LESSON PLAN TERM 2 WEEK 7 & 8
Grade 5 English FAL
Activity 1-LISTENING AND SPEAKING
Activity 1.1 Listens and retells stories
Listen carefully as your teachers reads the short story below:
https://images.app.goo.gl/yvmwqLwXVbVpczVWA
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Activity 1.2 Retells the story
a. Retell the story in Activity 1.1 by describing the events in sequence
b. Who or what is the main character in the text?
c. Suggest an alternative ending to the short story
d. Rewrite the following two sentences in the past tense:
1. Turkeys are interesting birds.
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2. They like to eat acorns, berries, insects and seeds.
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Activity 1.3 Practises Listening and Speaking
(Choose one for daily practise)
• Performs a short poem or rhyme
• Plays a simple language game
• Tells of own related experiences
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Activity 2: READING AND VIEWING
Activity 2.1 Reads stories
a. Pre-read the text by predicting from the title and picture what you think the story
is about.
b. Teacher reads the story out loud and learners listen for details
c. Learners use contextual clues in the story to find meaning
d. Learners identify and comment on the plot
e. Learners identify difficult words and use a dictionary to find their meaning
The Princess and the Pea
by Hans Christian Andersen
Talk about a rigorous royalty identity test (one that mattress)! Hans Christian Andersen offers his
literary tale about a young lady who must prove her worthiness to marry a prince. She could have simply
offered, "I'll sleep on it." This classic fairytale was first published by Andersen in 1835.
ONCE upon a time there was a prince who wanted to marry a princess; but she
would have to be a real princess. He travelled all over the world to find one, but
nowhere could he get what he wanted. There were princesses enough, but it was
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difficult to find out whether they were real ones. There was always something
about them that was not as it should be. So, he came home again and was sad,
for he would have liked very much to have a real princess.
One evening a terrible storm came on; there was thunder and lightning, and the
rain poured down in torrents. Suddenly a knocking was heard at the city gate,
and the old king went to open it.
It was a princess standing out there in front of the gate. But, good gracious! what
a sight the rain and the wind had made her look. The water ran down from her
hair and clothes; it ran down into the toes of her shoes and out again at the
heels. And yet she said that she was a real princess.
Well, we'll soon find that out, thought the old queen. But she said nothing, went
into the bedroom, took all the bedding off the bedstead, and laid a pea on the
bottom; then she took twenty mattresses and laid them on the pea, and then
twenty eider-down beds on top of the mattresses.
On this the princess had to lie all night. In the morning she was asked how she
had slept.
Oh, very badly! said she. I have scarcely closed my eyes all night. Heaven only
knows what was in the bed, but I was lying on something hard, so that I am black
and blue all over my body. It’s horrible!
Now they knew that she was a real princess because she had felt the pea right
through the twenty mattresses and the twenty eider-down beds.
Nobody but a real princess could be as sensitive as that.
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So, the prince took her for his wife, for now he knew that he had a real princess;
and the pea was put in the museum, where it may still be seen, if no one has
stolen it.
There, that is a true story.
https://americanliterature.com/author/hans-christian-andersen/short-story/the-princess-and-the-pea
Questions:
Learners answer questions on the story (Does comprehension activity on the text (oral or
written)
1.
2.
3.
4.
5.
What type of literary text do you think this is?
Who wrote this story?
Who is the main character in the story?
How did the prince test to see if the young girl was indeed a princess?
List the underlined words in the story. Write them in your book. Use a dictionary to
find the meaning of these words.
6. What do you think the moral of the story is?
Activity 2.2 Practises reading
• Learners read the story in Activity 2.1 aloud with appropriate pronunciation,
fluency, and expression
Activity 3: WRITING AND PRESENTING
Activity 3.1 Writes a story using a frame (Narrative/ Descriptive)
Select and write about any ONE of the following topics below:
1. Select a natural landmark or a geographical feature and write an origin story about
it. Describe the landmark to someone who has not seen it before. Explain how the
landmark or geographical feature came to be? What does it represent? Why
should it be important to humans / society? Add an illustration or two about the
geographical landmark.
2. If you could go to space at some point in your life, what would you most like to see
or experience? Choose anything in the universe and write about it—whether or not it
would be realistic for a person to travel there! Think out of the box!
3. If you could invent any tool or new technology that would improve your life in some
way, what would you create? What would it do? How would it work? When would
you use it? Be creative. Be innovative. Make use of an illustration or two to show your tool.
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Teacher to explain the following instructions to guide you:
a. Learners write at least three - four short paragraphs
b. Learners link paragraphs using connecting words like and, in addition to,
c. furthermore, moreover, besides, than, too, also, both-and, another,
d. equally important, first, second, etc.
e. Learners use new vocabulary and punctuation learnt
f. Learners use techniques for creative writing, e.g. comparisons: similarities or
differences between two or more people or things
g. Learners use appropriate grammar, spelling, punctuation and spaces between
h. paragraphs
i. Learners use the dictionary to check spelling and meaning of words
NOTE: Narrative writing tells a story or part of a story.
Descriptive writing vividly portrays a person, place, or thing in such
a way that the reader can visualize the topic and enter into
the writer's experience.
Activity 3.2 Records words and their meanings in a personal dictionary
• Writes sentences using the words or explanations to show the meaning, etc.
WORD
DEFINITION
torrents
Word in a sentence
bedstead
Word in a sentence
pea
Word in a sentence
eiderdown
Word in a sentence
museum
Word in a sentence
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https://images.app.goo.gl/34HPMHSy27kC6sgn7
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Activity 4 : LANGUAGE STRUCTURES AND CONVENTIONS
Activity 4.1 Spelling
Chunking is an example of a strategy that helps learners breakdown difficult words
into more manageable pieces. Dividing words into smaller parts helps learners
identify key words and ideas, develops leaners’ ability to paraphrase, and makes it
easier for learners to organize and synthesize information.
4.1.1
Break the following long words into smaller chunks, e.g. be-cause; sen-ten-ce:
GS Second Edition Newspaper 2020
Activity 4.2 Working with words and sentences
•
Uses different types of adjectives including those relating to age/ temperature/
what things are made of:
TOUCH
Bumpy
Bouncy
Cosy
Fluffy
Smooth
Silky
Soft
rough
ADJECTIVES TO DESCRIBE THE 5 SENSES
TASTE
SOUND
SMELL
Bitter
Sweet
Juicy
Crunchy
Dry
Hot
Sour
tangy
Buzzing
Squeaking
Humming
Muffled
Scaping
Shrill
Silently
Floral
Foul
Fragrant
Musty
Pleasant
Pungent
Stale
Acrid
SIGHT
COLOUR:
Cream
Green
SIZE:
Gigantic
Titanic
SHAPE:
Flat
Round
CONDITION:
Bright
Faded
gleaming
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4.2.1 Select an Adjective from each column and write five descriptive sentences of your
own:
TOUCH
TASTE
SOUND
SMELL
SIGHT
Activity 4.3 Vocabulary in context
4.3.1 Synonyms (words that are similar in meaning e.g.
soft/gentle)
https://images.app.goo.gl/BzkuNZsjziDLvnwD7
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RECOVERY ANNUAL TEACHING PLAN GRADE 5 TERM 2
SKILLS
LISTENING AND SPEAKING (ORAL)
Listens and retells stories (Choose
from contemporary realistic
fiction/traditional stories/personal
accounts/adventure/ funny/fantasy/real
life stories/historical fiction)
• Answers literal questions
• Answers more complex questions,
e.g. Why don’t they…? What would
you do…?
• Gives a personal response
• Expresses feelings and opinions, e.g.
Why couldn’t…
READING & VIEWING
WRITING & PRESENTING
Reads stories
Writes a story using a frame
(Narrative/ Descriptive)
• Writes at least four paragraphs
Uses the dictionary to check spelling
and meanings of words
• Pre-reading predicts from title and
pictures
• Links paragraphs using connecting
words
Breaks long words into smaller chunks,
e.g. be-cause; sen-ten-ce
• Reads for detail and uses contextual
clues to find meaning
• Uses new vocabulary and
punctuation learnt
Working with words and sentences
• Identifies and comments on the plot
• Uses techniques for creative writing,
e.g. uses comparisons
Uses different types of adjectives
including those relating to age/
temperature/ what things are made of
• Uses appropriate grammar, spelling,
punctuation and spaces between
paragraphs
Understands and uses verbs to
describe actions
• Gives reasons for action
Retells the story
7 –8
• Answers questions on the story
• Describes events in sequence
• Refers to main characters
• Uses the dictionary to check spelling
and meanings of words
Practises reading
• Suggests an alternative ending
Practises Listening and Speaking
(Choose one for daily practice)
•
Performs a short poem or rhyme
•
Plays a simple language game
•
Tells of own related experiences
• Reads aloud with appropriate
pronunciation, fluency, and
expression
Begins to use ‘must’, ‘should’ and ‘have
to’ to show obligation.
Begins to use ‘shall’ and ‘will’ to show
intention.
Does comprehension activity on the
text (oral or written)
• Retelling of story line makes sense
• Uses tenses introduced in previous
grades
Spelling
Text from the textbook or reader/s or
Teacher’s Resource File (TRF)
• Understands the vocabulary
WEEK
LANGUAGE STRUCTURES &
CONVENTIONS
Records words and their meanings
in a personal dictionary
• Writes sentences using the words or
explanations to show the meaning,
etc.
Begins to use the conditional, e.g. If ...,
then ...
Vocabulary in context
Words taken from shared or individually
read texts
• Synonyms (words that are similar in
meaning e.g. soft/gentle)
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