazinearticle.
BRecallbiographies
Askyourchildtolookagainatthemagazinearticleonpage130.CantheyseethatthisarticlecouldalmostbeabiographyaboutBethlehemAlemu?Itfitsalotofthefeaturesofabiography–aboutsomeoneelseandinthethirdperson.Itisnotasdetailedasanactualbiographywouldbeanditonlyfocussesononepartofherliferatherthanherwholelifeasabiographywould–butitisverysimilar.
1:haveyourchildreadthroughthe5statementsontheclipboard–atoe.givethemtimetothinkaboutwhetheranyofthestatementsaretrueaboutabiography.
Theycananswerintheirexercisebook–a=true/false.b=true/falseetc.
Givethemtimetothinkthentellthemthat………………theyarealltrue!!Theymaynotwanttosaytrueforallofthemastheymaythinkthatsomehavetobefalsebutno,allthestatementsaretrueaboutbiographies.Cantheyseethat?
2:beforequestion1theyshouldhavethoughtaboutthesimilaritiesbetweenamagazinearticleandabiography.Nowtheysimplywritethisdowninaparagraphhere.
3:lookthroughthemagazinearticleagainandfindsentencesinthepasttenseandsentencesinthepresenttense.3ofeachwouldbeenough.Forhelp–suggesttheylookfirstforpasttensewordse.g.leftinparagraph2helpsusfindapasttensesentencethere–“In2004,BethlehemTilahunAlemuleftherordinaryaccountancy….”
Dothesamelookingforpresenttensewords.E.g.Lookingthroughyoucometothewordisinparagraph3–“AlemuisoneofAfrica’smost…”andsoone.
4:givethestudentstimetothinkaboutthis.Theanswerisnotbecauseithasn’thappenedyet!Haveyourchildthink–dotheyknowwhattheyaredoingtomorrow?Iftheydothentheycouldwritethisdowninthefuturetense–“Tomorrowwearegoingtomycousin’shouse.”etc.Abiographymayincludeinformationaboutsomeone’sfuture,butthisonedoesnot.Itisfocussingonherpastandpresentaccomplishmentsandhowthecompanyhasdeveloped.
5:timetounleashtheirimagination!Thestudentscanthinkofanythingtheylike–aslongasitlinkedtothearticle.Forexample,theycouldsay“Inthefuture,BethlehemhopestoopenupnewshopsinotherEthiopiancities.”Or“Bethlehemhasbeennominatedforthe2020WorldEconomicForumaward,theresultsforwhichwillbeannouncedinAugust.”Aslongasitiswrittenaboutsomethingyettohappen(thefuturetense)andisrelevanttothearticle–aboutBethlehemandsoleRebelsetc,thentheymaywritewhatevertheylike!
Lesson4:Revisepunctuation(page133/4)WALT:understandtheimportanceofcorrectpunctuation.
APerfectpunctuation
HomeLearningLessonsYear2-6April13–April24 40
Allofthesequestionsarelookingbackatthemagazinearticleonpage130.
Beginbytalkingaboutwhatitmeanswhenitsaysthatjournalists’workisin“thepubliceye.”Whatdothestudentsthinkthismeans?Itmeansthatwhenajournalistwritessomething,thepublicgettoseeit.Meaningalotofpeoplegettoseetheirwork.Imagineiftheirworkwasfullofmistakes–wouldtheimpactofthisbeapositiveoranegativething?(Negative).
1:lookthroughandfindtwowayscapitallettershavebeenused–1.Inthetitletomakeitclearandattractattention.2.Toshowpropernounslikehername(Bethlehem)andplaces(AddisAbaba.)
2:theyshouldknowthis.Toaddinformation.
LooktogetheratLANGUAGEFOCUSbox.
3:a.therearedifferentexamples:thelast2paragraphsbothcontainquotationswithspeechmarksaroundthem.
b.theyareusedtoshowatitle.
c.theyshowthatthetermisundefined–somethingtheydreamaboutbutcan’texplainspecifically.
4:a.theansweristhesameforallthree.Toshowsurpriseanddelight.
b.ifexclamationmarksarenotnormallyusedinformalwriting,buttherearealotofexclamationmarksinthiswriting–thenthiswritingcannotbeformal!Meaningitmustbeinformal.
5:havealookbackatpage62oftheLearners’bookforaquickreminderabouthyphens.Ahyphenjoinstwowordstogethertomakeanewideaorconcept.Sohand-spun(paragraph6)means“spunbyhand”andageold(paragraph7)means“somethingthathasbeenaroundforalongtime”.
Howeverthestudentexplainswhateachonemeans,theyshouldbeabletoreadtheoriginalmagazinearticleandreplacethehyphenatedwordswiththeirexplanation.Anditshouldstillmakesense!
6:*thisfirstoneseparatesthewordsinalist.*thissecondoneseparatestheopeningofthesentencewiththerestofthesentence.Itistechnicallyseparatingthetwodifferentclausesinthesentence.“hercompanysoleRebels…footwearbrand”isthemainclauseofthissentence.“Today,”isthesubordinateclause.
BUseabiographicalstyle
1:theywillhavetointerviewyouI’mafraid!Oranotherbrotherorsister.Followthestepsinquestion1.
2:havethemwriteoutafirstdraftusingthefeaturesinthetablefromyesterday’slesson.TheycanDOUBLESPACEheretoo.
3:whoevertheyhaveinterviewedwillneedtoquicklycheckthattheyhaveputthecorrectdetailsdown–dates,people’snamesandspellings!etc.
4:makeanychangesnecessaryandwriteoutafinal,neat,copyofthebiography.
Readthroughthe“HOWDIDIDO?”boxtogetheranddecidehowwellyourchildhasdone.
NOTEFORPARENTS–pleasehaveareadaheadtolesson5.Pleaseifyouareabletocanyoumakesureyouhavetheequipmentlistedonpage135tomaketheshoes.
HomeLearningLessonsYear2-6April13–April24 41
MathsLessonPlanforYear6(5hoursaweek)[email protected]:DotheassessmentApril14–16
Fractionsanddivision" CambridgePrimaryMathematicsLearner’sBookPage96and97.
Objectives:-Tounderstandtherelationshipbetweenfractionsanddivisionandrecognisedifferentwaysin whichadivisionproblemmaybepresented.-Todivideathreedigitnumberbysingledigitand2-digitnumbers.
# Asastartertrythe“Let’sinvestigate”onpage96.Tuesday:Doquestions1and2onpage96.Wednesday:Doquestions3and4onpage96.Thursday:Doquestions5-9onpage97.April21–23
Fractions
Studentswillunderstandtherelationshipsbetweenfractions. Theywillrecognisewhenfractionsareequivalent.Theywilluseacommondenominatortocompareandorderfractionsandsimplifyfractionswhenitisappropriatetodoso.
" CambridgePrimaryMathematicsLearner’sBookPage98and99." CambridgePrimaryMathematicsSkillsBuilderpage62-63.
Objectives:-Toreviseandconsolidatepreviouslearning.-Torecogniseequivalenceandsimplifyfractions.
# Asastartertrythe“Let’sinvestigate”onpage98.Tuesday:Doquestionno.1.(LB)andno.1onpage62onskillsbuilderbook.Wednesday:Doquestion2and3onpage98(LB)andQ.2onp.62(SB).Thursday:Doquestions4–6onpage99(LB)andQ.4and5onp.63(SB).
April24Mixednumbersandimproperfractions
Studentswillchangemixednumberstoimproperfractionsandviceversa.Theywillunderstandwhenitisusefultoworkindifferentforms.
" CambridgePrimaryMathematicsLearner’sBookPage100." CambridgePrimaryMathematicsSkillsBuilderpage64-65.
HomeLearningLessonsYear2-6April13–April24 42
Objectives:-Toconvertbetweenmixednumbersandimproperfractions.# Asastartertrythe“Let’sinvestigate”onpage100.
Friday:Doquestions1-4onpage100(LB)andquestions1-3onpage64(SB).Year6AmharicMarch30–April10(5hoursaweek)[email protected]ከሚያዚያ 5---ሚያዚያ 9 የትምህርቱ ርእስ ተረትና እንቆቅልሽ የትምህርቱ አላማ - አንብቦ መረዳት
የድርጊት ቅደም ተከተል ማሳያ ሰንጠረዥን በደብተር ላይ በማዘጋጀት ክንውኖችን መፃፍ - ቃላትን በድርጊ መግለፅ ለቃላት ተመሳሳይ ፍቺ መስጠት - የመልመጃ ጥያቄዎችን ባግባቡ መስራት
- ከገጽ 190---193
ከሚያዚያ 12 ---ሚያዚያ 16 የትምህርቱ ርእስ መፃፍ የትምህርቱ አላማ - ድርሰት መፃፍ ተማሪዎ በአሁኑ ሰአት በቤት ውስጥ ምን በማድረግ እያሳለፋችሁ መሆኑን በሚያስረዳ መልኩ ባለ ሶስት አንቀፅ ፅሁፍ ፃፉ ( ከሚከተሉት ርእሶች ባንዱ ባለ 8 ስንኝ ግጥም ፃፉ )
1. የጨዋታ ሰአት 2. ከቤት አለመውጣት 3. ለመማር መቸኮል
ከገፅ 193--194
Year6CivicsMarch30–April10(2hoursaweek)[email protected]ከሚያዚያ 5---ሚያዚያ 9 የትምህርቱ ርእስ ራስን መቻል የትምህርቱ አላማ - ራስን የመቻል ምንነትን መረዳት - ተማሪዎች ራሳቸውን በምን መልኩ መቻል እንደሚገባቸው መረዳት - በራስ የመተማመን ጠቀሜታን መረዳት - አስረጂ ንባቦችን በሚገባ በማንበብ መልመጃዎችን መስራት
ከገጽ 93—95 ከሚያዚያ 12 ---ሚያዚያ 16
HomeLearningLessonsYear2-6April13–April24 43
የትምህርቱ ርእስ ራስን መቻል የትምህርቱ አላማ - በአላማ መፅናት ጥቅም ማወቅ
- ለራሳችን የሚኖረንን የተሳሳተ ግንዛቤ ባህሪያት መረዳት - የራስን ችሎታ በማወቅ ከሌሎች ለመማር ዝግጁ የመሆን ጠቀሜታን ማወቅ
- አስረጂ ንባባት በሚገባ በማንበብ መልመጃዎችን መስራት -
ከገጽ 95-98 SocialStudiesLessonPlanforYear6(2hoursaweek)[email protected],0920126439Day1Topic–Importanceofnaturalvegetationandwildanimals(page71-72)Activity–Readandtakeanotefromthepage• WritetheimportanceofnaturalvegetationandwildanimalDotheactivity–Lesson3.2activityADay2Topic–Howfarmersandwildanimalscanliveinharmony(page73-74)Activity–ReadBandCpartfrompage73and74andanswerthequestioninblue.Exchangetheworddiscusswithexplain.• ReadthecasestudyaboutNetchsarnationalparkActivitydolesson3.2Day-3Topic–Theeffectofrapidpopulationgrowthonnaturalvegetationandwildanimals(page75–77)• Readthenoteandtakeshortnote• Dotheactivityonpage77Day–4Topic–Conservationofnaturalvegetationandwildanimals(page78-82)• Readthenoteandtakeshortnote• Dotheactivityonpage82ScienceLessonPlanforYear6(4hoursaweek)[email protected]–Dotheassessment
Unit3–Materialchanges
" CambridgePrimaryScienceLearner’sBookPage42-and57" CambridgePrimaryScienceActivityBookpage29–36
HomeLearningLessonsYear2-6April13–April24 44
April14–16
• Readpage42-47fromtheCambridgePrimaryScienceLearner’sBook# Reversibleandirreversiblechanges# Mixingandseparatingsolids# Solubleandinsolublesubstances
• Answerquestionsonpage43Q.1–3,page45Q.1-3,page47Q.1-4.• DoexercisesfromtheCambridgePrimaryScienceActivityBookpage29-31.
April21-24
• Readpage48-55fromtheCambridgePrimaryScienceLearner’sBook# Separatinginsolublesubstances# Solutions# Howcanwemakesolidsdissolvefaster?# Howdoesgrainsizeaffectdissolving?
• Answerquestionsonpage49Q.1–4,page51Q.1-5,page53Q.1-3,page55Q.1-4,page56
and57Q.1-3.• DoexercisesfromtheCambridgePrimaryScienceActivityBookpage32-36.
ITPracticeLessonPlansforYear6(ifyouhaveaccesstoalaptopathome)Teacher:AtoWakenawakenagetacho@gmail.comPleaseseeResourcesfolderontheRICEwebsitetodownloadapdfwithinstructions.