LESSON PLAN TERM 2 WEEK 1 & 2
Grade 5 English FAL
Activity 1-LISTENING AND SPEAKING
Activity 1.1: Listens to the following story:
https://images.app.goo.gl/VuSV3YtyZFzRzUDV8
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Activity 1.2: Now answer the following questions:
•
Have you been pranked on April Fools’ Day?
•
What happened first in the story? And what took place next?
•
Do you think everybody enjoys being pranked on April Fools’ Day? Give a reason.
•
What would you do to add a positive aspect to celebrating April Fools’ Day?
•
If we could replace April Fools’ Day with a more sensible celebration, then what would
it be?
Activity 2: READING AND VIEWING
Reading and Viewing:
Activity 2.1:
• Pre-reading reads and discusses title and looks at pictures
• Uses reading strategies, e.g. making predictions, using contextual clues
Best Friend Blues
Best Friend Blues Alexa and Brittany were best friends. They’d known each other since
Brittany moved next door in 2nd grade. They hung out almost every day after school…
when they were getting along, that is. They were very different people. Alexa did great
with her schoolwork, read a lot of books, and took ballet classes. Brittany, on the other
hand, would rather play soccer, chat with other kids at school, and rarely sat still for long
enough to finish reading a chapter of a book. Often, Alexa and Brittany would play
together at the park across the street. They’d play on the equipment, play tag with a
group of neighborhood kids, or play soccer. If it was raining outside, they’d go in one of
their houses to make crafts, play video games, or do their nails. Some days they could
spend hours together without a single problem, but other days they just could not agree on
what to do. “Come on, let’s play on the equipment. We’ve played soccer for the last three
days!” Alexa said. “They just cut the grass, I love playing soccer when the grass is nice and
short. I don’t want to play on the equipment,” Brittany replied. “We always do what you
want to do Brittany, it’s my turn to choose.” Alexa was getting frustrated. “Fine, go play on
the equipment by yourself, I’m playing soccer, ” Brittany shouted.
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Alexa left. She was fuming. When she got home, she realized she still had Brittany’s
notebook. Well, I’m not giving it back today. I’m too mad at her. Alexa thought. The next
day at school, their teacher asked for their notebooks. Brittany didn’t have hers, and asked
Mrs. Stone if she could bring it in tomorrow instead. Mrs. Stone let us have one late
assignment a month, but Brittany had already used hers. Brittany looked upset, and walked
quietly back to her desk. Alexa was having an internal conflict. She knew she should tell
Mrs. Stone that she had the notebook, but she was still mad at Brittany for not
compromising with her at the park yesterday. When it was time for lunch, Alexa hung back
to talk with Mrs. Stone. “Mrs. Stone, I have Brittany’s notebook. I should have said something
earlier, but Alexa and I had a problem yesterday, and I’m still mad at her. Would you be
able to help us solve our problem?” Alexa asked. “Thank you for being honest, Alexa. I’m
sure Brittany will appreciate that you gave me her notebook when you could have made
her get another late mark instead. I’m glad you asked for help solving the problem. It’s
really hard to solve a problem by yourself when you’re still feeling upset, so this is a good
solution.” At recess, Mrs. Stone sat and talked with the girls. They each revealed that they
get frustrated with the other person a lot because they don’t always want to do the same
things, but they realized that they never really solved their problem. One of them just
always went home. Mrs. Stone helped them realize that maybe they didn’t have to play
together every day to be best friends. They decided to just play together a couple times a
week, and take turns picking the activity. Alexa and Brittany were hopeful that this would
solve a lot of the arguments they’d been having lately!
https://www.k5learning.com/worksheets/reading-comprehension/5th-grade-5-best-friend-blues.pdf
Activity 2.2: Vocabulary Development
a. Identify any new or unfamiliar words in the story.
b. Use a dictionary to define these new words.
c. Can you use these new words in a sentence?
https://images.app.goo.gl/Es6TWLhTQPSqsJWAA
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Activity 2.3: Comprehension
Answer the following questions after you have read the story at least twice.
a. What does the ‘blue’ refer to in the text?
b. How were Alexa’s and Brittany’s experiences different?
c. What other solutions could the two friends have decided on?
d. Have you experienced the blues because of friendship issues?
e. Could you solve the issue with your friend?
f.
What was the lesson you learnt from the experience?
g. What does the word ‘fuming’ mean?
h. How would a different point of view have changed the story?
i.
Develop 5 of your own questions about the story: Best Friend Blues
Activity 3: WRITING AND PRESENTING
Activity 3.1: Write a simple story review:
a. Read the story: Best Friend Blues again
b. Refer to the writing frame below to
guide you as you plan to write a
review on the story: Best Friend Blues
c. Ensure that you refer to the title of the
story, the characters, the setting
(where you think the story took place)
and provide a short summary of the
story.
d. Did you enjoy the story? Give a reason
for your answer.
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Activity 4 : LANGUAGE STRUCTURES AND CONVENTIONS
Activity 4.1: Spelling
INCORRECT SPELLING
CORRECT SPELLING
WRITE WORDS IN ALPHABETICAL
ORDER
ewipment
nayborhood
appreshiate
revieled
argyouments
frustraited
compromizing
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Activity 4.2: Working with words and sentences
4.2.1 Singular vs Plural
https://images.app.goo.gl/8XHJ8BXA48QvGkeQA
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4.2.2 Countable and Uncountable Nouns:
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https://images.app.goo.gl/LRUrwYAw5KQi7S55A
4.2.3 Adjectives
https://images.app.goo.gl/6voZntd7hm4FqaVd8
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DBE RECOVERY ANNUAL TEACHING PLAN GRADE 5 TERM 2
SKILL
LISTENING AND SPEAKING (ORAL)
Gives and follows instructions
Text from the textbook or Teacher’s
Resource File (TRF)
READING & VIEWING
WRITING & PRESENTING
Reads an instructional text
containing a sequence of
instructions
Writes instructions e.g. how to
make a sandwich
• Selects relevant information
Text from the textbook or Teacher’s
Resource File (TRF)
• Uses correct specific details
• Introductory activities: prediction
• Uses correct format
• Listens and gives specific detail
• Asks relevant questions and
responds appropriately
Term 2 • Carries out instructions
WEEK 1-2
Word level work: adverbs of
manner, time, place, degree;
prepositions, moods, adjectives
• Uses correct sequence
• Pre-reading: predicting from title
and pictures
• Uses correct sequence
LANGUAGE STRUCTURES &
CONVENTIONS
• Uses the command form of the
verb and imperatives
• Uses reading strategies:
prediction, contextual clues
• Discusses specific details of text
• Uses appropriate grammar,
spelling and punctuation
• Discusses sequence of instructions
Uses the writing process
• Carries out instructions/procedure
• Planning / pre-writing
• Discusses new vocabulary from the
read text
• Uses a dictionary
Sentence level work: simple
sentences, complex sentences
Spelling and punctuation: full
stop, exclamation marks,
abbreviations – acronyms,
initialisation, truncation
• Drafting
• Revising
• Editing
• Proofreading
• Presenting
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