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Literacy lesson plans Primary 5, term 1, weeks 1—10

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Recounts, biographies and my own life story

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Foreword

One of the biggest challenges Nigeria faces is how to ensure that the tuition provided in schools is of good quality such that pupils’ learning outcomes improves significantly and those who complete primary school possess the requisite competences prescribed in the national curriculum. The current situation in which pupils’ mean score in English, Mathematics, and Life Skills is only 30%-40% is a matter of concern to UBEC and all stakeholders.

To improve mean scores in the core subjects requires significant changes in the way teachers plan and deliver their lessons. It means building the capacity of teachers to make the transition from teacher centred methods to activity-based learner centred approaches. The Literacy and Numeracy Lesson Plans developed by ESSPIN and adapted by the Teacher Development Programme (TDP) seek to facilitate the adoption and use of active learning approaches in our classrooms.

UBEC is delighted to collaborate with TDP to make the Lesson Plans available to schools in all parts of the country. Our expectation is that teachers will adapt and contextualise the Lesson Plans to their local situation and use them to enhance the quality of teaching and learning in the classrooms. As soon as the Lesson Plans are distributed to schools, teachers will be trained to use them as part of the UBEC-funded Teacher Professional Development programme. I must thank DFID/UKAid, ESSPIN and TDP for collaborating with us to improve the quality of teaching and learning in primary schools.

Dr Hamidu Bobboyi Executive Secretary, Universal Basic Education Commission, Abuja. 6th March 2017

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The literacy lesson plans help you teach reading, writing, grammar, speaking and listening. Each week focuses on either reading or writing.

Learning expectations Assessment

Every pupil in the class will be at a different stage of understanding in literacy. On the first page of each week, learning expectations for the week are identified. These learning expectations are broken into three levels:

What all pupils will be able to do.

What most pupils will be able to do.

What some pupils will be able to do.

Weeks 2 and 5 include an assessment task (found on the weekly page) for you to carry out with five pupils at the end of the week. This will help you find out whether they have met the learning expectations.

Next to the task, there is an example of a pupil's work, which shows what a pupil can do if they have met the learning expectations.

If most pupils have not met the learning expectations, you may have to teach some of the week again.

For reading tasks, ask pupils to write answers in their exercise books so you can see what they can do.

How?

How

Literacy lesson plans

This section illustrates a key concept through simple instructions and photographs. A sign at the top of the column shows you which part of the lesson uses this resource.

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Grammar

Each lesson starts with a spelling section. Pupils need to identify sounds in words in order to spell them. Tell them to try to sound out words before they spell them.

Reading

Arrange the class into groups of eight or fewer for supported group activities. There are four activities, A, B, C and D, which each group will complete during the week.

If you have a very large class, you may have more than one group for each letter.

Pupils will be taught different types of grammar to help them improve their writing and reading.

Pupils will do activities to help them understand the passage they have been reading. Activities might be questions, role plays or drawing pictures.

Spelling Comprehension

Guided writing Independent writing

Take ideas for writing from the whole class. Write their ideas on the chalkboard and ask questions to develop their ideas and produce a piece of writing.

Take ideas for writing from a group of pupils. Guide them to write by explaining and showing examples of good writing. Work with the group to produce one piece of writing.

Pupils practise good writing using the skills learned during the week. This should be their own ideas and writing, not copied from the chalkboard.

Gather ideas for writing by collecting words and phrases that pupils can use during independent writing. Write the title in the middle of the chalkboard.

Ask questions, and as they reply, write their answers around the title to make a spider diagram.

Shared writing Brainstorm

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Lesson titleGrade/ Type of lesson plan

Week 1:The wind at night

Weekly page Primary 5, literacy lesson plans

Words/phrases

Write these words on the chalkboard and leave them there for the week. Make two flash cards for each word.

thought wondered window frightened friendly suddenly gentle kind soft voice whispered breeze

Learning expectations

By the end of the week:

All pupils will be able to: Understand how to use speech marks.

Most pupils will be able to: Discuss and answer questions about a text.

Some pupils will be able to: Write detailed answers about a text in the past tense.

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Safiya did not like going to bed because she could not sleep. It was the same every night. Her mother sent her to bed but hours later she was often still awake.

One night, Safiya was in bed. However, once again she could not sleep. She thought about her friends at school and she wondered whether they were all asleep. Safiya looked through the window at the stars. She looked at the moon high above her and sometimes she could hear the wind through the trees outside. Suddenly, she heard a tiny voice outside. It said, "Safiya, get out of bed. Stand up."

Safiya was not frightened because the voice was very friendly. "Who spoke to me?" she asked. "I did," said a gentle voice, "Please come to the window." Safiya went to the window but she did not open it. "Hello Safiya," whispered the voice.

"How do you know my name?" Safiya asked.

"I am always outside your home." the voice replied.

"May I know your name?" Safiya asked. The voice said, "I do not have a name but everyone knows me. Which name would you like me to have?"

Safiya replied, "You sound gentle and kind – like soft air – so may I call you Breeze?"

"You are clever, Safiya. I am the cool night breeze. I am always here keeping you cool at night. Now I would like you to get back into bed."

"Can I talk to you tomorrow?" asked Safiya as she pulled the cover over herself.

"Yes, but please go to sleep now." "Goodnight, Breeze," Safiya said as she closed her eyes.

"Goodnight, Safiya. Sleep well."

Assessment task

Write this recount on the chalkboard or a large piece of paper and leave it there for the week.

Recount from Nigeria Primary English 5, page 27, copyright Learn Africa Plc.

The wind at night

Write the following rules on the chalkboard and leave them there for the week:

Put speech marks (" ") round the words that people say.

A capital letter is needed at the start of speech.

A comma, a question mark or an exclamation mark separates the speech from the speaker.

A new speaker has a new line.

Rules for speech marks


Answer the questions: Who?, What?, Where?, When?, How?

Use the past tense.

Write paragraphs in the order that events happened.

Write detailed descriptions.

Use a range of punctuation.

Recount writing rules

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Learning outcomes

By the end of the lesson, most pupils will be able to:

Use the suffixes 'ed' and 'ing' correctly to spell simple words.

Understand the rules for using speech in a story.

Sentences/ Speech bubbles

Preparation

Before the lesson:

Copy the direct speech sentences from today's grammar activity on to the chalkboard and leave them there for the week.

Have ready enough speech bubbles to support group reading throughout the week.

Day 1:Time for bed


Remind the pupils that speech marks are put around the words that are actually said.

If the sentence is not finished then we put a comma before the closing speech marks.

Remind them that a capital letter is needed at the start of speech.

Look at a sentence together and add punctuation.

If the speaker is separated from the speech like this, the comma comes before the speech.

How? Rules for speech marks

Lesson title

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Whole class teaching

Read the words/phrases on the chalkboard and ask the pupils to say them with you.

Hold up first three word/phrase cards and explain them to the class.

Tell the pupils to say the words carefully.


Read and explain the first two paragraphs of The wind at night.

Teach How? Rules for speech marks, as shown left.

Read the following direct speech sentences on the chalkboard:

Hello Safiya whispered the voice.

I did said a gentle voice.

Can I talk to you tomorrow.

Who spoke to me she asked.

Ask the pupils to come and put speech marks in the correct places, then rub the speech marks out.

Supported group activities

Group A: Sit with the pupils for guided reading. After reading, ask them to write speech for Safiya and the voice inside two speech bubbles.

Group B: Tell these pupils to choose three new words/phrases and draw each word in their exercise books, then play the matching game/snap game.

Groups C and D: Tell these pupils to write the direct speech sentences into their exercise books, checking them for speech marks, capital letters, commas, question marks and full stops.

Reading Grammar

10 minutes

10 minutes

Spelling

15 minutes

PlenaryReading

5 minutes

20 minutes


Write the following verbs on the chalkboard: 'jump', 'walk', 'ask', 'whisper', 'look'. Read them with the pupils and explain that they are present tense verbs.

Remind the pupils that 'ed' is needed to change verbs into the past tense and 'ing' is needed for the present tense.

Explain that the rules for adding 'ed' and 'ing' are the same.

Ask the pupils to write two of the verbs in their exercise books and add the suffixes 'ed' and 'ing', eg: jump, jumped, jumping.


In pairs, tell the pupils to role play Safiya and the voice talking together.

Choose some pairs to show their role play to the rest of the class.

Ask the class to suggest things they might do if they couldn't sleep.

RecountHow Word/phrase cards Speech bubbles/ Sentences/Matching game/Snap game

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Learning outcomes


Add 'ed' and 'ing' correctly to verbs ending in 'e'.

Use speech marks correctly in writing.

Preparation

Before the lesson:

Read the rules for speech marks on this week's weekly page.

Make sure the direct speech sentences from yesterday are on the chalkboard.

Read How? Supported group activities, as shown below.

Sentences/ Rules

Do guided reading with the group.

Write the speech between Safiya and the voice. Read it to the group.

Play the matching game with the new word/phrase cards.

Play the snap game with the new word/phrase cards.

How? Supported group activities

Day 2:Cool night breeze


Lesson title

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Read the first three words/phrases on the chalkboard and ask the pupils to say them with you.

Hold up the next three word/phrase flash cards and read them with the pupils, discussing what they mean.

Read The wind at night with the pupils.

Ask, 'Why did Safiya decide to call the voice Breeze?'

Group task

Write " " on the chalkboard, then ask pupils what they are called and what they are used for.

Ask the groups to say where they can see speech marks in the recount.

Explain that single speech marks (' ') are often used in books.

Ask the groups to role play the parts of Safiya and the voice in The wind at night.

Tell them just to read the words in the speech marks.


Groups A and B: Tell these pupils to write the direct speech sentences into their exercise books, checking them for speech marks, capital letters, commas, question marks and full stops.

Group C: Sit with the pupils for guided reading. After reading, ask them to write speech for Safiya and the voice inside two speech bubbles.

Group D: Tell these pupils to choose three new words/phrases and draw each word in their exercise books, then play the matching game/snap game.

Reading Grammar

10 minutes

10 minutes

Spelling

15 minutes

PlenaryReading

5 minutes

20 minutes


Write these words on the chalkboard: 'jump', 'walk', 'ask', 'whisper', 'look', 'live', 'use', 'kick', 'care'.

Ask the pupils if they can remember the rule for adding 'ed' and 'ing' to a word.

Explain that when we add 'ed' and 'ing' to words ending in 'e' we first drop the 'e'.

Ask the pupils to write four of the verbs in their exercise books and add the suffixes 'ed' and 'ing'.


Copy some examples of speech from The wind at night on to the chalkboard but do not put the speech marks in.

Choose some pupils to put in the speech marks.

Word/phrase cards/ Recount

Recount RecountHow Sentences/Speech bubbles/Matching/Snap game

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Choose a pupil to hold up one of the speech bubbles and read it.

Write the name of the pupil on the chalkboard and what he or she said.

Choose a pupil to put in the missing speech marks. Ask what else is missing.

Learning outcomes


Add 'ed' and 'ing' correctly to verbs ending with a vowel and consonant.

Punctuate simple direct speech.

Preparation

Before the lesson:

Read the rules for speech marks from this week's weekly page.

Make two sets of speech inside bubbles and read How? Using speech bubbles, as shown below.

Repeat with the other speech bubbles.

Choose other pupils to put in the missing speech marks.

Day 3:Speech bubbles


Rules/ Speech bubbles

Lesson title

How? Using speech bubbles

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Ask the pupils the meaning of the first six words/ phrases on the chalkboard.

Read the next three words/phrases with the pupils, discussing what they mean.


Ask the pupils, 'Do you think Safiya will be able to sleep now?', 'Why do you think that?'

Choose some pupils to give their reasons.


Explain that direct speech reports exactly what a person says, as in a speech bubble.

Teach How? Using speech bubbles, as shown left.


Groups A and D: Give pupils the speech bubbles from How? Using speech bubbles. Tell them to change them into sentences in their exercise books using speech marks and commas. Keep these bubbles for tomorrow.

Group B: Sit with the pupils for guided reading. After reading, ask them to write speech for Safiya and the voice inside two speech bubbles.

Group C: Tell these pupils to choose three new words/phrases and draw each word in their exercise books, then play the matching game/snap game.

Reading Grammar

10 minutes

10 minutes

Spelling

15 minutes

PlenaryReading

5 minutes

20 minutes


Write 'a, e, i, o, u' (vowels) on the chalkboard and read them to the class.

Explain that when we add the suffixes 'ed' and 'ing' to words ending with a vowel and a consonant, we double the consonant before adding the suffix.

Write these verbs on the chalkboard: 'hop', 'plan', 'rub', 'tap', 'clap', 'stop'.

Say and write, 'hop', 'hopped', 'hopping'.

Ask the pupils to write the other verbs in their exercise books and add 'ing' and 'ed'.


Choose some pupils from groups A and D to read their speech bubbles and then write their speech sentences on the chalkboard.

Ask the class to say if they have used speech marks and commas correctly.

Recount How Speech bubbles/ Matching game/Snap game

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Say the verbs. For verbs ending with 'e', we drop the 'e' before adding 'ed' or 'ing'.

For one syllable verbs with one vowel before the consonant, we double the consonant.

For verbs with two vowels before the consonant the suffix is just added.

Ask the pupils to put the new words into sentences.

How? Adding suffixes

Learning outcomes


Add 'ed' and 'ing' correctly to a range of verbs.

Punctuate simple direct speech correctly.

Preparation

Before the lesson:

Have ready the speech bubbles from groups A and D yesterday.

Copy the verb grid, as shown right, on to the chalkboard.

Read How? Adding suffixes, as shown below.

Day 4:A recount


Lesson title

Speech bubbles/Verb grid

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Ask pupils to explain the first nine words/phrases on the chalkboard.

Read the next three words/phrases and read them with the pupils, discussing what they mean.


Tell the pupils to read the text in pairs and find the verbs ending with 'ed'.


Choose some pupils from groups A and D to hold up the speech bubbles they made yesterday and read them.

Teach How? Using speech bubbles from Week 1, Day 3.


Group A: Tell these pupils to choose three new words/phrases and draw each word in their exercise books, then play the matching game/snap game.

Groups B and C: Give these pupils the speech bubbles used in How? Using speech bubbles. Tell them to change them into sentences in their exercise books using speech marks and commas.

Group D: Sit with the pupils for guided reading. After reading, ask them to write speech for Safiya and the voice inside two speech bubbles.

Reading Grammar

10 minutes

10 minutes

Spelling

15 minutes

PlenaryReading

5 minutes

20 minutes


Ask, 'What are the rules when adding a suffix to a word?'

Teach How? Adding suffixes, as shown left.

Ask the pupils to complete the verb grid in their exercise books and read to their partner.


Choose some pupils from groups B and C to read their speech bubbles and then write their speech sentences on the chalkboard.

Ask the class to say if they have used speech marks and commas correctly.

Recount Speech bubbles Matching game/ Snap game/Speech bubbles

Verb gridHow

I

ask

walk

live

kick

look

care

plan

use

I

asked

I am

asking

Verb grid

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A recount retells events in the correct order: Safiya lying awake at night.

The second para-graph explains the next event: Safiya could not sleep.

Safiya heard the wind.

How? Recount role play

Learning outcomes


Write sentences in the past and present tenses.

Answer questions about a recount.

Recounts mainly use the past tense: Safiya went back to bed.

Check that you have included Who?, When?, What?, Where? and How? in the recount.

Preparation

Before the lesson:

Write the comprehension questions, shown right, on the chalkboard.

Read How? Recount role play, as shown below.

Day 5:Recount of a story


Lesson title

Questions

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Group task

Give each group a set of word/phrase flash cards.

Read some of the words and ask the groups to hold up the matching card.


Ask the pupils what they remember about the passage they have been reading.

Read The wind at night to the class.

Teach How? Recount role play, as shown left.

Pair task

Ask the pairs to read and discuss the following comprehension questions:

'What did Safiya look at when she went to the window?'

'How would you describe the voice?'

'How did Safiya feel at the end of the story?'

Tell them to answer the questions in their exercise books.

Remind them to use full sentences to answer, eg:

'Why didn't Safiya like going to bed?'

'Safiya did not like going to bed because .'


Choose some pairs to read their answers and ask the class to say if they are correct.

Ask the pupils what they need to remember about verbs when recounting a story.

Reading Comprehension

15 minutes

25 minutes

Spelling

15 minutes

Plenary

5 minutes


Remind the pupils that changing the ending of a word with a suffix changes the tense.

Write on the chalkboard: 'I climb the tree.' 'Yesterday I climbed the tree.'

Choose some pupils to underline the verb and explain how it has changed.

Dictate these sentences for the pupils to write in their exercise books:'I walk to school.''Yesterday I walked to school.''I look at the moon.'

Write the correct sentences on the chalkboard and ask the pupils to check their work.

Word/phrase flash cards RecountHow

3.25 or 6.5 spacing of rule

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Lesson title

Grade/ Type of lesson plan

Week 2:A recount of the holidays


Wow! words

exciting tiring interesting lovely fun memorable asked replied shouted moaned

Tens and Units bundles/Number cards/Game

holidays journey uniform biro exercise books breakfast visit city village travelled early packed


Words/phrases Learning expectations


All pupils will be able to: Write simple sentences.

Most pupils will be able to: Write a recount using the writing frame.

Some pupils will be able to: Write a detailed recount using a range of punctuation and wow! words.

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Use the following to promote discussion and create ideas for shared writing:

Paragraph 1

In the holidays Kunle went to . (Where did he go?)

He went with . (Who?)

He was very . (How did he feel?)

The journey was . When he got to he saw .

Paragraph 2

At the end of the holidays Kunle got ready for school. He . (What did he do to get ready?)

Paragraph 3

On the day he had to go back to school, Kunle . (What did he do, eat or wear?)

Paragraph 4

On the way to school he met . (Who?)

He said, " ." (What did he say?)

Assessment taskHolidays prompt sheet Assessment task

Read the following to promote discussion and create ideas for shared writing:

This could be the opening to a first paragraph: 'In the holidays went to .'

Ask the pupils for ideas to complete the sentence.

Ask them to think of and say four more sentences.

Write any difficult spellings on the chalkboard but do not write the sentences on the chalkboard.

Tell the pupils to write 'The holidays' in their exercise books, write the first sentence and try to write four more sentences.

Repeat this process for another paragraph: 'On the first day back at school .'

Assessment taskHolidays writing frame

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Have ready a large piece of paper or use the chalkboard.

Ask the pupils to help you write a recount called 'The holidays'.

Explain that it will be in the third person. Write the first sentence.

Use questions to prompt the pupils' thinking.

Write the end of the sentence with one of their ideas. Repeat this process for each sentence.

How? Holidays prompt sheet

Lesson title

Learning outcomes


Write a sentence using past tense verbs.

Punctuate speech correctly.

Preparation

Before the lesson:

Write both sets of sentences from the grammar task, shown right, on the chalkboard.

Make these verb flash cards: 'pack', 'shout', 'dress', 'walk'.

Read How? Holidays prompt sheet, as shown below and have ready a large piece of paper.

Sentences/Flash cards/Prompt sheet/Paper

Day 1:Shared writing


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Hold up the first three word/phrase cards and explain them.

Remind the pupils that wow! words are words that make writing more interesting.

In pairs, ask the pupils to think of adjectives (describing words) to describe a journey, eg: 'exciting', 'interesting', 'hot', 'tiring', 'long'.

Write their words on the wow! words wall.


Read the following sentences on the chalkboard:

ibrahim said it is very exciting going to lagos

kande said we are travelling on a bus

asabi said the journey is very long

Ask what is missing (speech marks, capital letters, commas and full stops).

Choose some pupils to come and correct the sentences.

Tell the pupils to write the following sentences correctly in their exercise books:

I am thirsty said Nura.

Hassan said let's go home.

My father drives a car said Yusef.


Tell the pupils they are going to write a recount about the holidays.

Ask them to discuss what they did in the holidays.

Teach How? Holidays prompt sheet, as shown left.

Write the first two paragraphs with the pupils on the chalkboard or a large piece of paper and keep it for later in the week.

Reading Grammar

15 minutes

10 minutes

Spelling

10 minutes

PlenaryShared writing

5 minutes

20 minutes


Show the pupils the verb flash cards.

Ask them to say the words and show the action for the word.

Hold up each card and ask the pupils to say the word with the added suffix 'ed'.

Write 'talk' and 'visit' on the chalkboard and ask the pupils to write them in the past tense in their exercise books, in the following sentences: I my friend. I to my sister.


Choose some pupils to role play one thing they did in the holidays.

Ask the other pupils to guess what they did.

Word/phrase cardsFlash cards PaperHow

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Wow! words make writing interesting.

Words like 'good', 'nice', and 'said' are often over-used and can make writing dull.

Encourage pupils to think about interesting words, eg: 'whispered' 'replied', 'shouted'.

Display examples of wow! words so the pupils can see and use them in their writing.

Encourage pupils to think of their own wow! words and add them to the wow! words wall.

How? Wow! words

Learning outcomes


Write sentences using past tense verbs.

Write speech using other words for 'said'.


Preparation

Before the lesson:

Have ready the holidays prompt sheet, the holiday sentences and the wow! words from yesterday.

Make these verb flash cards: 'shout', 'moan', 'whisper'.

Read How? Wow! words, as shown below.


Lesson title

Prompt sheet/Sentences Flash cards

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Spelling

10 minutes


Show the pupils the verb flash cards.

Ask them to say the words and show the actions.

Hold up each card and ask the pupils to say the word with the suffix 'ed'.

Write 'ask' and 'shout' on the chalkboard.

Ask the pupils to complete these sentences using the verbs:

'Where are you going?' she .

'Stop!' the boy.

Tell the pupils to read their sentences to their partner.

Flash cards



Hold up the next three word/phrase cards and read them with the pupils, discussing what they mean.

Teach How? Wow! words, as shown left.

Pair task

Write the following sentences on the chalkboard and choose some pairs to read them:

umaru said where are you going

umaru said the journey is very long

daudu said wait for me

Ask some pairs to come and add the punctuation, eg: capital letters, speech marks, commas.

Ask the pupils, 'What other words could we use instead of said?'

Ask the pupils to copy the sentences into their exercise books, putting in the missing punctuation and replacing 'said' with a wow! word.


Read the holiday sentences from yesterday.

Teach How? Holidays prompt sheet from Week 2, Day 1 to write paragraphs 3 and 4 with the pupils.


Read the shared writing with the class.

Ask the pupils if they can add any wow! words to make it more interesting.

Shared writing Comprehension

20 minutes

25 minutes

Plenary

5 minutes

SentencesWord/phrase cardsHow

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Where? Ask the pupils to name some places children go in the holidays, eg: Kaduna, the village.

Who? Ask the pupils to suggest some children's names, eg: Jubril, Fatima.

What? Ask the pupils what children do in the holidays, eg: help in the home, visit family.

How? Ask the pupils how they travelled, eg: bus, walked.

When? Ask what happens on the first morning of school, eg: get up early, pack the school bag.

How? Brainstorm ideas for writing

Learning outcomes


Say the rule for dropping the 'e' when adding suffixes.

Write sentences using wow! words.

Preparation

Before the lesson:

Have ready the shared writing and wow! words wall from yesterday and a sheet of paper for each pair.

Copy the recount writing rules from the Week 1 weekly page on to the chalkboard.

Read How? Brainstorm ideas for writing, as shown below.

Day 3:Brainstorm


Lesson title

Shared writing/Wow! words wall/ Paper/Rules

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Spelling

10 minutes


Ask the pupils to say some things they did in the holidays, eg: played with sisters, visited family, invited friends to stay, shopped with mother.

Write the words on the chalkboard in the past tense, ending with 'ed'.

Invite some pupils to underline the verb ending and explain the rule they have used, eg: for invite, drop the 'e' and add 'ed'.



Show the next three word/phrase cards and read them with the pupils, discussing what they mean.

Remind the pupils that they need to use interesting words in their writing.

Ask the pairs to think of words to describe a journey, eg: 'exciting', 'tiring', 'interesting'.

Add any new words to the wow! words wall.

Read the shared writing from yesterday.

Discuss the type of writing you have been doing as a class (a recount).

Read out the recount writing rules on the chalkboard.

Ask the pupils to check that the shared recount has followed all the rules.

Tell them they are going to write their own recount of the holidays.

Pair task

Give each pair a sheet of paper.

Teach How? Brainstorm ideas for writing, as shown left.

As you ask each question, tell the pairs to write their ideas on their sheet of paper.

Choose some pairs to read out the ideas they have written.


Read the wow! words and the words/phrases to the class.

Ask the pupils to write two sentences about holidays using some of these words and phrases.


20 minutes

25 minutes

Plenary

5 minutes

PaperWord/phrase cards/ Shared writing

Rules How

24

Learning outcomes


Write sentences using 'is' and 'was'.

Use a writing frame to write a recount.

Preparation

Before the lesson:

Read the holidays writing frame instructions from this week's weekly page.

Have ready the brainstorm sheets and wow! words wall from Week 2, Day 3 (yesterday).

Read How? The writing frame, as shown below.

Day 4:Guided writing

Tell them to write 'The holidays' in their exercise books.

Tell the pupils to read out the ideas on their brainstorm sheet.

Tell them to discuss how to begin writing.

Tell them to write the first sentence.

Tell them to write four more sentences based on the brainstorm ideas.

How? The writing frame


Lesson title

Writing frame/Brainstorm/ Wow! words wall

25

Spelling

10 minutes


Ask the pupils to find the verb grid they made in Week 1, Day 4.

Remind them that there is another way to change the verb tense using the 'ing' suffix.

Write the following on the chalkboard: I am ing I was ing He was ingShe is ing

Ask the pupils to think of interesting verbs to put in these sentences.

Discuss words that will make the text interesting.

Verb grid

Group task

Ask the pupils to explain the first nine words/phrases on the chalkboard.

Show the next three word/ phrase cards and read them with the pupils, discussing what they mean.

Show the pupils the wow! word cards.

Choose some pupils to come and write them on the chalkboard.

Pair task

Tell the class they are going to use the brainstorm sheets they made yesterday to write their own recount called 'The holidays'.

Teach How? The writing frame, as shown left, telling pairs of pupils to discuss and complete the following paragraphs:

In the holidays, went to . (Where did they go? Who with? How did they feel? What was the journey like? What did they see and do when they got there?)

At the end of the holidays got ready for school. He/she . (Describe what they did.)

Individual task

Tell the pupils to write 'The holidays' as a title in their exercise books.

Ask them to complete the first sentence and try to write more sentences about the holidays.

Encourage them to use wow! words and ideas from the brainstorm.

Remind them to use capital letters and full stops.


Choose some pupils to read the sentences they have written.

Discuss any wow! words they have used.


20 minutes

25 minutes

Plenary

5 minutes

Word/phrase cards/ Wow! word cards

BrainstormHow

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Divide the class into equal teams and line them up in front of the chalkboard.

The first pupil in each team should write a verb on the chalkboard.

The second pupil should write the verb with the 'ed' suffix.

The third pupil writes the verb with 'ing'. Continue for 3 minutes using different verbs.

Each group should say the words they have written on the chalkboard.

How? Spelling relay

Learning outcomes


Spell words ending in 'ed' and 'ing'.

Write a recount using some wow! words.

Preparation

Before the lesson:

Display the brainstorm sheets and the wow! words from yesterday.

Write the guided writing sentences, shown right, on the chalkboard.

Read How? Spelling relay, as shown below.



Lesson title

Brainstorm/Wow! words/ Sentences

27

Group task

Choose some pupils to write some of the words/ phrases on the chalkboard as you say them.

Read the following sentences to the class:

amina said i had a good time in the holidays

hadiza said i have been doing some sums at home

lami said what did you do

Choose some pupils to put in the punctuation.

Ask the groups how they can make the sentences more interesting.

Ask them to say the sentences and change 'said' to a wow! word.

Remind the class that that they have been writing a recount of the holidays.

Ask, 'What are the rules for recount writing?'

Read the opening to paragraphs 3 and 4 on the chalkboard from the holidays writing frame on this week's weekly page.

Ask the groups to complete the sentences.

Individual task

With the pupils, discuss words that will make their writing more interesting.

Ask, 'What wow! words can we use?'

Tell the pupils to open their exercise books where they were writing 'The holidays' recount yesterday.

Ask them to complete the first sentence for paragraphs 3 and 4 and try to write four more sentences.

Encourage them to use wow! words and ideas from the brainstorm.

Remind them to use speech marks.


Choose some pupils to read parts of their recounts to the class.


20 minutes

25 minutes

Spelling

10 minutes

Plenary

5 minutes


Teach How? Spelling relay, as shown left.

While the groups are writing the words the rest of the class can check the spelling.

The group with the most correctly spelled words wins.

Writing frameHow

28

Lesson title


Week 3:Jay-Jay Okocha



Words/phrases


former born midfielder generation Enugu usually stepovers makeshift career including awarded twice



All pupils will be able to: Say sentences in the past and present tense.

Most pupils will be able to: Write sentences in the past tense.

Some pupils will be able to: Use a range of conjunctions to join sentences, and identify conjunctions that show the passing of time in a text.

28

29

Jay-Jay Okocha is a former Nigerian footballer who played as a midfielder. He is thought by many to be the best Nigerian player of his generation and is particularly famous for his stepovers.

He was born on August 14th 1973, in Enugu. His real name is Augustine Azuka Okocha, but the name Jay-Jay was passed down from his older brothers James and Emmanuel and stayed with Okocha.

He began playing football on the street just like many other football stars, usually with a makeshift ball.

He began his career playing for the Enugu Rangers, but moved on to play football in many other countries, including teams in England, Germany, France and Turkey. Okocha never won the African Player of The Year award, but he was awarded Nigerian Player of The Year many times.

In March 2004, Pelé (a famous Brazilian foot-baller) named him among the top 125 living footballers ever.

Fans had shirts printed with the words: "Jay-Jay – so good they named him twice" because Jay-Jay was such a good footballer.


A biography tells the story of a person's life.

It must have a title and be written in paragraphs.

It is written in the third person.

It is written in the past tense.

The events in the person's life must be written in the correct order.

The first paragraph answers questions such as: 'Who?, What?, When? and Where?' about the person and must make the reader want to read more.

A biography should include connectives like 'Then', 'Next' and 'After' to show time passing.

The last paragraph should have a comment about the person's life.

Assessment task

Write this passage on the chalkboard or a large piece of paper and leave it there for the week.

Jay-Jay Okocha Rules for biography writing

29

30

Read the first two sentences to the class.

In pairs, ask the pupils to join the two sentences using 'because', 'but' or 'and'.

Tell the pupils to say the sentences to their partner.

How? Conjunctions

Learning outcomes


Say sentences using the past tense.

Write sentences using the conjunctions 'and', 'but' and 'because'.

Preparation

Before the lesson:

Write the conjunction sentences from the spelling task, shown right, on the chalkboard.

Make two sets of 'because', 'but' and 'and' conjunction flash cards.

Read How? Conjunctions, as shown below.


Day 1:Playing football

Write their answers on the chalkboard and ask the pupils to read them.

Hand out the 'but' 'because' and 'and' cards for pupils to hold up and show the conjunction used.

Lesson title

Sentences/Biography/ Flash cards

31



Ask the pupils to tap the syllables with their finger as they say each word.

Hold up the first three word/phrase cards and explain their meaning.

Tell the pupils to say these three words carefully.

Read the biography of Jay-Jay Okocha with the class.


Explain that 'conjunctions' are words that are used to join two sentences.

'Because' explains something, 'but' shows a difference and 'and' joins two ideas.

Write the following pairs of sentences on the chalkboard:

Jay-Jay played for Nigeria. He was a brilliant footballer.

He played on the streets. He used a makeshift football.

He was very popular. Fans had T-shirts made.

Teach How? Conjunctions, as shown left.

Rub the answers off the chalkboard.


Group A: Sit down with the pupils for guided reading. After the reading, ask them to draw a picture of Jay- Jay and write adjectives to describe him.

Group B: Tell these pupils to draw pictures to explain the first three new words/phrases and then play the matching game/snap game.

Groups C and D: Tell these pupils to join the sentences on the chalkboard using the conjunction flash cards. Ask them to write two more sentences of their own.

Reading Grammar

15 minutes

10 minutes

Spelling

10 minutes

PlenaryReading

5 minutes

20 minutes


Ask the pupils to read the following sentences on the chalkboard: I cook breakfast. I cooked breakfast. I am cooking breakfast. He plays football. He played football. He is playing football.

Choose some pupils to circle the changes in the sentences on the chalkboard.

Ask the pupils if they can say which sentences are written in the past tense and which are written in the present tense.

Tell the pupils to write some of the sentences in their exercise books.


Explain that in the Jay-Jay Okocha biography there are verbs ending with 'ed'.

Ask the pupils to find them.

Choose some pairs to say the words they have found and write them on the chalkboard.

Remind them that these verbs are in the past tense.

How Word/phrase cards/ Biography

Matching game/ Snap game/Flash cards

32

Ask pupils if they can say the rules for adding 'ed' and 'ing' suffixes to a word.

Give each group of three a set of blank flash cards.

Look at the verbs on the chalkboard.

Ask the groups to choose one verb and write one version of it on each card.

Collect the flash cards to use again tomorrow.

How? Making a matching game

Learning outcomes


Use the suffixes 'ed' and 'ing' correctly.

Discuss and answer questions about a biography.

Preparation

Before the lesson:

Write the conjunction sentences from the grammar task, shown right, on the chalkboard.

Have ready 'but', 'because', 'and' and three blank flash cards for each group.

Read How? Making a matching game, as shown below.


Day 2:Jay-Jay's biography

Lesson title

Sentences/ Flash cards

33


Read out the first three words/phrases and ask the pupils to say them with you.

Hold up the next three word/phrase cards and read them with the pupils, discussing their meaning.

Ask, 'What can you remember about yesterday's passage?'

Read the biography of Jay-Jay Okocha with the class again.

Ask, 'Who do you think wrote this story?'

Explain that it is written in the 'third person' (ie: about Jay-Jay, not by him).

Pair task

Read the sentences on the chalkboard:

'Rabiu likes bananas. He likes mangoes more.'

'Isa was late to school. He collected some corn for his mother.'

'Before breakfast Hassan makes his bed. He washes himself.'

Ask the pupils to discuss which conjunctions could be used between each pair of sentences.

Write their answers on the chalkboard and read them out.

Rub the answers off the chalkboard.


Groups A and B: Tell these pupils to join the sentences on the chalk-board using the conjunction flash cards. Ask them to write two more sentences of their own.

Group C: Sit down with the pupils for guided reading. After the reading, ask them to draw a picture of Jay-Jay and write some adjectives to describe him.

Group D: Tell these pupils to draw pictures to explain the first three new words/phrases and then play the matching game/snap game.

Reading Grammar

10 minutes

15 minutes

Spelling

10 minutes

PlenaryReading

5 minutes

20 minutes


Write the following verbs on the chalkboard: 'kick', 'live', 'use', 'wash', 'drop', 'look', 'shop', 'jump', 'award', 'love', 'rush', 'hop'.

Teach How? Making a matching game, as shown left.


Choose some pupils to say sentences about Jay-Jay in the order they happened.

Encourage the pupils to say words which show time passing, eg: 'then', 'next', 'after'.


Flash cards/ Matching game/Snap game

34

Shuffle the verb cards that the pupils made yester-day and give each pupil one.

Ask the pupils to find their 'friends' with the word with the added suffix.

Write 'Yesterday' and 'Today' on the chalkboard.

Choose some groups to say their word in a sentence starting 'yesterday' or 'today'.

Collect the flash cards to use again tomorrow.

How? Finding my friends

Learning outcomes


Use the conjunction 'but' to join sentences to show a difference.

Say sentences in the past and present tenses.

Preparation

Before the lesson:


Have ready the verb flash cards from yesterday.

Read How? Finding my friends, as shown below.


Day 3:Enugu Rangers

Lesson title


35


Flash the first six word/ phrase cards and ask the pupils to read them.

Read and explain the next three words/phrases.

Ask the class what they remember about the passage they have been reading.


Ask the pupils to discuss which teams Jay-Jay played football for.

Choose some pairs to share their ideas with the class.

Pair task

Ask the pairs to look at the biography of Jay- Jay Okocha.

Remind them that they can join sentences using conjunctions.

Ask the pairs to find sentences with 'and', 'but' and 'because' in the biography.

Explain how 'but' can be used to show a difference.

Read the following sentences on the chalkboard:

'She liked mangoes. She liked chocolate more.'

'I can walk fast. My father can walk faster.'

Ask the pairs to join the sentences using 'but'.


Groups A and D: Tell these pupils to write the conjunction sentences in their exercise books, then write two sentences of their own using 'but'.

Group B: Sit down with the pupils for guided reading. After the reading, ask them to draw a picture of Jay- Jay and write adjectives to describe him.

Group C: Tell these pupils to draw pictures to explain the first three new words/phrases and then play the matching game/snap game.

Reading Grammar

15 minutes

10 minutes

Spelling

10 minutes

PlenaryReading

5 minutes

20 minutes


Teach How? Finding my friends, as shown left.


Write the following sentences on the chalkboard and choose some pupils to complete them :

'Jay-Jay got his name because .'

'Jay-Jay was the best player because .'

Ask the pupils to think of their own sentence using 'because' and ask a partner to finish it.


Biography Sentences/Matching game/Snap game

36

Learning outcomes


Use the conjunction 'because' to explain something.

Discuss and answer questions about a biography.

Preparation

Before the lesson:


Have ready 'but', 'because', and 'and' flash cards.

Read How? Using 'but', 'because' and 'and', as shown below.



Day 4:Jay-Jay's fans

We use 'and' to join two simple sentences and make a longer sentence.

Give pupils 'but', 'because' and 'and' flash cards.

We use 'but' to show a difference.

We use 'because' to explain more and make text interesting.

How? Using 'but', 'because' and 'and'

Lesson title

37


Choose some pairs to read out and explain the first nine words/phrases on the chalkboard.

Show the next three word/phrase cards and read them with the pupils, discussing what they mean.


Ask the pupils to discuss what they think Jay-Jay's fans had written on shirts.

Choose some pairs to share their ideas with the class.

Pair task

Teach How? Using 'but', 'because' and 'and', as shown left.

Ask the pairs to make the following sentences longer and more interesting using 'because':

'Jay-Jay used a makeshift ball .'

'Fans got shirts made .'

'He was called Jay-Jay .'

'Jay-Jay was the best football player .'

Choose some pairs to write some of their sentences on the chalkboard.


Group A: Tell these pupils to draw pictures to explain the first three new words/phrases and then play the matching game/snap game.

Groups B and C: Tell these pupils to write the conjunction sentences in their exercise books, then write two sentences of their own using 'but'.

Group D: Sit down with these pupils for guided reading. After the reading, ask them to draw a picture of Jay- Jay and write adjectives to describe him.

Reading Grammar

15 minutes

10 minutes

Spelling

10 minutes

PlenaryReading

5 minutes

20 minutes


Play How? Finding my friends from Week 3, Day 3 (yesterday).

Ask the groups to write three sentences using their words correctly.

Tell the pupils to pass their cards to the next group and repeat.


Choose some pupils from group D to share their pictures of Jay-Jay and their adjectives.

Ask if any other pupils have any adjectives to add.


Matching game/ Snap game/Sentences

38

Learning outcomes


Write answers to questions about a story.

Say some of the rules for writing a biography.

Preparation

Before the lesson:

Have ready a set of word/phrase cards for each group.

Write the questions from the comprehension task, shown right, on the chalkboard.

Read How? Rules for biography writing, as shown below.


Day 5:Biography rules

A biography tells the story of a person's life. It must have a title and be written in paragraphs.

The first paragraph answers the questions: Who?, What?, When?, Where? and How?

A biography is written in the past tense.


How? Rules for biography writing

Lesson title

Word/phrase cards/ Questions

Paragraphs are written mainly in the third person.

39

Group task

Give each group a set of word/phrase cards.

Read out some of the words and ask the groups to hold up the matching card.

The group to hold up the most matching cards wins.

Choose some pupils to explain the meaning of some of the words.

Pair task

Ask the class what they remember about the story they have been reading.

Remind them that stories about people's lives are called 'biographies'.

Tell them that a biography has details of events that have happened in a person's life so it is written in the third person, mainly in the past tense.

Teach How? Rules for biography writing, as shown left.

As you explain the rules, choose pupils to point to them in the biography of Jay-Jay Okocha.

Pair task

Read the following questions and ask the pairs to discuss them:

'What was Jay-Jay famous for?'

'What awards was he given?'

'Where did he begin playing football?'

'How did he get his name?'

'When was he born?'

Ask them to write the answers to the questions in their exercise books.

Reading Writing

15 minutes

10 minutes

Spelling

10 minutes

PlenaryComprehension

5 minutes

20 minutes


Play How? Finding my friends from Week 3, Day 3.

Collect all the cards back.

Ask the pupils to write as many of the verbs, and verbs with suffixes, as they can in their exercise books.

Tell them they have 3 minutes.

Tell the pupils to count the number of words they have written and then give their book to a partner to check the spelling.


Choose some pupils to share their answers to the questions.

Ask the class if they agree. Ask, 'Does anyone have a different answer?'

How Word/phrase cards Biography

40

Lesson title


Week 4:Biography





All pupils will be able to: Recall information from a biography.

Most pupils will be able to: Order the events in a biography.

Some pupils will be able to: Explain the rules for writing a biography.

Wow! words

weak peaceful sadly simple cruel


famous modern obeying India Hindu college England study lawyer South Africa shocked


Words/phrases

40

41

When he was 24 he went with his family to work in South Africa for the Indian people who lived there.

Gandhi did not like the way the Indian people were treated. He wanted things to change. He was a peaceful man and tried to make changes by writing to people and speaking out. He told his people to stop obeying cruel laws, but would not let them fight.

During his life Gandhi was sent to prision several times for his beliefs.

Gandhi returned to India in 1915. He was welcomed. People knew about the work he had done in South Africa.

He started a religious group that anyone could join. They were treated as equals and as 'brothers and sisters'.

At that time the English ruled India. Gandhi and the people of India wanted to rule themselves. In 1947, one of Gandhi's dreams came true and India became free. Sadly, Gandhi was shot dead on 30th January 1948 as he was going to evening prayers.

Gandhi was always a simple man. He cared very much about poor people. His death shocked the whole world. He was greatly respected.

The most famous person who lived in India in modern times was a small, weak looking man. He did not wear any shoes and his dress was often just a piece of cloth worn round his body. His name was Mahatma Gandhi.

Gandhi was born in 1869, in India. He came from an important Hindu family. When he was 13 years old he was married to a 12-year-old girl called Kasturbai.

When Gandhi was 18 he left college and went to England to study law. He worked very hard and in three years he became a lawyer.

Assessment taskMahatma Gandhi

Write this biography on the chalkboard or a large piece of paper and leave it there for the week.

Write the following sentences on the chalkboard and leave them there for the week:

When Gandhi was 18 he went to England.

When he was 24 years old he went to South Africa.

Gandhi was born in 1869.

He was shot dead going to evening prayers.

He went back to India in 1915.

Gandhi sentences

41

42

Preparation

Before the lesson:

Have ready flash cards for 'because', 'and', 'but', 'come', 'came', 'go', 'went', 'is', 'was', 'are' and 'were', enough for pupils to have one each.

Read How? Irregular verbs, as shown below.

Give the flash cards to the pupils.

Ask them to find their matching verb.

Choose some pupils to say a sentence using their verb and the other form of the same verb.

Each time, ask: 'Does that sound right?', 'When did it happen?'

Show the pupils how to put the verbs into a verb grid.

How? Irregular verbs

Learning outcomes


Know how to spell some irregular verbs.

Read and discuss a biography.

Week 4:Biography

Day 1:Mahatma Gandhi

Lesson title

Flash cards

43



Hold up first three word/phrase cards and explain their meaning.

Ask if anyone can remember what a story about a person's life is called (a biography).

Ask the pupils what they know about Mahatma Gandhi.

Read the first five paragraphs of the biography of Mahatma Gandhi with the pupils.

Explain that the first para-graph is the introduction.


Read the 'because', 'but' and 'and' flash cards to the class.

Ask if anyone can explain what a 'conjunction' is and how it is used in a sentence.

In pairs, ask the pupils to think of sentences they can join using 'because' or 'but'.

Choose some pairs to share their answers with the class.


Group A: Sit down with pupils for guided reading. After the reading, tell them to complete the sentence: 'Gandhi was a good man because .' in their exercise books.


Groups C and D: Tell these pupils to write their own sentences joined with 'because', 'but' or 'and' in their exercise books.

Reading Grammar

15 minutes

10 minutes

Spelling

10 minutes

PlenaryReading

5 minutes

20 minutes

Matching game/ Snap game

Word/phrase cards/ Biography

Flash cards


Explain to the pupils that some verbs have no rules for spelling and have to be learned.

Write these common irregular verbs on the chalkboard: 'come', 'came', 'go', 'went', 'is', 'was', 'are', 'were'.

Explain that one version of each verb is in the past tense and the other is in the present tense.

Teach How? Irregular verbs, as shown left.


Say, 'Gandhi was a good man.'

Choose some pairs to say other words you could use instead of 'good'.

Add the words to the wow! words wall for the pupils to read.

Use the words to complete the sentence, 'Gandhi was a man.'

How

44

Learning outcomes


Answer questions about a passage.

Know how to spell some common irregular verbs.

Preparation

Before the lesson:

Have ready the 'because' and 'but' flash cards and make flash cards for 'eat', 'ate', 'make', 'made', 'have' and 'had', enough for pupils to have one each.

Read How? Gandhi role play, as shown below.

Day 2:Gandhi sent to prison

Gandhi was born in 1869, in India.

When Gandhi was 18 he went to England to study law.

When he was 24 he went with his family to work in South Africa.

How? Gandhi role play

He told his people to stop obeying cruel laws, but would not let them fight.

Gandhi went to prison several times for his beliefs.

Week 4:Biography

Lesson title

Flash cards

45



Hold up the next three word/phrase cards and read them with the pupils, discussing their meaning.

Read the whole biography of Mahatma Gandhi with the class.

Teach How? Gandhi role play, as shown left.

Explain what a 'law' is and ask if anyone knows any laws that Nigerians must obey.


Read the 'because' and 'but' flash cards with the pupils.

Ask them when 'because' is used (explanation) and when 'but' is used (to show difference).

Ask, 'Why did Gandhi go to prison?'

Ask the pairs to answer by completing the sentence: 'Gandhi went to prison because .'

Tell them to write the sentence in their exercise book.

Choose some pupils to read their sentence to the class.


Groups A and B: Tell these pupils to write their own sentences joined with 'because', 'but' or 'and' in their exercise books.

Group C: Sit down with pupils for guided reading. After the reading, tell them to complete the sentence: 'Gandhi was a good man because .' in their exercise books.


Reading Grammar

15 minutes

10 minutes

Spelling

10 minutes

PlenaryReading

5 minutes

20 minutes


Tell the pupils to draw the verb grid (shown below) in their exercise books.

Write the following on the chalkboard: 'come', 'came', 'go', 'went', 'is', 'was', 'are', 'were' and tell the pupils to put the words under the correct tense in the grid.

Teach How? Irregular verbs, as shown in Week 4, Day 1 (yesterday), using the 'eat', 'ate', 'make', 'made', 'have' and 'had' flash cards.

Pair task

Ask the pairs to discuss some laws they would make if they were in charge of the government.

Choose some pairs to share one of their new laws.

How Matching game/ Snap game

Word/phrase cards/Biography

Verb grid/ Flash cards

Flash cards

past tense present tense

Verb grid

46

Choose five pupils to come and hold a sentence card each.

Make sure that everyone can read them.

Choose some pupils to say which sentence should be at the beginning.

Ask the pupil holding that card to stand before the others.

Ask, 'What happens next?' and repeat moving the cards in order.

How? Ordering sentences

Learning outcomes


Order events in a biography.

Say some irregular verbs in the past and present tense.

Preparation

Before the lesson:

Make flash cards containing the Gandhi sentences from this week's weekly page and 'take', 'took', 'speak', 'spoke', 'ride' and 'rode', enough for pupils to have one each.

Read How? Ordering sentences, as shown below.

Day 3:Gandhi's life

Week 4:Biography

Lesson title

Flash cards

47



Show the next three word/phrase cards and read them with the pupils, discussing their meaning.

Choose some pupils to explain what they have been reading about.

Remind the pupils that events in a biography must be written in the correct order.

Teach How? Ordering sentences, as shown left.

Pair task

Remind the class that a 'preposition' links something to a place, time or relationship.

Write the following sentences on the chalkboard:

'Gandhi was born India.'

'He came an important Hindu family.'

'He went his family to South Africa.'

Ask the pairs to say these sentences correctly using 'in', 'from' and 'with'.

Ask the pairs to look at the biography of Mahatma Gandhi and find sentences with the prepositions.


Groups A and D: Tell these pupils to complete the preposition sentences from the grammar task in their exercise books.

Group B: Sit down with pupils for guided reading. After the reading, tell them to complete the sentence: 'Gandhi was a good man because .' in their exercise books.


Reading Grammar

15 minutes

10 minutes

Spelling

10 minutes

PlenaryReading

5 minutes

20 minutes


Write the following on the chalkboard: 'eat', 'ate', 'make', 'made', 'have' and 'had'.

Tell the pupils to find the verb grid in their exercise books and put the words in the correct column.

Teach How? Irregular verbs, from Week 4, Day 1, using the 'take', 'took', 'speak', 'spoke', 'ride' and 'rode' flash cards.


Shuffle the Gandhi sentence cards and choose some pupils to hold them up for the class to see.

Choose some pupils to say which order the sentences should go in.

How Sentences /Matching game/Snap game

Word/phrase cards

Verb grid/ Flash cards

Biography Sentence cards

48

Learning outcomes


Find simple prepositions in sentences.

Match and write some irregular verbs.

Preparation

Before the lesson:

Write the preposition sentences from the grammar task, shown right, on the chalkboard.

Make preposition flash cards for: 'in', 'from', 'up', 'down', 'next', 'round' and 'under'.

Read How? Prepositions, as shown below.

Day 4:Describing Gandhi

Ask pupils to hold up the preposition flash cards that show position.

Tell the pupils to stand 'next to' a friend.

Ask the pupils to complete a sentence using a preposition.

Ask some pupils to say these sentences using 'into' and 'on'.

Ask other pupils to say these sentences using 'under' and 'from'.

How? Prepositions

Week 4:Biography

Lesson title


49


Ask the pairs to explain the first nine words/phrases on the chalkboard.

Show the next three word/phrase cards and read them with the pupils, discussing their meaning.

Read the final paragraph of the biography of Mahatma Gandhi.

Ask the pairs to think of wow! words to describe Gandhi, eg: kind, caring, brave.

Add these words to the wow! words wall.

Pair task

Ask if anyone can explain what a 'preposition' is.

Remind the pupils that prepositions indicate time, place or relationship.

Teach How? Prepositions, as shown left.



Groups B and C: Tell these pupils to complete two of today's preposition sentences in their exercise books.

Group D: Sit down with pupils for guided reading. After the reading, tell them to complete the sentence: 'Gandhi was a good man because .' in their exercise books.

Reading Grammar

15 minutes

10 minutes

Spelling

10 minutes

PlenaryReading

5 minutes

20 minutes


Write the following on the chalkboard: 'take', 'took', 'speak', 'spoke', 'ride' and 'rode'.

Tell the pupils to find the verb grid in their exercise books and put the words in the correct column.

Dictate the following sentences for the pupils to write in their exercise books:

'Yesterday I made breakfast and ate it slowly.'

'Today I will cook dinner and eat it quickly.'


Explain that the end of a biography usually includes a comment on the person's life.

Ask the pupils to think of words/phrases to describe Gandhi's life, eg: simple life, studied law, peaceful man.

How Matching game/Snap game/Sentences

Word/phrase cards/ Biography

Verb grid

50

Learning outcomes


Say the rules for writing a biography.

Write sentences using the correct form of an irregular verb.

Day 5:Comprehension

The first paragraph answers the questions: 'Who?', 'What?', 'Where?', 'When?' and 'How?'

A biography tells the story of a person's life. It must have a title and be written in paragraphs.

It should mostly be in the past tense. It should be in the third person.

The events in the person's life must be in the correct order.

The last paragraph should have a comment about the person's life.

How? Biography rules

Preparation

Before the lesson:

Write the comprehension questions from the comprehension task, shown right, on the chalkboard.

Make a set of word/phrase cards for each group.

Read How? Biography rules, as shown below.

Week 4:Biography

Lesson title

Questions/ Word/phrase cards

51

Group task



The group to hold up the most matching cards wins.

Read the words on the wow! words wall.

Ask each group to say sentences about Gandhi using some of the wow! words.


Ask the pupils to discuss what a 'biography' is.

Re-read the biography of Mahatma Gandhi with the pupils.

Teach How? Biography rules, as shown left.

Ask the pupils to say five facts about Gandhi's life.

Individual task

Read and explain the following questions on the chalkboard:

'What was Gandhi's usual dress?'

'How old was Gandhi when he went to England?'

'How did Gandhi try to change things?'

Tell the pupils to write the answers to the questions in their exercise books.


Ask some pairs to share their answers to the questions about Gandhi.

Ask the class what they have learned about writing a biography.


15 minutes

30 minutes

Spelling

10 minutes

Plenary

5 minutes


Tell the pupils to look in their exercise books and read through all the words in their verb grid.

Dictate these sentences for the pupils to write in their exercise books:

'On Monday I took my mother to the shops.'

'Today I will take my grandmother to the shops.'

How Verb grid BiographyWord/phrase cards

52

Lesson title


Week 5:My own life story




All pupils will be able to: Write simple sentences.

Most pupils will be able to: Write their autobiography following the rules for writing an autobiography.

Some pupils will be able to: Write a detailed autobiography using a range of punctuation and wow! words.


favourite strict parents college examinations qualifications friendly quiet confident football table tennis netball


Wow! words

brave handsome beautiful caring helpful funny

Words/phrases

52

53


An autobiography is the story of a person's life, told by that person (in the first person).

It must have a title and be written in paragraphs.

The first paragraph answers questions about the person such as: 'Who?', 'What?', 'When?' and 'Where?'. It must make the reader want to read more about the person.


Words like 'then', 'next' and 'after' should be used to show time passing.

The last paragraph should have a comment about the person's life. It does not have to be written in the past tense.

Assessment taskWriting an autobiography Assessment task Assessment taskBrainstorm Writing frame

Use the following questions to promote ideas for writing:

Ask, 'What kind of person am I?' (friendly, quiet, confident)

Ask, 'How old am I?' (When was I born?)

Ask, 'Who is in my family? (What are their names?)

Ask, 'What is my home like?' (walls, window, bungalow, mud)

Ask, 'What do I like doing?' (singing, reading)

Ask, 'Who are my friends? (What do I do with them?)

Write the pupils' ideas in a spider diagram.

Write the following structure on the chalkboard as a guide for pupils’ writing:

Introduction: Begin with a clear opening paragraph explaining the Who?, What?, Where?, When?, Why?

Paragraphs 2 and 3: Continue writing, adding interesting information about events using the class brainstorm. Remember to add detail to interest the reader.

Conclusion: Remember to make a general final comment about your life, maybe something about your future.

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Tell the pupils about yourself and make some notes on the chalkboard.

Use the brainstorm to begin writing the introduction: Who?

Use the brainstorm to build detail: Where?, When?

Use the brainstorm to add detail: How many sisters and brothers?

Use the brainstorm to add more detail: What were my dreams?

How? Teacher life story 1

Lesson title

Learning outcomes


Write plurals of simple words.

Contribute to writing a brainstorm.

Preparation

Before the lesson:

Have ready the wow! words wall from last week.

Write the sentences from the grammar task, shown right, on the chalkboard.

Read How? Teacher life story 1, as shown below.


Day 1:Who am I?

Lesson title

Sentences/ Wow! words wall

55


Show the pupils the first three word/phrase cards, and read and explain them.

Read this week's wow! words on the chalkboard with the pupils.

Remind the pupils that 'adjectives' are words that describe a noun.

Ask them to think of some adjectives to describe a person's face, eg: sparkling eyes, soft skin.

Write these words on the wow! words wall.

Pair task

Tell the pupils that 'nice' is a boring adjective and we want to use more interesting ones.

In pairs, ask them to say the following sentences, replacing 'nice' with a wow! word.

'I have a nice family. Mother is nice.'

'Father is nice.'

'My sister cooks the food. She is nice.'

'My brother tells jokes. He is nice.'

'Father keeps us safe. He is nice.'

Tell the pairs to write their new sentences in their exercise books.


Ask the pupils what they can tell you about writing a biography.

Explain that an 'autobiography' is when someone writes about their own life.

Tell the pupils you want them to help you write your autobiography.

Teach How? Teacher life story 1, as shown left. Keep it for the next day.

Ask the pupils to use the brainstorm to write two more sentences in their exercise books.

Shared writing Grammar

15 minutes

10 minutes

Spelling

10 minutes


5 minutes

20 minutes


Remind the pupils that a 'singular' noun names one person, place or thing and a 'plural' noun names more than one person, place or thing.

Write on the chalkboard: 'one chair, many chairs'.

Tell the pupils to say the words.

Write some classroom objects on the chalkboard in singular form, eg: 'a desk, a window'.

Ask the pupils to write the singular and plural words in their exercise books, eg: 'a desk, two desks'.


Ask some pairs to say the adjectives they have used to replace 'nice'.

Write them on the wow! words wall.

How Word/phrase cards

56

Preparation

Before the lesson:

Have ready the shared writing and wow! words wall from yesterday.

Write the sentences from the grammar task, shown right, on the chalkboard.

Read How? Teacher life story 2, as shown below.

Learning outcomes


Write plurals adding 'es'.

Use wow! words in their writing.


Remind the pupils about the information from the brainstorm yesterday.

Use the brainstorm to build detail: Where did I go to school? What were my favourite subjects?

Use the brainstorm to add detail: Who were my friends?

Use the brainstorm to think about more detail: What games did we play?

Use the brainstorm to think about: Why do I like to teach?

How? Teacher life story 2


Lesson title

Shared writing/ Wow! words wall/Sentences

57


Show the first three word/phrase cards and make sure the pupils understand them.

Show the next three word/phrase cards, read and explain them.

Ask the pupils to read the wow! words on the chalkboard.

Ask if anyone can suggest other adjectives to describe people and write them on the wow! words wall.

Pair task

Write the following adjectives on the chalkboard: 'delicious', 'clever', 'energetic', 'quiet', 'noisy'.

Ask the pupils to explain the words.

Read the following sentences and ask some pupils to suggest adjectives to complete them:

'She cooks food.'

'He can run fast. He is .'

'He does not say much. He is .'

'She talks a lot. She is .'

Tell the pupils to complete the sentences in their exercise books.


Read the shared writing you did yesterday with the pupils.

Tell them you are going to complete the auto-biography with them.

Teach How? Teacher life story 2, as shown left.

Write the next two para-graphs with the pupils on the chalkboard. Keep them for the next day.

Explain that they can use the class adjectives or think of their own.

Ask them to add more detail to their sentences, eg: use 'because' to explain things.

Shared writing Grammar

15 minutes

10 minutes

Spelling

10 minutes


5 minutes

20 minutes


Remind the pupils that to make nouns plural we often add 's'.

Explain that if the word ends in 'ch', 'sh', 'ss', or 'x', we add 'es'.

Write the following on the chalkboard: 'brush', 'wish', 'fish', 'box', 'glass', 'class', 'lunch', 'watch', 'ash', 'peach'.

Tell the pairs to read the nouns and say their plurals.

Ask them to write four words in their exercise books and write the plural next to it (adding 'es').

Tell the partners to swap books to check the spelling.


Read the wow! words with the class.

Ask them to say any new wow! words they have learned, eg: 'delicious', 'energetic'.

Add these to the wow! words wall.

How Word/phrase cards Shared writing

58

Learning outcomes


Write plurals of common objects.

Complete a brainstorm for writing.

Day 3:Brainstorm

How? Brainstorm my own life story

Preparation

Before the lesson:


Read the rules for writing an autobiography from this week's weekly page.

Read How? Brainstorm my own life story, as shown below, and have ready a large piece of paper for each group.


Lesson title

Shared writing/Wow! words wall/ Rules/Paper

What do I look like? What sort of person am I?

Where was I born? How old am I?

Who is in my family? What are their names? How old are they?

What is my home like? Where do I go to school?

What are my best subjects? Who are my favourite teachers?

LB-sbs-done

59


Show the first six new word/phrase cards to the pupils and make sure they understand them.

Show the next three word/phrase cards, and read and explain them.

Explain to the class that they need to use exciting words in their writing to interest the reader.

Ask some pairs to say other words for 'nice'.

Ask the pupils to think of words to describe themselves.


Write the rules for writing an autobiography on the chalkboard and read them with the class.

Read the shared writing autobiography the pupils have been writing with you on Days 1 and 2.

Ask the pupils to check that the autobiography has followed the rules.

Ask them to explain how an autobiography is different from a biography.

Group task

Tell the pupils that they are going to write their own autobiography.

Remind them that they need to collect ideas and words to help them.

Teach How? Brainstorm my own life story, as shown left.

Explain that they do not need to write in full sentences – these are just notes to help their writing.


Read out ideas from the brainstorm and the wow! words.

Ask the pupils to say two sentences about themselves using some of the words and phrases in their brainstorm diagram.


20 minutes

25 minutes

Spelling

10 minutes

Plenary

5 minutes


Remind the pupils how to make some words plural by adding 'es', eg: The lunch was in a box. The lunches were in boxes.

Remind them that some other words just need 's' to become plural, eg: cards.

Tell them to write the following sentences in their exercise books, changing the highlighted words to plurals:

The man waited as the bus drove past.

The boy liked eating a peach.

How Word/phrase cards Rules

60

Learning outcomes


Write plurals for words ending with 'f' and 'fe'.

Use some wow! words in their writing.


What is your name? How old are you?

What do you look like? What sort of person are you?

Where do you live? What is your home like?

Who is in your family? What are their names?

Who are your friends? What games do you play?

How? Writing ideas

Preparation

Before the lesson:

Have ready the brainstorms and wow! words wall from Week 5, Day 3 (yesterday).

Write the words and sentences for today's spelling task, shown right, on the chalkboard.

Read How? Writing ideas, as shown below and have ready a large piece of paper for each group.


Lesson title

Brainstorms/Wow! words wall/ Words/Sentences/Paper

61


Ask the pupils to choose some wow! words to describe themselves and their family.


Show the next three word/ phrase cards and read them with the pupils.

Tell the pupils they are going to write their own autobiography called 'My own life story'.

Remind them that it must be written in the first person (using 'I').

Teach How? Writing ideas, as shown left.

Remind the pupils to use the ideas and words in the brainstorm they made yesterday.

Individual task

Tell the pupils to write the title 'My own life story' in their exercise books.

Ask them to complete the first sentence in the first paragraph and write four more sentences.

Explain that they should then complete the sentence in the next paragraph and write four more sentences.

Encourage them to use wow! words.

Check that they are using capital letters and full stops.

Pair task

Tell the pupils to take turns reading their auto-biographies to a partner.

Ask them to listen for any wow! words their partner has used.

Choose some pupils to share some of their wow! words with the class.


20 minutes

25 minutes

Spelling

10 minutes

Plenary

5 minutes


Explain to the pupils that when we write the plural for words ending in 'f' and 'fe', we drop the 'f' and 'fe' and add 'ves'.

Demonstrate this rule, using leaf, wife, knife, loaf, half, scarf, shelf.

Read the following sentences: 'The leaf was green.''The scarf was colourful.' 'The knife was sharp.'

Choose some pupils to say the sentences but change the underlined words to plurals.

Remind them that 'was' changes to 'were'.

How Word/phrase cards Brainstorm/ Writing frame

62

Learning outcomes


Write plurals for words ending with 'y'.

Complete writing their autobiography.

Preparation

Before the lesson:

Write the sentences for the reading task, shown right, on the chalkboard.

Have ready the brainstorms and wow! words wall from yesterday.

Read How? Writing plurals, as shown below.

Day 5:Independent writing

How? Writing plurals


Lesson title

Sentences/Brainstorms/ Wow! words wall

Write these words on the chalkboard.

We drop the 'y' and add 'ies' with plural words ending with a consonant and 'y'.

While they do this, their partner should change the highlighted words to plurals.

Tell one member of each pair to read the sentence.

Tell the pupils to write the singular and plural words in their exercise books.

63

Pair task

Choose some pupils to write some of this week's words/phrases on the chalkboard as you say them.

Ask the pupils to read the wow! words wall.

Read these sentences on the chalkboard:'I am a nice friend.' 'Mother is nice.' 'Father is nice.' 'My teacher is nice.'

Ask the pairs to say the sentences and change 'nice' into one of the wow! words.


Remind the pupils that they are writing an autobiography and it has to be in the first person.

Teach How? Writing ideas, as shown in Week 5, Day 4 (yesterday).

Write the opening sentence to the third paragraph.

Choose some pupils to say sentences about their family and home.

Read the opening sentence to the fourth paragraph.

Discuss words that will make the autobiography interesting.

Individual task

Ask the class to open their exercise books where they wrote 'My own life story' yesterday.

Ask them to complete the first sentence in the third paragraph and write four more sentences.

Explain that they should then complete the first sentence in the fourth paragraph and write four more sentences.

Encourage them to use wow! words.

Check that they are using capital letters and full stops.

Reading Guided writing

15 minutes

10 minutes

Spelling

10 minutes

PlenaryIndependent writing

5 minutes

20 minutes


Remind the pupils that 'plural' means more than one.

Teach How? Writing plurals, as shown left.


Choose some pupils to read part of their auto-biographies to the class.

Encourage them to use wow! words to make the writing more interesting.

How

64


Rainforests, responsibility and keeping clean64

66

The literacy lesson plans help you teach reading, writing, grammar, speaking and listening. Each week focuses on either reading or writing.

Learning expectations Assessment

Every pupil in the class will be at a different stage of understanding in literacy. The first page of each week identifies learning expectations for the week. These learning expectations are broken into three levels:

What all pupils will be able to do.

What most pupils will be able to do.

What some pupils will be able to do.

Weeks 7 and 9 include an assessment task (found on the weekly page) for you to carry out with five pupils at the end of the week. This will help you find out whether they have met the learning expectations.

Next to the task, there is an example of a pupil's work, which shows what a pupil can do if they have met the learning expectations.

If most pupils have not met the learning expectations, you may have to teach some of the week again.

For reading tasks, ask pupils to write answers in their exercise books so you can see what they can do.

How?

How

Literacy lesson plans

This section illustrates a key concept through simple instructions and photographs. A sign at the top of the column shows you which part of the lesson uses this resource.

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Grammar

Each lesson starts with a spelling section. Pupils need to identify sounds in words in order to spell them. Tell them to try to sound out words before they spell them.

Reading

Arrange the class into groups of eight or fewer for supported group activities. There are four activities, A, B, C and D, which each group will complete during the week.

If you have a very large class, you may have more than one group for each letter.

Pupils will be taught different types of grammar to help them improve their writing and reading.

Pupils will do activities to help them understand the passage they have been reading. Activities might be questions, role plays or drawing pictures.

Spelling Comprehension


Take ideas for writing from the whole class. Write their ideas on the chalkboard and ask questions to develop their ideas and produce a piece of writing.

Take ideas for writing from a group of pupils. Guide them to write by explaining and showing examples of good writing. Work with the group to produce one piece of writing.

Pupils practise good writing using the skills learned during the week. This should be their own ideas and writing, not copied from the chalkboard.

Gather ideas for writing by collecting words and phrases that pupils can use during independent writing. Write the title in the middle of the chalkboard.

Ask questions, and as they reply, write their answers around the title to make a spider diagram.


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Lesson title


Week 6:Tropical rainforests



Words/phrases


rainforest throughout produce region layers lowest millions destroying clearing scientists discovered traditional



All pupils will be able to: Ask and answer questions based on a report.

Most pupils will be able to: Identify features of report writing.

Some pupils will be able to: Explain what they have read in a report.

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Above this area is the upper part of the forest with very tall trees and many birds.

Did you know that a lot of the food we eat today, such as bananas, oranges, peppers, coffee and cocoa, came from the rainforests originally?

Sadly, we are destroying our rainforests by cutting down the giant trees to sell as wood, and by clearing the forest to make space for farming.

Because of this, more than 100 kinds of plants and animals are lost every day. Scientists think that at least 30,000 kinds of animals and plants have not been discovered yet and many will vanish before we even know that they existed!

Write the following rules on the chalkboard and leave them there for weeks 6 and 7:

The first paragraph should explain what the report is about.

Each paragraph should describe a different section, eg: clothes, food, habits. Paragraphs can be in any order.

Write in the third person.

Use the present tense.

Use technical vocabulary.

Use factual information.

Include tables, pictures and diagrams if needed.

There are rainforests in the south of Nigeria. They are always warm and have a lot of rain throughout the year. Because they produce more plants than any other region, many different insects and animals live there.

You can find different layers in the forests. The lowest is the damp forest floor where there are small plants and millions of insects, which live among the leaves and fallen wood. Next comes the dark cool forest with tall plants and low trees. Many animals live here, especially snakes and monkeys. There is plenty of fruit for them to eat.

Today, we are trying to look after our forest by replanting trees that we cut down and stopping unnecessary clearing of our forests.

Without the forests, the air we breathe will be unhealthy and changes to our climate will make life in Nigeria very difficult. We will also lose trees and plants we need for traditional medicine.

Tropical rainforests report Report writing rules

Report from Nigeria Primary English 5, pages 4—5, copyright Learn Africa Plc.

Write this report on the chalkboard or a large piece of paper and leave it there for the week.

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70

Write 20 familiar words on cards. Make a set for each of the groups.

Shuffle the cards and give each group a set.

Ask the pupils to look carefully at the first letter of each word.

Tell the groups to arrange their cards in alphabetical order on the floor or desk.

How? Alphabetical order game

Lesson title

Learning outcomes


Write singular and plural words.

Order words alphabetically to the second letter.

Preparation

Before the lesson:

Read the alphabetical order instructions from the grammar task, as shown right.

Copy the plural grid, as shown right, on to the chalkboard.

Read How? Alphabetical order game, as shown below, and prepare word cards.

Day 1:Tropical rainforests


Ask the pupils to copy the words in alphabetical order into their exercise books.

Grid/ Cards

71


Read all the words/phrases on the chalkboard and ask the pupils to say them with you.

Show the first three word/phrase flash cards and explain their meaning.

Ask the pupils to look at the text on the chalkboard.

Read and explain the first paragraph to the pupils.

Ask the pairs to choose two things they would like to see in a rainforest.


Explain that sometimes objects need to be written in alphabetical order so it is easy to find them, eg: in a library or a museum.

Write the following words on the chalkboard: 'dog', 'cat', 'punch', 'rat', 'snake', 'goat', 'pool', 'hen' and choose some pupils to rewrite them in alphabetical order.

Explain that if two words begin with the same letter we need to look at the second letter.

Teach How? Alphabetical order game, as shown left, with familiar words such as: 'bird', 'boy', 'girl', 'school', 'yam'.


Group A: Sit down with the pupils for guided reading. After reading, ask them to write some of the foods that come from rainforests, eg: bananas, peppers, coffee.


Groups C and D: Tell these pupils to play the alphabetical order game.

Reading Grammar

15 minutes

10 minutes

Spelling

10 minutes

Word/phrase cards Matching game/ Snap game/Alphabetical order game

PlenaryReading

5 minutes

20 minutes


Revise the rules for writing plurals with the class.

For many words just add an 's' for the plural. For words that end with 'ch', 'sh', 'ss' or 'x', add 'es'.

For words that end with 'f and 'fe', we drop the 'f' or 'fe' and add 'ves'.

For words that end with 'y', we drop the 'y' and add 'ies'.

Tell the pupils to complete the plural grid using other words they know.

Pair task

Write the following on the chalkboard: 'bananas', 'oranges', 'peppers', 'coffee'.

Ask the pairs to discuss the meaning of the words and say them in alphabetical order.

Choose some pairs to explain some of the words to the class.

How Chart

s es ies ves

chairs boxes puppies scarves

Plural grid

72

Give 12 blank cards to each group.

Tell them to write singular words on one card and plural words on another.

Remind them to use the grid from yesterday.

How? Plurals matching game

Lesson title

Learning outcomes


Write singular and plural words.

Order words alphabetically to the third letter.

Preparation

Before the lesson:

Have ready the cards for the alphabetical order game from yesterday.

Prepare 12 blank cards for each group.

Read How? Plurals matching game, as shown below.

Day 2:Alphabetical lists

Tell the groups to shuffle their cards and then give them to another group.

Tell the groups to match the cards and say the words.


Cards

73



Show the next three word/phrase cards and explain their meaning.

Together with the pupils, read the Tropical rainforests report on the chalkboard.

Ask the pairs to take turns to role play clearing the rainforest.

Ask, 'Why are the rainforests being cleared?'

Group task

Remind the pupils that they have been putting words in alphabetical order.

Ask if anyone knows when we need to arrange words in alphabetical order (school register, library books).

Write the following words on the chalkboard: 'soak', 'stupid', 'snail', 'sick', 'silly' and ask pupils to come out and arrange them in alphabetical order.

Explain that if some words have the same first two letters we need to look at the third letter.

Repeat with 'big', 'blue', 'black', 'book', 'bag'.


Groups A and B: Tell these pupils to play the alphabetical order game.

Group C: Sit down with the pupils for guided reading. After reading, ask them to write some of the foods that come from rainforests, eg: bananas, peppers, coffee.


Reading Grammar

10 minutes

15 minutes

Spelling

10 minutes

PlenaryReading

5 minutes

20 minutes


Tell the pupils that they are going to make cards for a matching game.

Teach How? Plurals matching game, as shown left.

Collect all the cards – you will need them later this week.


Ask the pupils to look at the text on the chalkboard.

Ask them to look for adjectives in the passage.

Write them on the chalkboard.

Word/phrase cards/ Report

Alphabetical order game/Matching game/ Snap game

How

74

Preparation

Before the lesson:

Copy the report writing rules from this week's weekly page on to the chalkboard.

Read How? Checking rules for report writing, as shown below.

What does the introduction tell us?

What does each paragraph tell us about?

Look for technical vocabulary, eg: 'region', 'scientists'.

Does the report use the present tense? Look for 'is' and 'are' in the report.

What did you learn from this report? Who do you think would write a report like this?

How? Checking rules for report writing

Lesson title

Learning outcomes


Say some rules for writing a report.

Write some irregular plurals.

Day 3:Report writing


Rules

75


Show the first six word/phrase flash cards to the class and make sure the pupils understand them.

Show the next three word/phrase cards and explain their meaning.

Read the report from this week's weekly page and discuss how this writing is different from a story, eg: it tells us the facts.

Explain that this type of writing is called a 'report'.

Read the report writing rules on the chalkboard.

Teach How? Checking rules for report writing, as shown left.


Write the following names on the chalkboard: 'Nnenna', 'Bassey', 'Adamu', 'Ojo', 'Hassan', 'Agbo', 'Fatima', 'Zaki', 'Kullum', 'Yusuf'.

Ask the pupils to help you rewrite them in alphabetical order.

Write some of the pupils' names on the chalkboard and ask some pupils to help you rewrite them in alphabetical order.


Groups A and D: Tell these pupils to write six pupil names in alpha-betical order in their exercise books. Then tell them to find six words from the rainforest report and write them in alphabetical order.

Group B: Sit down with the pupils for guided reading. After reading, ask them to write some of the foods that come from rainforests, eg: bananas, peppers, coffee.


Reading Grammar

10 minutes

15 minutes

Spelling

10 minutes

PlenaryReading

5 minutes

20 minutes


Explain to the pupils that some words do not follow any rules and must be learned. These words are the same when they are singular and plural.

Write the following words on the chalkboard and say them in sentences: 'sheep', 'scissors', 'deer', 'trousers'.

Write the following words on the chalkboard and ask the pupils to say their plurals: 'child', 'person', 'mouse', 'foot', 'tooth', 'woman', 'man'.

Write the singular and plural of each word and ask the pupils to come and underline the changes.


Ask the pupils:

'What type of writing have we been reading?

'What are the rules for report writing?'

'Why do you think a report like this is important?' (It gives us information)

Ask them to think of other subjects a report could be about, eg: animals, food, cars.

Word/phrase cards/Report/ Rules

Report/Matching game/ Snap game

How

76

Preparation

Before the lesson:

Read the report writing rules on this week's weekly page.

Have ready a piece of paper for each pair.

Have ready the cards from the plurals matching game from Week 6, Day 2.

Read How? Finding information, as shown below.

Lesson title

Learning outcomes


Write plurals of words ending with 'o'.

Make up some questions for a report.

Day 4:The rainforests


Ask the pairs to look at the text and say one thing they have learned about rainforests.

Tell the pupils to discuss in pairs things they would like to know about rainforests.

Tell the pairs to write their questions on their piece of paper.

Choose some pairs to share their questions with the class.

Ask other pupils if they can answer the questions.

How? Finding information

Rules/Paper/ Cards

77


Ask the pupils to read out and explain the first nine words/phrases on the chalkboard.

Show the next three word/phrase flash cards. Read and explain them to the class.

Look together at the report on the chalkboard and ask the pupils to name this type of writing.

Ask if anyone can say some of the rules for report writing.

Teach How? Finding information, as shown left.

Group task

Remind the pupils that they have been learning about alphabetical order.

Remind them that yesterday they wrote names in alphabetical order.

Tell the pupils to stand in a circle and ask them to say their name to the group.

Ask them to arrange themselves in alphabetical order.

Tell them to say their names again and check if they are correct.



Groups B and C: Tell these pupils to write six pupil names in alpha-betical order in their exercise books. Then tell them to find six words from the rainforest report and write them in alphabetical order.

Group D: Sit down with the pupils for guided reading. After reading, ask them to write some of the foods that come from rainforests, eg: bananas, peppers, coffee.

Reading Grammar

10 minutes

15 minutes

Spelling

10 minutes

PlenaryReading

5 minutes

20 minutes


Explain to the class that to make words ending with 'o' plural we add 'es', eg: potatoes, tomatoes, mosquitoes.

Give each pupil a card from the plurals matching game.

Ask the pupils that have a singular word card to go to one side of the classroom and pupils with plurals to go to the other side.

Tell the pupils to show their card to the pupils next to them and say the word.

Tell the pupils to find the pupil with the card that matches theirs.


Ask, 'Where can we find information?' (Newpapers, radio, books, tv, internet.)

Remind the pupils that it is also important to ask questions.

Ask the pairs to share the questions they thought of during today's How? activity with the class.

Cards Matching game/ Snap game/Report

How Word/phrase cards/Report

78

How? Revise rules for writing plurals

Lesson title

Learning outcomes


Say the rules for spelling plurals.

Answer questions about a report.

Preparation

Before the lesson:

Make a set of word/phrase flash cards for each group.

Read How? Revise rules for writing plurals, as shown below.

Day 5:Questions about a report


Word/phrase cards

To make most words plural we just add 's'. Ask, 'Can you show me an example?'

Remind the pupils that words ending in 'ch', 'sh', 'ss' or 'x' we add 'es'.

Ask, 'What do we do with words ending in 'f' and 'fe'?'

Ask, 'What do we do with words ending with 'y'?'

Ask, 'What do we do with words ending with 'o'?'

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Ask the pupils to make sentences with the words they are holding.

Reading

10 minutes

Spelling

10 minutes


Teach How? Revise rules for writing plurals, as shown left.

Check that the pupils can circle the differences and say the words clearly.

Ask if they can tell you the rule.

Give each pupil a word/phrase flash card and play the find your friend game.

Word/phrase cardsGame/Word/phrase cards

How


Remind the pupils that they have been reading a report.

Tell them that reports must have an introduction with a general statement about the topic and be written in the present tense.

Ask the pupils to look at the text on the chalkboard and check that this is true.

Ask them what the first paragraph is about. (It is the introduction giving information about rainforests.)

Choose some pupils to say any other rules for report writing.

Pair task

Ask the pairs to discuss the following questions:

'Where can tropical rainforests be found in Nigeria?'

'How many plants and animals die before we discover them?'

'Why are rainforests being cut down?'

Encourage them to look in the passage to check their answers.

Tell the pupils to answer the questions in their exercise books.

Writing

15 minutes

PlenaryComprehension

5 minutes

20 minutes


Ask the pairs to discuss what they have learned about rainforests with their partner.

Ask them to share their learning with the class.

Ask the pupils what they have learned about report writing.

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Lesson title


Week 7:Report writing




All pupils will be able to: Contribute ideas to a piece of writing.

Most pupils will be able to: Complete a short report, following some report writing rules.

Some pupils will be able to: Complete a report including wow! words, correct punctuation and most report writing rules.


cabbage melon apple customer trader price learn qualifications literacy geography science history


Wow! words

juicy fresh delicious interesting proud hard-working excellent conscientious

Words/phrases

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Paragraph 1Shops are (What are shops for?)

In shops people can buy (What can people buy in shops?)

Paragraph 2The owner of a shop (How do shop owners arrange their shop?)

Paragraph 3When a customer comes, (What happens? What do the owner and the customer say?)

Paragraph 4Shops are open (When are shops open?)

The owner has to (Where do shop owners get things to sell? What do they do with the money at the end of the day?)

Assessment taskShops prompt sheet


Why do we need schools?

What subjects do pupils learn in schools?

What does a school look like? What is a class-room like?

What time does school start? When does it finish? What time is breakfast? What do pupils do at break time?

Who goes to school? What age can you go to school?

What do pupils have to wear? What do pupils have to take to school?

Assessment taskSchool brainstorm

Write the following structure on the chalkboard as a guide for pupils' writing:

Write the opening to the first paragraph: Schools are places where . School starts at and finishes at .

Ask the pupils for ideas to complete the sentences.

Ask them to think of and say about four more sentences.

Write any difficult spellings for them on the chalkboard.

Do not write the sentences on the chalkboard.

Tell the pupils to write 'A school' in their exercise books, complete the sentences and try to write four more sentences.

Repeat this process for the next paragraph: Pupils go to school when . They have to wear . They take to school.

Assessment taskAssessment task School writing frame

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82

Preparation

Before the lesson:

Read the shops prompt sheet on this week's weekly page.

Read the report writing rules on the Week 6 weekly page.

Read How? Shops report prompt sheet, as shown below.

Write the beginning of the sentences and ask the pupils to help you complete them.

Use Who?, Why?, What?, When?, Where? questions to prompt the pupils.

Write the end of the sentence using one of their ideas.

Explain that reports are written in the third person, eg: 'they'.

Repeat this process for each sentence.

How? Shops report prompt sheet

Lesson title

Learning outcomes


Write words adding the suffix 'ly'.

Use the indefinite article 'a' or 'an' in their own writing.



Prompt sheet

83


Read all of the words/ phrases on the chalkboard and ask the pupils to say them with you.

Show the first three word/ phrase flash cards and explain their meaning.

In pairs, ask the pupils to think of adjectives to describe food sold in shops, eg: 'delicious', 'tasty', ' juicy', 'fresh', 'ripe'.

Write these words on the wow! words wall and keep it for the next day.

Pair task

Write, 'I sell a cabbage, a melon, an apple and an egg.' on the chalkboard.

Explain that 'a' and 'an' are called 'indefinite articles'.

Ask if the pairs can notice when 'a' is used and when 'an' is used. ('An' is used before words starting with vowels.)

Say some things that can be bought in a shop and write them on the chalkboard.

Ask the pairs to say each word using 'a' or 'an' correctly.


Ask pupils, in pairs, to say sentences about shops they have been to.

Teach How? Shops report prompt sheet, as shown left.

Keep the shared writing for the rest of the week.

Reading Grammar

15 minutes

10 minutes

Spelling

10 minutes


5 minutes

20 minutes


Ask the pupils what they can remember about nouns and verbs.

Write, 'cloud', 'chew', 'luck', 'bush', 'bump' on the chalkboard.

Explain that with many words you just add the suffix 'y' to change the word into a describing word.

Explain that for words ending with 'e', we drop the 'e' and add 'y', eg: taste, juice, noise, shine.

Ask the pairs to say the words to each other then write sentences using them in their exercise books, eg: They like the taste of juice. It is very tasty.


Choose some pupils to say what they can buy in a shop.

Tell them to use 'a' or 'an', eg: 'I can buy a pen.' 'I can buy an exercise book.'

Word/phrase cards How

84

'A' book can be any book (indefinite). 'The' book is a specific book (definite).

Ask, 'What is the noun in this sentence?' Circle it.

Ask the pupils, 'Does the noun start with a vowel or a consonant?'

Ask the pupils which indefinite article they should use – 'a' or 'an'.

Tell the pupils to write the sentences using the correct indefinite article.

How? Indefinite articles

Lesson title

Learning outcomes


Write words adding the suffix 'ly'.

Use the indefinite article 'a' or 'an' in their own writing.

Preparation

Before the lesson:

Read the shops prompt sheet on this week's weekly page.

Have ready the shared writing and wow! words from yesterday.

Read How? Indefinite articles, as shown below.



Prompt sheet/Notes/ Shared writing/Wow! words

85



Show the next three word/phrase flash cards and explain their meaning.

Ask the pairs to say some objects in school and write them on the chalk-board. Ask the pupils for adjectives to describe these objects. Write them on the chalkboard.

Ask the pupils to match an adjective to a noun, eg: A wooden desk.

Write these words on the wow! words wall and keep it for the next day.

Pair task

Remind the pupils that 'a' and 'an' are called indefinite articles.

Remind them to use 'an' if a noun starts with a vowel sound and 'a' if it starts with a consonant.

Teach How? Indefinite articles, as shown left, using the following sentences:

The shop has umbrella so it is cool.

Funmi puts carrots in bowl.

How much is orange?

He eats apple.

A customer wants to buy yam.


Show the pupils the shop report you started writing yesterday and read it with them.

Tell them you are going to complete the report together.

Use How? Shops prompt sheet, as shown in Week 7, Day 1 (yesterday).

Write the next two para-graphs with the pupils.

Reading Grammar

15 minutes

10 minutes

Spelling

10 minutes


5 minutes

20 minutes


Explain to the pupils that adding 'ly' to a word changes the word to an adverb and describes how something is done.

Write the following words on the chalkboard: 'fresh', 'proud', 'sad', 'quick', 'loud', 'sudden', 'quiet', 'clear'.

Say the words and then say them with the suffix 'ly'.

Tell the pupils to write five of the words in their exercise books with and without the suffix 'ly' and then use them in sentences, eg: It was quiet in the house. She walked quietly.

Choose some pupils to say two of their sentences.

Group task

Ask each group of 5—6 pupils to make a circle.

Tell the first person in each group to say, 'I went to the shop and I bought a/an .'

Tell the next person to say, 'I went to the shop and I bought a (word from first person) and a/an .'

Tell the pupils to continue around the circle adding something you can buy from a shop until everyone has said a sentence.

Check that the pupils are using 'a' and 'an' correctly.

Word/phrase cards Shared writingHow

86

Ask the pupils: 'Why do we need schools?', 'What subjects do pupils learn in schools?'

'What does a school look like?', 'What is a classroom like?'

'What time are the breaks?', 'What do pupils do at break time?'

'What do pupils have to wear?', 'What do pupils have to take to school?'

'Who goes to school?', 'What age can you go to school?'

How? Brainstorm ideas for report writing

Lesson title

Learning outcomes


Write words adding the suffix 'ily'.

Help to complete a brain-storm for a report.

Preparation

Before the lesson:


Read the school brainstorm on this week's weekly page.

Have ready a large piece of paper.

Read How? Brainstorm ideas for report writing, as shown below.

Day 3:Brainstorm


Shared writing/Wow! words wall/ Brainstorm/Paper

87

Pair task

Tell the pupils that they need to learn some interesting words for their writing.

Ask the pairs the meaning of the first six words/ phrases on the chalkboard.

Show the next three word/phrase flash cards and read them with the pupils, discussing what they mean.

Ask the pairs to think of words to describe pupils, eg: hard-working, conscientious, interested, eager, kind.



Choose some pupils to read the shops report they wrote with you yesterday and the day before.

Discuss the type of writing they have been doing.

Read How? Checking rules for report writing, as shown in Week 6, Day 3.

Ask the pupils to check that their report has followed all the rules.

Tell them they are going to write their own report about school.


Write 'A school' in the middle of the chalkboard or on the large piece of paper.

Teach How? Brainstorm ideas for report writing, as shown left.

Ask the pupils to say why schools are important.

Choose someone from each group to say their idea and write it on the chalkboard or paper.

Reading Shared writing

15 minutes

10 minutes

Spelling

10 minutes

PlenaryReading

10 minutes

15 minutes


Explain to the pupils that if we add 'ily' to a word it can change to an adverb to describe how things are done.

Write the following words on the chalkboard: 'easy', 'lazy', 'busy', 'sleepy', 'angry'.

Demonstrate dropping the 'y' and adding 'ily'.

Choose some pupils to say the words.

Tell the pupils to write five of the words in their exercise books with and without the suffix 'ily', eg: happy, happily.

Individual task

Read all the ideas from the brainstorm.

Read the wow! words and this week's words/phrases.

Ask the pupils to write two sentences about 'A school' using some of these words and phrases.

Word/phrase cards Shared writing PaperHow

88

Lesson title

Learning outcomes


Write words with the suffix 'ful'.

Use a writing frame to write a report.

Preparation

Before the lesson:

Have ready the brainstorm and wow! words wall from yesterday.

Read How? Using the school writing frame, as shown below.



How? Using the school writing frame

Write a sentence on the chalkboard. Ask the pupils to complete the sentence.

Ask the pupils: 'What happens at school?', 'What are the school times?'

Ask: 'Who goes to school?' Tell the pupils to write four more sentences.

Ask the pupils: 'What is the uniform like?'

Ask: 'What do pupils take to school every day?' Tell pupils to write four more sentences.

Brainstorm/ Wow! words wall

89



Show the next three word/phrase flash cards and read them with the pupils, discussing their meaning.

Ask the pupils to discuss words that will make their report interesting.

Show them the wow! words wall.

Group task

Tell the groups that they are going to write their own report called 'A school'.

Choose pupils to say why going to school is important.

Teach How? Using the school writing frame, as shown left.

Ask the groups to say sentences about the different things they do at school – both study and play.


15 minutes

10 minutes

Spelling


Explain to the pupils that if you add 'ful' to a word, the new word becomes an adjective that means 'full of' or 'with lots of'.

Write the following words on the chalkboard: care, careful (full of care) help, helpful (full of help) use, useful (with lots of uses)

Tell the pairs to say the words with and without the suffix 'ful'.

Invite some pupils to say the following sentences:

Her scarf is (colour)

Your work is very (care)

A knife is very (use)


Choose some pupils to read the words on the wow! words wall.

Choose other pupils to say some of the wow! words in sentences.

Plenary

5 minutes

Individual task

Tell the pupils to write the title 'A school' in their exercise books.

Ask them to complete the sentence on the chalkboard and write four more sentences.

Remind them that their report must be written in the third person.

Write any difficult spellings on the chalkboard to help the pupils. Do not write the sentences on the chalkboard.

Encourage the pupils to use wow! words. Remind the pupils to use capital letters and full stops.

Repeat this process for the next paragraph.

Independent writing

20 minutes

Wow! words wallWord/phrase cards/ Wow! words wall

How 10 minutes

90

Preparation

Before the lesson:


Read How? Using more interesting words, as shown below.

Copy the 'good' sentences from the reading task, shown right, on the chalkboard or paper and prepare four blank flash cards for each pair.

Ask pupils to read the 'good' sentences from the paper or the chalkboard.

Ask the pairs to replace 'good' with more interesting words.

Tell the pairs to write their best words on their flash cards.

How? Using more interesting words

Lesson title

Learning outcomes


Write words with the suffix 'less'.

Use wow! words in their writing.


Read the sentences again. If pairs have better words, ask them to hold them up.

Tell the pupils to read the sentence again using the new wow! word.


Brainstorm/Wow! words wall/ Sentences/Flash cards

91

Pair task

Choose some pupils to help you write some of the new words/phrases on the chalkboard as you say them.

Teach How? Using more interesting words, as shown left, using the following sentences:

Good pupils go to school every day.

History is a good subject.

There is good food to eat at breakfast.

Pupils learn good things at school.

Put the new words on the wow! words display.

Reading

15 minutes

Spelling

10 minutes


Explain to the pupils that if you add 'less' to a word, the new word is an adjective meaning 'with no'.

Write the following words on the chalkboard:use, useless (with no use) care, careless (with no care)fear, fearless (with no fear)

Tell the pairs to say the words with and without the suffix 'less'.

Read the following sentences with the class:

Most spiders are . (harm)

He is with his uniform. (care).

A flat tyre is . (use)

How

Group task

Remind the pupils that they are writing a report about a school.

Ask them what the rules for report writing are.

Write the opening to the second paragraph on the chalkboard from the school writing frame on this week's weekly page.

Ask each group to try to complete the following sentences:Pupils go to school .They take .

Ask them to say some other sentences about school, eg: describing the buildings and the classrooms.

Guided writing

15 minutes


Choose some pupils to read an interesting part of their report to the class.

Encourage the pupils to tell you what they know about the rules for writing reports.

Plenary

5 minutes

Individual task

Ask the pupils to open their exercise books where they were writing the report 'A school' yesterday.

Ask them to complete the sentences for paragraph two and write four more sentences.

Encourage them to use wow! words and remind them to use capital letters and full stops.

Independent writing

15 minutes

Writing frame

92

Lesson title


Week 8:Where's my orange juice?


Words/phrases


wedding ceremony party relations laughing crowd hide-and-seek costume busy properly draughts confused



All pupils will be able to: Read a recount.

Most pupils will be able to: Recount a story in the correct order of events.

Some pupils will be able to: Recall the recount rules.

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93

It was Bunmi's and Siji's wedding day. After the ceremony, their families went into the compound of Siji's mother, Mrs Adah, to have a party. There was a large crowd of people because both Bunmi and Siji had many friends and relations.

The grown-ups were talking and laughing together while some of the older children were playing hide-and-seek behind the paw paw trees.

Everyone was wearing their best clothes and Mrs Adah's costume and head-tie were particularly beautiful. Her husband also wore a fine robe.

It was a very hot afternoon and Mr Adah turned to his wife and asked, "Could you ask for a large glass of orange juice for me, please?" Mrs Adah called to her eldest daughter, Funmi, "Please fetch your father a glass of orange juice."

Funmi was busy talking to her sister Omotaya, and so she bent down to her younger brother, Olajide, and told him to get the orange juice. But he was not listening properly because he was playing draughts with his cousin, Olu. Olajide stood up and said to his aunt, "Aunty Boma, Omotayo wants some juice." "Your uncle is near the table," Aunt Boma replied, "Ask him to send someone with it."

So Olajide called out to his uncle, "Please Uncle Ene, can you send some juice to Omotaya? I think it is for Mrs Adah."

"OK," said his uncle, and he shouted to a boy standing near him, "Quickly, take this pineapple juice to Mrs Adah." As the boy was running with juice someone asked, "What are you doing, running with that juice?" "I am taking it to Mrs Adah." "But she doesn't like pineapple juice!"

Now the boy was confused. "I'm sure I was asked to take it to Mrs Adah."

Poor Mr Adah was very thirsty. "Where's my orange juice?", he asked.



Use the past tense.




Write the following words and phrases on to flashs cards for Day 3:

Must I Do I have to Should I Ought I go to attend the party? school? the wedding?


Where's my orange juice? Recount writing rules Duty words

Passage from Nigeria Primary English 5, page 55, copyright Learn Africa Plc.

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94

Preparation

Before the lesson:

Read the recount writing rules on this week's weekly page.

Copy the 'ought' questions from today's grammar task, shown right, on to the chalkboard.

Read How? Comparative words, as shown below.

Ask the pupils to say each word and add the suffix 'er'.

Compare two balls. Are they the same? Say a sentence to describe their difference.

Compare two pupils. Are they the same? Say two sentences about their differences.

Ask a pupil to put the comparative word into the sentences on the chalkboard.

Remind the pupils to use 'than' after the comparative word.

How? Comparative words

Lesson title

Learning outcomes


Write comparative words with the suffix 'er'.

Discuss and answer questions about a passage.

Day 1:Wedding day


Brainstorm/ Wow! words wall

95


Read all of the words/ phrases on the chalkboard and ask the pupils to say them with you.

Show the first three word/phrase flash cards and explain them to the class.

Read the passage on the chalkboard to the pupils.

Explain that this type of writing is called a 'recount'.

Pair task

Write the word 'ought' on the chalkboard and explain that 'ought' shows something that is a duty but you do have a choice.

Ask, 'What is the right thing to do when you hurt someone?'

Tell the pupils to answer, 'I ought to .'

Repeat with the following sentences:

'When someone is late, what do you say?'

'What age do you expect children to read?'

'What did Father say when Ade did not go to school?'


Group A: Sit with the pupils for guided reading. After the reading, ask them to draw Bunmi and Siji's wedding day.


Groups C and D: Tell these pupils to answer the questions on the chalkboard in their exercise books, using the word 'ought'.

Reading Grammar

15 minutes

10 minutes

Spelling

10 minutes

PlenaryReading

5 minutes

20 minutes


Explain that when we compare two things we change the adjective by adding 'er'. This is called a 'comparative' word.

Write the following words on the chalkboard: 'tall', 'small', 'short', 'long', 'slow', 'warm'.

Teach How? comparative words, as shown left, and write the following sentences on the chalkboard:

My mother is than me.

My bicycle is than a car.


Choose some pupils to act out the passage.

Tell them to read the words spoken by Mr and Mrs Adah.

Word/phrase cards Matching game/ Snap game

How

96

Lesson title

Learning outcomes


Write words to show comparison using the suffix 'est'.

Write sentences using the word 'ought' correctly.

Preparation

Before the lesson:

Copy the 'ought' questions from today's grammar task, shown right, on to the chalkboard.

Copy the recount writing rules from this week's weekly page on to the chalkboard.

Read How? Wedding role play, as shown below.

Day 2:Ceremonies

It was Bunmi and Siji's wedding.

After the ceremony there was a party, where the adults talked and laughed.

Children played hide- and-seek.

It was very hot and Mr Adah wanted a drink.

A boy ran with some juice for Mr Adah.

How? Wedding role play


Questions/ Rules

97



Show the next three word/phrase flash cards and explain their meaning.

Ask the pairs what they remember about the passage they read yesterday.

Ask the pairs to discuss what happens at wedding ceremonies.

Choose pupils to take part in How? Wedding role play, as shown left.

Group task

Write, 'We ought to help the child' on the chalkboard.

Ask the pupils if anyone can remember what the word 'ought' means.

Read out the following questions and choose some pupils to say some answers using the word 'ought':

'What should you do before you come to school?' (Before I come to school I ought to .')

'What do you do when you find a N50 on the ground?'

'What should we do when we see an accident?'


Groups A and B: Tell these pupils to answer the questions on the chalkboard in their exercise books using the word 'ought'.

Group C: Sit with the pupils for guided reading. After the reading, ask them to draw Bunmi and Siji's wedding day.


Reading Grammar

10 minutes

15 minutes

Spelling

10 minutes

PlenaryReading

5 minutes

20 minutes


Explain that we add the suffix 'est' to an adjective when we are comparing more than two things.

Write the following on the chalkboard: tall, taller, tallest small short long

Ask three pupils to the front of the class. Compare their heights by saying tall, taller and tallest.

Repeat with the other words and different objects.

Tell the pupils to write the words in their exercise books and read them to a partner.

Pair task

Tell the pupils to take turns to retell events in the passage.

Word/phrase cards

Questions Matching game/ Snap game

How

98

Learning outcomes


Write words with the suffix 'est'.

Discuss and answer questions about a passage.

Lesson title

Preparation

Before the lesson:

Copy the duty words/phrases from this week's weekly page on to flash cards.

Read How? Using duty words, as shown below.

Day 3:Pineapple juice

Ask the pupils to look at the duty word flash cards.

Choose pupils to say some questions using the words on the flash cards.

Ask the pupils to think of answers to the questions. Ask them, 'Do you have a choice?'

Repeat with other pupils.

Ask the pupils to discuss the answers.

How? Using duty words


Flash cards

99


Ask the pupils the meaning of the first six words/phrases on the chalkboard.

Show the next three word/phrase flash cards to the class and discuss their meaning.

Choose pupils to read the text on the chalkboard.

Ask the pupils to discuss why the boy was confused.

Read the whole passage and ask the pupils to say what kind of writing it is (a recount).


Tell the pupils that the words 'have to' and 'must' are 'duty words', meaning there is no choice.

Explain that 'should' and 'ought' are duty words to use when there is a choice.

Ask the pupils to help you write the following sentences on the chalkboard: 'I have to go now.' 'I must go now.''I should go now.''I ought to go now.'

Ask, 'Which sentences give you a choice?'

Teach How? Using duty words, as shown left.


Groups A and D: Tell these pupils to use the sentences on the chalkboard to write some questions and answers in their exercise books.

Group B: Sit with the pupils for guided reading. After the reading, ask them to draw Bunmi and Siji's wedding day.


Reading Grammar

10 minutes

10 minutes

Spelling

10 minutes

PlenaryReading

10 minutes

20 minutes


Explain that if an adjective ends with a 'y' we drop the 'y' and add 'i' before adding the suffix 'er' or 'est'.

Write the following words on the chalkboard. Ask the pupils to say the new words with the suffixes 'er' and 'est' and then write them in their exercise books: tiny, tinier, tiniest tasty heavy early

Tell the pupils to write the words in sentences and read them to their partner, eg: A man is heavy, a cow is but an elephant is .'


Ask the pairs to discuss things they 'have to' and 'must' do at school, eg: I must listen, I have to work hard.

Ask them to discuss things they 'ought' and 'should' do at school, eg: I ought to help my teacher, I should come every day.

Record the pupils' answers on the chalkboard, under-lining the duty word.

Ask them, 'Do you have a choice?'

Word/phrase cards Matching game/ Snap game

How

100

Preparation

Before the lesson:

Have ready the duty words/phrases flash cards from yesterday.

Read How? Whispers game, as shown below.

Ask the pupils to stand in lines of eight or less.

Whisper a sentence to the first pupil in each line. This pupil then whispers it to the next pupil.

Repeat until the whisper reaches the last pupil in the line.

Ask the last pupil, 'What was the message?'

Ask, 'Is it the same message we started with?', 'Was there some confusion?'

How? Whispers game

Lesson title

Learning outcomes


Use comparative words in sentences.

Use the words 'ought', 'have to', 'must' and 'should' in sentences.

Day 4:Duty words


Flash cards

101




Ask pupils what they remember about the passage they have been reading.

Choose pupils to retell the events in the text.


Remind the pupils that they have been writing sentences with 'have to', 'should', 'must' and 'ought'.

Show them the duty words/phrases flash cards and choose some pupils to ask questions using them, eg: 'Should I go to school?' (answer: I go to school.)


Group A: Tell these pupils to choose three new words/phrases and draw each word in their exercise books, then play the matching game/snap.

Groups B and C: Tell these pupils to use the sentences on the chalkboard to write some questions and answers in their exercise books.

Group D: Sit with the pupils for guided reading. After the reading, ask them to draw Bunmi and Siji's wedding day.

Reading Grammar

15 minutes

10 minutes

Spelling

15 minutes

PlenaryReading

5 minutes

15 minutes

Pair task

Explain that when adding the suffixes 'er' and 'est' to words ending in a vowel and a consonant, we double the consonant before adding the suffix, eg: big, bigger, biggest.

Ask the pupils to write the following words in their exercise books with and without the suffixes 'er' and 'est': fat, sad, hot.

Tell the pupils to use the words to write sentences in their exercise books and read them to a partner.

Pair task

Explain that when messages get passed from one person to another the message can change, as in the story.

Teach How? Whispers game, as shown left.

Word/phrase cards Matching game/ Snap game/Chart

Flash cards How

102

Preparation

Before the lesson:

Ensure the recount writing rules from this week's weekly page are on the chalkboard.


Read How? Comparative spelling rules, as shown below.

Demonstrate the following comparative rules. For simple words, just add 'er' or 'est'.

For words ending with 'y', drop the 'y' and add 'i' before 'er' or 'est'.

For words ending in a vowel and consonant, double the consonant and add 'er' or 'est'.

Ask the pupils to choose three nouns.

Tell them to make up their own sentence comparing the nouns.

How? Comparative spelling rules

Lesson title

Learning outcomes


Write comparative words in sentences.

Discuss and answer questions about a recount.

Day 5:Comprehension


Rules/ Word/phrase cards

103



Read out some of the words and ask the groups to hold up the matching word/phrase flash card.

Remind the pupils that they have been reading a recount.

Choose some pupils to read out the recount writing rules on the chalkboard.

Ask the pupils to look for the recount writing rules in the recount Where's my orange juice?

Ask the pupils what the first paragraph is about. Tell them this is the intro-duction to the recount.

Explain that the following paragraphs are in the order that the events happened.

Pair task

Read and discuss the following questions with the pupils:

'Why did Mr Adah ask for orange juice?'

'What is Siji's father's name?'

'Why did Mr Adah never get his juice?'

'What game was Olajide playing?'

Tell the pupils to write the answers in their exercise books.


20 minutes

20 minutes

Spelling

15 minutes

Plenary

5 minutes

Pair task

Teach How? Comparative spelling rules, as shown left.

Write the following nouns on the chalkboard and ask the pupils to read them: 'girl, orange, apple, pencil, bicycle, cup, boy, cow, rice, elephant, car, plane, man'.

Ask the pupils to work in pairs to write as many comparative sentences as they can using these words in their exercise books.

Choose some pairs to read their sentences to the class.


Choose some pupils to share their answers with the class.

Ask, 'Does anyone have different answers?'

How Word/phrase cards/ Rules/Recount

104

Lesson title


Week 9:Responsible citizen




All pupils will be able to: Contribute to a brainstorm and shared writing.

Most pupils will be able to: Write a recount using wow! words.

Some pupils will be able to: Write a recount using wow! words and interesting sentences using conjunctions.

unhappy noticed tired worried upset grateful scattered ditch injured hospital bandage bleeding


Wow! words

miserable weary sobbing anxious desperate urgent wounded

Words/phrases

104

105

writing frameRecount writing frame

Write the following structure on the chalkboard as a guide for pupils' writing:

The opening to the first paragraph: (Name) was . He/she went . A woman was .

Ask the pupils for ideas to complete the sentences.

Ask them to think of and say about four more sentences (do not write them on the chalkboard).

Write any difficult spellings for them on the chalkboard.

Tell them to write 'A responsible citizen' in their exercise books, complete the sentences and try to write two more sentences.


Explain to the pupils that they are going to write a recount about a child who saw a woman fall into a ditch.

What was the child's name? How old was the child? How did the child feel?

Where was the child going? What was he/ she doing? (eg: going shopping, playing)

What did the woman look like? What was she carrying?

What happened to the woman?

What did the child do? What did the woman say?

Recount prompt sheet Recount brainstorm


Paragraph 1Mrs Ibrahim went shopping. A poor woman was in the shop buying (What was she buying?)

Paragraph 2The woman had very little money. She said, " " (What did she say?)

The poor woman gave her money and left the shop without taking her bag. Mrs Ibrahim bought (What did she buy?)

Paragraph 3Mrs Ibrahim took the woman's bag. She (Where did she go? How did she get there?)

Paragraph 4The poor woman was (What was she doing? How did she feel? What happened next? Did the woman get her bag back? What did she say?)



Use the past tense.




Recount writing rules

105

106

Preparation

Before the lesson:

Read the recount prompt sheet and the recount writing rules on this week's weekly page.

Write the conjunction sentences from today's grammar task, shown right, on the chalkboard.

Read How? Responsible citizen prompt sheet, as shown below.

Lesson title

Learning outcomes


Write sentences using comparative words.

Use the conjunctions 'and', 'so', 'but', 'because' and 'while'.



Prompt sheet/Rules/ Sentences

Paragraph 1: What was the woman buying? What did she look like?

What do you think she said?

Paragraph 2: Where did the poor woman go?

How? Responsible citizen prompt sheet

Paragraph 3: How did she get there?

Paragraph 4: What was the poor woman doing? How did she feel?

107


Read out the words/ phrases on the chalkboard and choose some pairs to read them.

Hold up the first three word/phrase flash cards and explain their meaning to the class.

Ask the pupils, in pairs, to think of interesting adjectives to describe a poor woman, eg: miserable, weary, anxious, desperate.

Write these words on the wow! words wall and keep them for the next day.

Pair task

Explain that to make sentences more interesting we use conjunctions.

Write: 'and', 'so', 'but', 'because' and 'while' on the chalkboard.

Ask the pairs, 'What do we call these words?', 'What do we use them for?'

Write the following conjunction sentences on the chalkboard: Odion ran fast in the race... We went to the village...

Ask the pairs to write the longer sentences, using conjunctions, in their exercise books, eg: Odion ran fast in the race so she would win.


Ask the pupils to retell the passage 'Where's my orange juice?' from last week.

Explain that you are going to write a recount together.

Tell the pupils that they will write a recount about Mrs Ibrahim who went shopping and found a poor woman's bag of food.

Write the first two paragraphs with the class, as shown left in How? Responsible citizen prompt sheet (photographs 1, 2 and 3).

Ask, 'Have you ever been a responsible citizen?', 'How?'

Reading Grammar

15 minutes

5 minutes

Spelling

10 minutes


10 minutes

20 minutes

Pair task

Explain to the pupils that we can use 'comparative adjectives' to explain differences and compare things.

Draw a goat, a cat and a mouse on the chalkboard.

Choose some pupils to say sentences that compare the three animals.

Ask the pupils, in pairs, to say sentences comparing one of these sets of things:

1) aeroplane, bicycle, car

2) girl, boy, baby

3) rice, orange, apples


Read the recount you have written together.

Ask the pupils to help you make some of the sentences longer using conjunctions.

Word/phrase cards How

108

Lesson title

Learning outcomes


Write sentences using comparative words.

Use the conjunctions 'and', 'so', 'but', 'because' and 'while'.

Preparation

Before the lesson:

Have ready the recount prompt sheet, the shared writing and the wow! words from yesterday.


Read How? Conjunctions join sentences, as shown below.



Prompt sheet/Shared writing/ Wow! words/Sentences

Explain that we use 'and' to join two sentences. Underline the conjunction.

Explain that we use 'because' to explain things. Underline the conjunction.

Explain that we use 'but' to show contrast (difference). Under- line the conjunction.

How? Conjunctions join sentences

Explain that we use 'so' to give a reason. Underline the conjunction.

Finally, explain that we use 'while' to link time. Underline the conjunction.

109

Pair task

Show the first three word/phrase flash cards to the class and make sure the pupils understand them.

Show the next three word/phrase flash cards, read and explain them to the class.

Read the wow! words from yesterday.

Ask the pairs if they can think of any interesting words to describe someone who is hurt, eg: wounded, bleeding. Add these to the wow! words wall.


Remind the pupils that we use conjunctions to make sentences more interesting.

Teach How? Conjunctions join sentences, as shown left, using the following sentences: I was late for school The man was hungry We did our sums

Rub out the conjunctions in the sentences on the chalkboard.

Tell the pupils to write the sentences in their exercise books, putting in the correct conjunctions.

Individual task

Read the shared writing recount the pupils started with you yesterday, about Mrs Ibrahim who found a poor woman's bag.

Write the third and fourth paragraphs (photographs 4 and 5) with the class, as shown in How? Responsible citizen prompt sheet on Week 9, Day 1 (yesterday).

Reading Grammar

15 minutes

10 minutes

Spelling

15 minutes


5 minutes

15 minutes

Group task

Explain to the pupils that they will work in groups of three.

Tell them to make as many sentences as they can comparing each other, using the following phrases:

lives close to school and lives closer but lives closest to school.

has a big family...

gets up early...

Choose some groups to share their sentences with the class.


Choose some pupils to role play the recount.

Word/phrase cards/ Wow! words

Shared writingHow

110

Ask: 'What was the child's name?', 'How did the child feel?'

'Where was the child going?', 'What were they doing?'

'What did the woman look like?', 'What was she carrying?'

How? Group task brainstorm

Lesson title

Learning outcomes


Understand that some comparative words follow no rules.

Write sentences using wow! words.

Day 3:Brainstorm

'What happened to the woman?'

'What did the child do?', 'What did the woman say?'


Prompt sheet/Shared writing/ Wow! words wall/Paper

Preparation

Before the lesson:

Have ready the recount prompt sheet, the shared writing and the wow! words from yesterday.

Have ready a large piece of paper.

Read How? Group task brainstorm, as shown below.

111

Pair task

Remind the pupils that it is important to use interesting words and phrases in their writing.

Show the first six word/phrase flash cards and make sure the pupils understand them.

Show the next three word/phrase cards, read and explain them.

Ask the pairs to think of interesting adjectives to describe a responsible citizen, eg: caring, kind, generous.



Read the shared writing recount the pupils wrote with you yesterday and the previous day.

Ask the pupils to help you to write the recount writing rules on the chalkboard.

Ask them to check that their recount has followed all the recount writing rules on this week's weekly page.

Group task

Write, 'The responsible citizen' in the middle of the chalkboard or on a large piece of paper.

Tell the pupils they are going to write a recount about a child who helps Mrs Ibrahim on her way home.

Teach How? Group task brainstorm, as shown left.

Choose a pupil from each group to say their idea and write it on the chalkboard.

Repeat with the other questions in the recount brainstorm on this week's weekly page.

Reading Shared writing

15 minutes

10 minutes

Spelling

10 minutes

PlenaryBrainstorm

10 minutes

15 minutes


Explain to the pupils that some words do not follow the rules when it comes to comparing.

Write the following on the chalkboard: good, better, best old, older, eldest bad, worse, worst

Ask the pairs to say sentences using the following comparatives and write them in their exercise books:

'I am good at football, David Beckham is but Jay-Jay is the .'

'My father is old, his brother is but his father is the .'


Choose some pupils to read some ideas from the brainstorm.

Read out this week's words/phrases and any wow! words that the pupils suggested.

Word/phrase cards Shared writing/ Rules

Paper/ Brainstorm

How

112

Look at yesterday's brainstorm to promote ideas for writing.

Using the brainstorm, ask: 'What was the child's name?', 'How old was the child?'

'Where was the child going?', 'What was he/she doing?'

'What did the woman look like?', 'What was she carrying?'

Ask pupils to role play the old woman carrying heavy bags.

How? Responsible citizen writing frame 1

Lesson title

Learning outcomes


Use 'more' or 'most' to compare things.

Use a writing frame to write a recount.

Preparation

Before the lesson:

Read the recount writing frame in this week's weekly page.


Read How? Responsible citizen writing frame 1, as shown below.



Writing frame/Brainstorm/ Wow! words wall

113



Show the next three word/phrase flash cards and read them with the pupils, discussing what they mean.

Ask the pupils to suggest other words for 'said' and write them on the wow! words wall.


Tell the pupils they are going to write their own recount called 'The responsible citizen'.

Read through the recount writing rules on the chalkboard.

Read through the brainstorm from yesterday with the class.

Individual task

Tell the pupils to write 'The responsible citizen' in their exercise books.

Teach How? Responsible citizen writing frame 1, as shown left, and keep the writing on the chalkboard to continue tomorrow.

Write any difficult spellings on the chalkboard but do not write pupils' ideas in sentences on the chalkboard.

Encourage the pupils to use words from the wow! words wall.

Check that the pupils are using speech marks and full stops correctly.


15 minutes

10 minutes

Spelling

10 minutes


5 minutes

20 minutes


Say the following words and clap the syllables: 'beau-ti-ful' 'im-port-ant' 'ex-pen-sive' 'hand-some'

Explain that these words do not follow the rules. They use 'more' and 'most' when making comparisons, eg: beautiful, more beautiful, most beautiful.

Ask the pupils to say the following sentence using 'more' and 'most': Lawan is handsome, Hassan is handsome, but Ojo is the handsome.

Tell the pupils to draw the boys and label them in their exercise books.


Choose some pupils to read out the sentences they have written.

Discuss any wow! words they have used.

Word/phrase cards Rules/ Brainstorm

Wow! words wallHow

114

Preparation

Before the lesson:

Have ready the writing frame from yesterday and the comparative grid from today's spelling task, on the chalkboard.

Have ready the brainstorm and wow! words wall from earlier this week.

Read How? Responsible citizen writing frame 2, as shown below.

Look at the brain-storm to promote ideas for writing.

Ask: 'What happened to the old woman?'

'What did the child do?', 'Who else came to help?'

How? Responsible citizen writing frame 2

Lesson title

Learning outcomes


Correctly spell comparative words.

Finish writing a recount.


'What did the old woman say?'


Writing frame/Grid/Brainstorm/ Wow! words wall

Ask pupils to role play the child helping the old woman.

115


Choose some pupils to write some of this week's words/phrases on the chalkboard as you say them.

Ask the pupils to say some sentences with the new words/phrases.

Read and explain the wow! words.

Remind the pupils that they can use the wow! words when they are writing their recounts.


Remind the pupils that they are writing a recount about a responsible citizen.

Remind them of the rules for recount writing.

Teach How? Responsible citizen writing frame 2, as shown left.

Individual task

Ask the pupils to open their exercise books where they started writing 'The responsible citizen' yesterday.

Ask them to complete paragraphs 3 and 4.

Encourage them to use the wow! words wall and the brainstorm.


15 minutes

10 minutes

Spelling

10 minutes


5 minutes

20 minutes

Pair task

Ask the pupils to look at this week's work in their exercise books.

Tell them to discuss and explain, in pairs, some of the rules for spelling comparative words they have learned.

Tell them to complete the comparative grid, shown below.


Choose some pupils to read part of their recounts to the class.

Grid Wow! words wall/Brainstorm

How

adjective add 'er' add 'est'

short shorter shortest

early

sadder

tiniest

big

happy

Comparative grid

116

Lesson title


Week 10:How to clean a house


Tens and Units bundles/Number cards/GameTens and Units bundles/Number cards/Game

Words/phrases


disease wise advice frequently thoroughly remembered taught furniture gather cobweb polish disinfectant



All pupils will be able to: Read and follow a set of instructions.

Most pupils will be able to: Write a set of clear instructions using a prompt sheet.

Some pupils will be able to: Write clear instructions independently.

116

117


Write a title and explain what is going to be made or done.

List the equipment, materials, tools or ingredients needed.

Use numbers or bullet points and write in the correct order.

Write in clear sentences.

Use imperative verbs.

Use time connectives, eg: first, second, next, then.

Include diagrams if they are helpful.


Keeping the house clean Rules for instructions

Mrs Dala lives in a town with her husband now, but she used to live in a village. Before she was married her mother gave her some wise advice.

"You must always keep your house clean," her mother told her. "It isn't good to live in a dirty house. Dust and dirt spread disease."

Mrs Dala remembered what her mother had told her and always kept her house thoroughly clean. She taught her children how to keep the house clean too.

She taught them to tidy and put things away where they belong first. Then to gather together all the equipment they would need before they started to clean: a broom, cleaning cloths, a bucket, disinfectant and polish.

"Take cobwebs down with a broom first," she told them. "Don't sweep round the mats. Remove the mats, shake them outside, then sweep the whole room."

She sometimes told her children to carry the furniture outside too. She also told them to wash floors frequently because this removes dust better than sweeping.

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118

Preparation

Before the lesson:

Write the joining sentences from today's grammar task, shown right, on the chalkboard.

Copy Keeping the house clean from this week's weekly page on to a large piece of paper or the chalkboard.

Read How? Learning high frequency words, as shown below.

Write the high frequency words on the chalkboard.

Give the pupils blank cards to write some high frequency words on.

Tell the pupils to read the words to each other, then write them in their exercise books.

Tell the pupils to exchange exercise books to check their spellings.

Pupils should write out incorrect words five times using 'look, say, hide, write, check'.

How? Learning high frequency words

Lesson title

Learning outcomes


Spell high frequency words quickly.

Use conjunctions to join sentences.

Sentences/Passage/ Paper

Day 1:Wise advice


119


Read out the words/ phrases on the chalkboard and ask the pupils to say them with you.

Hold up the first three word/phrase flash cards and explain their meaning.

Tell the pupils that this week they are going learn to write clear instructions.

Ask the pairs to think about when instructions are useful.

Read and explain the passage, Keeping the house clean, on the chalkboard.

Ask the pupils to say what they do at home to help their mother.

Pair task

Choose some pairs to say what a conjunction is (a word that joins two short sentences together).

Remind the pupils that 'and' joins two ideas, 'because' explains things and 'but' contrasts things.

Read out the following joining sentences:

'Mrs Dala remembered her mother's words. She always kept her house clean.'

'Wash the room frequently. This removes dust better.'

Ask the pairs to say one long sentence, joining the two sentences using a conjunction.

Pair task

Ask the pairs to discuss the following question: 'Why should you keep the house clean?'

Tell the pairs to reply in sentences using the conjunction 'because'.

Reading Grammar

10 minutes

15 minutes

Spelling

10 minutes

Plenary

5 minutes


Teach How? Learning high frequency words, as shown left, using the following words: water away good want over how did man going


Group A: Sit with the pupils for guided reading. After the reading, ask them to draw and label pictures to explain the work the children do.


Groups C and D: Tell the pupils to join the sentences on the chalkboard with a conjunction, in their exercise books.

Reading

20 minutes


Word/phrase cards/ Passage

SentencesHow

120

Ask some pupils to write the conjunctions on the chalkboard.

Choose some pupils to join sentences with a conjunction.

Invite some pupils to join sentences with a conjunction.

How? Joining sentences

Lesson title

Learning outcomes



Use conjunctions in sentences.

Preparation

Before the lesson:

Write the joining sentences from today's grammar task, shown right, on the chalkboard.

Read How? Joining sentences, as shown below.

Day 2:Keeping the house clean

Ask the pupils to join sentences with a conjunction.


Sentences

121


Teach How? Joining sentences, as shown opposite.


Hold up the next three word/phrase flash cards and read them with the pupils, discussing their meaning.

Pair task

Ask the pairs to read the following joining sentences and choose the right conjunction to join them:

'You must always keep your house and surround- ings clean. Dust and dirt spread disease.'

'Mrs Dala lives in a town now. She used to live in a village.'

Ask the pairs to say one long sentence, joining the two sentences using a conjunction.

Reading Grammar

15 minutes

10 minutes

Spelling


Teach How? Learning high frequency words from Week 10, Day 1 (yesterday) using the following words: would or took school think home who ran know again


Choose some pupils to role play the work they do at home.

Plenary

5 minutes


Groups A and B: Tell the pupils to join the sentences on the chalkboard with a conjunction, in their exercise books.

Group C: Sit with the pupils for guided reading. After the reading, ask them to draw and label pictures to explain the work they do at home.


Reading

20 minutes


How Word/phrase cards

Sentences10 minutes

122

Write the title – The purpose of writing instructions.

Explain that you need an equipment list – things you need to do the job.

Remind the pupils that instructions use imperative verbs, eg: 'gather', 'sweep'.

Explain that instructions contain time connectives, eg: 'then', 'next'.

Next, begin writing instructions in the order they need to be done.

How? Instructions prompt sheet – how to clean a room

Lesson title

Learning outcomes



Write simple instructions.

Preparation

Before the lesson:

Make sure the rules for instructions from this week's weekly page are on the chalkboard.

Have ready the passage Keeping the house clean.

Read How? Instructions prompt sheet – how to clean a room, as shown below.

Day 3:Instructions


Rules/ Passage

123




Ask the class what they remember about the passage they have been reading this week. Read the passage with the pupils again.


Tell the class they are going to learn how to write instructions.

Read out the rules for instructions.

Teach How? Instructions prompt sheet – how to clean a room, as shown left.

Read the instructions together and check they make sense.

Rub them off the chalkboard.

Reading Writing

15 minutes

10 minutes

Spellling


Teach How? Learning high frequency words, from Week 10, Day 1 (earlier in the week), using the following words: cat long things new after wanted eat everyone our through


Ask the pupils what happens when a visitor is expected in their homes. Do they clean and tidy?

Ask them to name some of the tasks involved in cleaning the house.

Plenary

5 minutes


Groups A and D: Tell these pupils to write 'How to clean a room' in their exercise books. Tell them to list the equipment needed and write a numbered set of instructions explaining what to do.

Group B: Sit with the pupils for guided reading. After the reading, ask them to draw and label pictures to explain the work they do at home.


Reading

20 minutes


How 10 minutes

Word/phrase cards/ Passage

Rules

124

Learning outcomes


Write some high frequency words in sentences.

Write simple instructions.

Preparation

Before the lesson:

Copy the rules for instructions from this week's weekly page on to the chalkboard.

Prepare three blank flash cards for each pair.

Read How? Imperative verbs, as shown below.

Ask some pupils to role play a cleaning task.

How? Imperative verbs

Lesson title

Rules/ Flash cards

Day 4:Instructions


Choose some pupils to find imperative verbs, eg: 'tidy', 'remove', 'shake'.

Choose a pupil to read the instruction writing from yesterday.

Ask the pupils to look for time connectives in the writing, eg: 'first', 'finally'.

Invite a pupil to read through the list of equipment from yesterday.

125




Explain that 'imperative' or 'bossy' verbs are the words that tell you what to do. We use them when writing instructions.

Teach How? Imperative verbs, as shown left.


Remind the pupils that they have been learning how to write instructions.

Ask them to say some of the rules for writing instructions.

Use How? Instructions prompt sheet from Week 10, Day 3 (earlier in the week), to write instructions on 'How to clean a room' with the pupils.

Choose some pupils to come and point to the verbs.

Ask them to discuss with a partner which verbs are used to write instructions (imperative verbs).

Reading Grammar

15 minutes

15 minutes

Spelling


Ask the pupils to copy these sentences and complete them using the high frequency words from Days 1—3:

Mrs Dala said 'We are g to clean the house.'

I like to e mango and drink w .'

I go to s every day.

Tell them to make three more sentences using the words from this week.

Ask them to read their sentences to a partner.


Choose one or two pupils to read out the instructions they have written in their exercise books.

Ask the class to put up their hands when they hear an imperative verb.

Plenary

5 minutes



Groups B and C: Tell these pupils to write 'How to clean a room' in their exercise books. Tell them to list the equipment needed and write a numbered set of instructions explaining what to do.

Group D: Sit with the pupils for guided reading. After the reading, ask them to draw and label pictures to explain the work they do at home.

Reading

15 minutes


Word/phrase cards

How 10 minutes

126

Learning outcomes


Write some high frequency words in sentences.

Answer questions about a passage.

Preparation

Before the lesson:

Copy the questions from the comprehension task, shown opposite, on the chalkboard.


Read How? Hangman, as shown below.

Choose a word, count the letters in the word and draw a dash for each letter.

Ask the pupils to find the word by guessing one letter at a time.

Every incorrect letter builds part of the scaffold to 'hang the man'.

Every correct letter goes on to the dashes in the right place to help spell the word.

Pupils have to guess the word before the scaffold is completed.

How? Hangman

Lesson title

Day 5:Mrs Dala cleans her house


Questions/ Word/phrase cards

127

Group task


Read out some of the words/phrases and ask the groups to hold up the matching card.

Choose some pupils to say sentences using the words they are holding.

Ask the class to explain what happened in the passage they have been reading this week.

Ask them what equipment is needed to clean a room.

Choose some pupils to say some of the rules for writing instructions.

Individual task

Read out the passage Keeping the house clean.

Explain and discuss the following questions on the chalkboard:

'What did Mrs Dala's mother give her before she got married?'

'How should you clean mats?'

'What removes dust better than sweeping?'

'What did Mrs Dala tell her children to do first?'

Tell the pupils to answer the questions in their exercise books.

Pair task

Ask the pairs to take turns giving instructions, using imperative verbs, for their partner to role play.

Ask the class to say what imperative verbs they used in their role play.


20 minutes

15 minutes

Spelling

15 minutes

Plenary

10 minutes


Tell the pupils that they are going to play a word guessing game.

Teach How? Hangman, as shown left.

When the pupils understand the rules they can play in pairs or small groups.

How Word/phrase cards Passage/ Questions

128

Acknowledgment

Many different stakeholders have contributed to the development and production of this material

Special thanks go to

His Excellency, The Deputy Governor/Honourable Commissioner, Ministry of Education, Science and technology, Kano State, Professior Hafiz Abubakar;

Honourable Commissioner, Ministry of Education, Katsina State, Professor Halimatu Sa’adiya Idris;

Honourable Commissioner of Education, Science and Technology, Kaduna State, Prof. Andrew Jonathan Nok;

Honourable Commissioner of Education, Science and Technology, Jigawa state, Rabi’a Hussaini Adamu Eshak

Honourable Commissioner for Education, Zamfara State, Alhaji Moktar Muhammed Lugga;

The Executive Chairman, State Universal Basic Education Board, Kano State, Zakari Ibrahim Bagwai;

The Executive Chairman, State Universal Basic Education Board, Katsina State, Alhaji Lawal Buhari;

The Executive Chairman, State Universal Basic Education Board, Kaduna State, Nasir Umar;

The Executive Chairman, State Universal Basic Education Board, Jigawa State, Alhaji Salisu Zakari Hadejia

The Executive Chairman, State Universal Basic Education Board, Zamfara State, Murtala Adamu;

Thanks go to all SUEBEB staff for their time and valuable input; The State School Improvement Team (SSIT), Teacher Developemt Team (TDT) and Teacher Faciliatators (TF) of Jigawa, Kano, Katsina, Kaduna, and Zamfara for their continuous contributions.

Thanks also go to all the teachers who have used this Teacher’s Guide and started to bring about changes in their classroom.

This document is issued for and can only be relied upon by the party which commissioned it to the extent set out in the terms and conditions of the commission. These materials were produced with UKaid technical assistance from DFID under TDP.

Copyright © Cambridge Education 2016.

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