Tel:
TANE CRESCENT SCHOOL
30 Godwin Okigbo off Masha Road, Surulere, Lagos.
080555288820, 08027317870, 09064467178
Website: www.tanecrescentschools.com
LESSON PLAN FOR ENGLISH WEEK THREE
Date: MONDAY 8th – FRIDAY 12TH MAY 2023
Class
SUBJECTS
TOPICS
REFERENCE
PERIOD
RESOURCES
Year 1
English Grammar
Using the Word ‘An’
Enrich your grammar Bk 3
2
Comprehension
The Crow and the Jug
English Skills Book 1
1
Spelling
New Words from ‘The
English Skills Book 1
1
Hedgehog’
Year 3
Creative Writing
A day I will never forget
www.cram.com/
1
Grammar
Tenses I
Understanding English Grammar
2
book 2 pg 26
Year 4
Comprehension
Tales of Two cities
Tales of Two cities Pages 30-35
1
Spelling
Soft ‘g’ Words
English Skills Bk 3
1
Creative Writing
Informational Text on Lagos
http://wikipedia.org/wiki/Lagos
1
Grammar
Adverbial Phrases
2
Comprehension
This Beautiful World
https://www.grammarmonster.com/glossary/adverbial_p
hrases.html
English Skills Bk 4
1
Year 5
Spelling
/u/ and /u:/
English Skills Bk 4
Creative Writing
Poetry
http://edudelighttutors.com/2022
/09/26/poetry-and-its-features/
Grammar
Correct use of
https://leverageedu.com/blog/r
Preposition
ules-for-prepositions
Enrich your Grammar
Primary 5
Comprehension
Gold
English Skills Bk 5
Spelling
New words from ‘Gold’
English Skills Bk 5
Creative Writing
Writing to a newspaper
LESSON NOTE
Date: MONDAY, 8TH MAY, 2023.
Class: YEAR 1
Subject: GRAMMAR
Lesson: 1
Topic: Using the Word ‘An’
Period: 3rd and 4th
Duration: 90 MINUTES
Average Age: 6 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
1. Identify instances ‘an’ can be used in a sentence.
2. Make use of ‘an’ correctly in a sentence.
Key Vocabulary Words:
Noun : A noun is a naming word. As long as it has a name, it is a noun.
Reference Resources: Enrich your Grammar book 3 Pg. 73
Instructional Resources: An educational video on the use of ‘an’
1
2
Building Background / Connection to prior knowledge: learners have been taught or are familiar with
writing compositions.
Content:
‘An’ is used before nouns beginning with a vowel sound. There are five vowels in the English alphabet,
they are A E I O U.
For example: An apple, an egg, an ice-cream, an orange, an umpire.
There are however certain words that start with a consonant but have a vowel sound. Examples are an
hour, an honest man etc.
Give five nouns that must start with an in a sentence.
Strategies and Activities: Discussion and questioning
Activity 1
Teacher reviews previous lesson and ask questions based on
that.
Activity 2
Teacher introduces new lesson by allowing the learners to
define noun, give examples of noun and she discusses the
use of ‘an’ in detail.
Activity 3
Learners give examples of nouns that needs ‘an’.
Activity 4
Learners listen as teacher explains the content of the
lesson.
Activity 5
Learners will make sentences using ‘an’.
Evaluation (Assessment): Learners are to answer the following questions;
1. _____ Axe
4. _____ egg
2. _____ Umbrella
5. _____ iron
3. _____ elephant
Wrap up (Conclusion): “An” is used before a vowel sound.
Assignment: Fill the blanks with ‘an’. Ensure you read the sentence out loud.
1. I ate _____apple yesterday.
2. He has _____ umbrella.
3. The hedgehog is ____ animal with sharp spines on his back.
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: THURSDAY, 11TH MAY, 2023.
Class: YEAR 1
Subject: CREATIVE WRITING
Lesson: 1
Topic: A day I will never forget
Period: 2nd
Duration: 45 MINUTES
Average Age: 6 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
i.
Narrate stories of important days to them.
ii.
Write a few lines about a day they will never forget.
Key Vocabulary Words:
Forget: to dismiss from the mind or being unable to remember.
Reference Resources: www.cram.com/
Instructional Resources: Learners and their personal stories
Building Background / Connection to prior knowledge: learners have been taught or are familiar with
writing guided compositions.
Content:
It was just another day and I was playing with my sister and our dolls. Suddenly, I heard a loud bang on
the door. My sister and I fell silent, trying to understand what was going on. We opened the door to our
room and looked through the door. We saw mum friends who starting singing loudly, “Happy Birthday to
you.” It was our mother’s birthday and she didn’t even tell us.
This is a day I cannot forget because we had a lot to eat and drink.
Strategies and Activities: Storytelling and Discussion method
Activity 1
Teacher reviews previous lesson and ask questions based on
that.
Activity 2
Teacher introduces new lesson by asking them to talk about
the days they cannot forget.
Activity 3
Learners tell their stories.
Activity 4
Learners scribble and draw pictures of what seem most
important to them on that day.
Activity 5
Learners write about the day they cannot forget in their
notebooks.
Evaluation (Assessment): Tell the story of the day you can never forget.
Wrap up (Conclusion): Days we cannot forget have become important to us. They shape us and make us
cry or smile.
Assignment: Write about any day you can never forget. ( In ten lines)
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: MONDAY, 8TH MAY, 2023.
Class: YEAR 3
Subject: GRAMMAR
Lesson:2
Topic: Tenses I
Period: 6th and 7th
Duration: 90 MINUTES
Average Age: 7 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
1. Define the word tense.
2. Identify different tenses.
3. Change sentences from one tense to another.
Key Vocabulary Words:
Tense: any of the forms of a verb which show the time at which an action happened.
Verb: action words.
Reference Resources: Understanding English Grammar book 2 pg 26
Instructional Resources: Video, Sentence stripes. Verb Tense Chart
Building Background / Connection to prior knowledge: learners have been taught verbs.
Content:
Tenses are words that show the time an action takes place. This time of action could be in the present,
past or future.
There are main three types of tenses. From these three tenses, other tenses stem from them.
1.
2.
3.
1.
Simple Present Tense
Past Tense
Future Tense
Simple present tense is used to express actions that is happening.
For example:
i.
Ngozi is at home. (action that occur at the time of speaking)
ii.
My mother cooks the best jollof rice. (Habitual actions)
iii.
The sun rises in the east. (General Truth)
2. Past tense is used to indicate an action that has already taken place.
For example:
i.
I ate rice and beans last evening.
ii.
She danced so well at the party yesterday.
3. Future tense is used to indicate an action that will take place later.
For example:
i.
ii.
We will travel to London for vacation next week.
I will wait for her outside.
Change these sentences from present tense to past tense
1. Ngozi is sweeping the floor.
Ngozi swept the floor.
2. She comes to visit every weekend.
She visited last weekend.
Strategies and Activities: Brainstorming
Activity 1
Teacher reviews previous lesson and ask questions based on
that.
Activity 2
Teacher introduces new lesson and discusses in detail.
Activity 3
Learners answer preview questions
Activity 4
Learners listen as teacher explains the content of the
lesson
Activity 5
Learners identify the tenses of verbs.
Evaluation (Assessment): Learners are to answer the following questions;
Understanding English Grammar book 2 pg 26, exercise 1, 2 and 3.
Wrap up (Conclusion): Verb tenses include past, present and future tenses.
Assignment: Understanding English Grammar book 2 pg 27, exercise 4 and 5.
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: THURSDAY, 11TH MAY, 2023.
Class: YEAR 3
Subject: CREATIVE WRITING
Lesson:1
Topic: Informational Text on Lagos
Period: 7TH
Duration: 45MINUTES
Average Age: 7 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
1. Gather facts about topic.
2. Write on a topic using the facts gathered.
Key Vocabulary Words:
Information: facts provided or learned about something or someone.
Facts: a thing that is known or proved to be true.
Text: a piece of written or spoken material in its primary form.
Reference Resources: http://wikipedia.org/wiki/Lagos
Instructional Resources: Writing materials, flashcards, dictionary, texts, learners.
Building Background / Connection to prior knowledge: learners have been taught how to write
compositions.
Content:
Informational text about Lagos
Some interesting facts about Lagos
Lagos is the most populous city in Nigeria and Africa with an estimated population of 30 million.
Lagos was the capital of Nigeria from 1976 until December 1991.
Lagos is divided into three parts: Island, Mainland and Suburban
Lagos was founded by Awori people a sub-group of the Yoruba people.
Lagos
Lagos also known as Eko, is a metropolitan centre with a population of 30 million people. Ikeja was the
capital of Nigeria from 1976 until December 1991 when the capital was moved from Lagos to Abuja to
the large population, there tend to be traffic jam at specific hours of the day known as rush hour.
Lagos is a land of commerce, entertainment, fashion, art, technology, politics and tourism. Lagos is
divided into three parts: Island, Mainland and Suburban area. There are three major bridges that
connect the mainland to the Island, they are the Carter Bridge, The Eko Bridge and the Third Mainland
Bridge.
Lagos has become a home for many people all over Nigeria and even people from other parts of the
world reside in Lagos.
Strategies and Activities: Guidelines and questioning.
Activity1
Teacher reviews previous lesson and ask questions based on that.
Activity2
Teacher introduces new lesson and discusses in detail.
Activity3
Learners answer preview questions
Activity4
Learners listen as teacher explains the content of the lesson
Activity5
Learners write informational text on any animal of their choice.
Evaluation (Assessment): Learners are to answer the following questions:
1. Research and gather 10 facts about Abuja.
2. Write an informational text based on the facts gathered.
Wrap up (Conclusion): Informational text are written to inform. They contain only facts and has no
personal opinion or suggestions. These informational text are also called Expository Essays.
Assignment: Learners are given take home assignment.
1. Research and gather 10 facts about another animal you fancy.
2. Write an informational text based on the facts gathered.
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: MONDAY, 8TH MAY, 2023.
Class: YEAR 4
Subject: GRAMMAR
Lesson: 1
Topic: Adverbial Phrases
Period: 3rd and 4th
Duration: 45 MINUTES
Average Age: 8 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
1. Define adverbial phrase
2. Differentiate between adverbial phrase and adverbial clause
3. Identify adverbial phrase in sentences
Key Vocabulary Words:
Phrase: A phrase is a group of words that do not make a complete sense.
Clause: A clause is a group of words with a subject and verb but does not make a complete sense.
Reference Resources: https://www.grammar-monster.com/glossary/adverbial_phrases.html
Instructional Resources: Adverbial Phrase Worksheet
Building Background / Connection to prior knowledge: Learners have been taught adverbs and comparison
of adverbs.
Content:
An adverbial phrase is a group of words that functions as an adverb.
Example: We will escape in the morning.
Subject auxiliary verb main verb adverbial phrase
An adverbial phrase does not contain a subject and a verb.
Interactive Examples of Adverbial Phrases
Show Simon your project in the morning.
Verb Subject
phrase
Anne waited in a state of trepidation.
Subject Verb
Phrase
An adverbial clause is different because it contains a subject and a verb.
Subject Verb
We will escape when the sun rises.
Adverbial Clause
Types of adverbial Phrases
1. Adverbial Phrases of Time (when): states when something happens or how often. For example: I'll
do it in a minute.
2. Adverbial Phrases of Place (where): states where something happens. For example: I used to work
in a fire-hydrant factory. You couldn't park anywhere near the place. (Comedian Steven Wright)
3. Adverbial Phrase of Manner (how): states how something is done. For example: He sings in a low
register.
4. Adverbial Phrase of Reason (why): states why something is done. For example: He went to the
island to find gold.
Strategies and Activities: Small group discussion
Activity 1
Teacher reviews previous lesson and ask questions based on
adverbs and types of adverbs.
Activity 2
Teacher introduces new lesson and she discusses adverbial
phrases in detail.
Activity 3
Learners are divided into groups and they are given
sentences to decipher the type of adverbial phrase
Activity 4
Learners reply the facilitator based on what they have been
taught and the conclusions they’ve come to.
Activity 5
Learners are applauded or corrected as the case may be.
Evaluation (Assessment): Learners are to answer the following questions;
1. Define adverbial phrase
2. Differentiate between adverbial phrase and adverbial clause
3. Identify the adverbial phrase in the sentences below
(a) He walks with a limp
(b) Sally lives around the corner.
(c) Tony is talking with a slur.
(d) We will serve dinner at six o’clock.
(e) We tell ourselves stories in order to live. (Author Joan Didion)
Wrap up (Conclusion): Adverbial phrase works like an adverb. They usually tells more about the verb but
they are a group of words acting as one.
Assignment:
Identify the adverbial phrase in the sentences below and state the type of adverbial phrase.
1. He plays up to impress his class mates.
2. After the game, the king and pawn go into the same box.
3. Jack will sit in silence.
4. He lost his double chin due to avoiding chocolate.
5. In July 1936, temperatures reached 106 degrees Fahrenheit in the middle of New York.
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: THURSDAY, 11TH MAY, 2023.
Class: YEAR 4
Subject: CREATIVE WRITING
Lesson: 1
Topic: Poetry
Period: 2nd
Duration: 45 MINUTES
Average Age: 8 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
1. Define poetry.
2. State the types of poetry.
3. Explain two poetic devices
Key Vocabulary Word(s):
Inanimate : Non-living
Reference Resources: http://edudelighttutors.com/2022/09/26/poetry-and-its-features/com
Instructional Resources: A poem by Gabriel Okara, Once upon a time
Building Background / Connection to prior knowledge: Learners can recite a few poems such as My
Mother by Ann Taylor and Africa my Africa by David Diop
Content:
Poetry is a form of writing stimulated by deep emotions. Poetry uses certain devices such as rhythm,
rhyme, metre, figure of speech, stanza, subject matter and the poet’s feeling about the subject matter.
Types of poetry
There are three main types of poetry
1. Narrative Poetry: Narrative poetry is a poem which tells a story. E.g Once upon a time by Gabriel
Okara.
2. Lyrical Poetry: A lyrical poem is originally meant to be sung in accompaniment of a musical
instrument called lyre. But these days it is neither sung nor recited. E.g Caged Bird by Maya
Angelou.
3. Sonnet: A sonnet is a poem of fourteen lines. From Fairest Creature we desire increase by
Shakespeare.
Poetic Devices
1. Simile: A simile is an expression that describes something by comparing it with another using as,
if, as though, as…as, like. E.g As white as snow, as lifeless as a stone.
2. Metaphor: This is a direct comparison between two things. For example, The boy is a lion on the
field. It doesn’t mean that the boy is an animal, the boy has the characteristic of a leader on the
field.
3. Personification: This device gives life to inanimate objects. For example,
i)
The rain stretched her long legs and everybody ran home.
ii)
Death laid his cold hands on the king.
4. Hyperbole: A hyperbole consists of an exaggerated statement that cannot be taken literally. For
example, She prepared a mountain of pounded yam.
5. Irony: This expression is the exact opposite of what one means and not meant to be taken at face
value. For example, “Oh! What a beautiful voice you have.” (when she actually has a croaky voice)
6. Repetition: This is a figure of speech in which a word or phrase is repeated more than once in a
piece of poem. This is usually done for emphasis. For example, Rain, rain, go away…
7. Oxymoron: This is a device which two words contradictory side by side. For example, Parting is
such sweet sorrow.
Strategies and Activities: Reading Information and Role-playing
Activity 1
Teacher reviews previous lesson and ask questions based on
that.
Activity 2
Teacher introduces new lesson by allowing the learners to
recite some poems they have learnt in the past.
Activity 3
Learners are given a copy of Gabriel Okara’s poem – Once
upon a time
Activity 4
Learners are encouraged to act the poem as they read.
Activity 5
Learners are guided to pick out the poetic devices used in
the poem.
Evaluation (Assessment): Learners are to answer the following questions;
1. Define poetry.
2. State the types of poetry.
3. Explain two poetic devices
Wrap up (Conclusion): Poetry is a beautiful way of expressing yourself and the world around you. It is
rich and deep with poetic devices and meanings.
Assignment: Identify the type of poetic device used in the sentences below.
1. Our meeting was bittersweet.
2. The sunshine of her smile kept me thinking.
3. The trees jubilated in the wind.
4. He runs faster than all the cheetahs of this world put together.
5. The girl is as proud as a peacock.
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: MONDAY, 8TH MAY, 2023.
Class: YEAR 5
Subject: GRAMMAR
Lesson: 1
Topic: Correct Use of Preposition
Period: 6th and 7th
Duration: 90 MINUTES
Average Age: 9 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
1. State the rules of preposition
2. Use preposition correctly in sentences
Key Vocabulary Word(s):
Infinitive : a special form of verb that can be used as a noun, adjective or adverb
Reference Resources: https://leverageedu.com/blog/rules-for-prepositions, Enrich your Grammar Primary 5,
Instructional Resources: pencil and notebook
Building Background / Connection to prior knowledge: Learners have been taught the meaning and
examples of preposition.
Content:
Rule 1- Prepositions must have an object
Without an object, the preposition is merely an adverb. A preposition always has an object whereas an
adverb never has an object. For example:
i.
He is in the kitchen. (Preposition “in” has an object the kitchen)
ii.
Please come in. (It is an adverb, since “in” has no object)
There was a table before me. (Preposition “before” has to object me)
Rule 2- The preposition must be placed before its object but not in all cases.
A preposition comes before a noun or a pronoun.
For example: She put the things in the box. (“in” has an object box, and is placed before “box”)
Rule 3- The Pronoun following the Preposition should be an object form
If a pronoun is following a preposition, it should be in the objective form (me, her, them) and not the
subjective form like (I, she, they, etc.). Look at the examples below:
The secret is between me and you.
Rule 4- Do not confuse preposition ‘to’ with infinitive ‘to’
“To” is used as a Preposition (like to me, to Lagos) as well as “to” is an infinitive participle too (to eat, to
dance, to sing, etc.). Be aware and don’t mix the two different things. Here are few examples
To as a Preposition
i.
ii.
I am used to painting
I look forward to seeing you (Don’t use see you)
To as an Infinitive Participle
i.
ii.
I used to live in America
They love to sing
Strategies and Activities: Hands on Practice, Collaboration
Hands-on Practice
1.
Ask all the learners to take out their notebooks and a pencil. Give them the following directions.
2. Place the pencil on top of the notebook.
3. Grab the pencil and place it inside the notebook.
4. Now remove the pencil and place it beneath the notebook
5. Pick up the pencil again and place it in front of the notebook.
This same activity can be done using a desk.
Activity 1
Teacher introduces the lesson by revising previous lesson on
preposition and asking questions
Activity 2
Teacher explain the correct ways preposition can be used.
Activity 3
Learners listen to the hands-on activity and carry it out.
Activity 4
Learners listen as teacher points out the prepositions in the
actions they have carried out.
Activity 5
Learners read out the actions they have carried out and
note the rules of preposition in each of them.
Evaluation (Assessment): Enrich your Grammar Primary 5 Pg. 118 exercise 1- 10
Wrap up (Conclusion): Prepositions in a sentence must have an object, must be placed before an object
and must never be confused with the ‘infinitive to’.
Assignment:
Enrich your Grammar Primary 5 Pg. 119 Exercise 2, No 1 - 10
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: THURSDAY, 11TH MAY, 2023.
Class: YEAR 5
Subject: CREATIVE WRITING
Lesson: 1
Topic: Writing to a Newspaper
Period: 3rd
Sub-topic : Letter about damaged roads in my
community
Duration: 45 MINUTES
Average Age: 9 YEARS
Learning Objectives: At the end of the lesson, learners will be able to write a letter to a newspaper.
Key Vocabulary Words:
Esteem : to regard highly, admire or appreciate
Highlight: Main feature
Reference Resources: Englover Videos (Writing a letter to the editor)
Instructional Resources: Newspaper
Building Background / Connection to prior knowledge: Learners have been taught how to write a formal
letter.
Content:
A letter to a newspaper is usually written to the editor, who in turn permits the article to be published
in the Newspaper. Most newspaper have a column for the public air their views on certain subjects in
order to get the attention of the government on such matters.
A letter to the editor is usually a formal letter and takes the same format.
Write a letter to the editor of Guardian Newspaper, telling him about the damaged roads in your area.
30. Godwin Okigbo Street
Off Masha Road, Surulere
Lagos.
11th May 2023.
The Editor
The Guardian Nigeria
Lagos.
Dear Sir,
Subject: Problem of Damaged Roads
Through the columns of your esteemed newspaper, I would like to draw the attention of the authorities
concerned towards the damaged roads between Masha to Third mainland bridge. The road was last
repaired more than a decade ago. Now its condition is very miserable.
Be informed that this is the only road joining Surulere to the Lagos Island and so this is a matter of great
concern. We have complained about this several times at the Local government office but no action has
been taken.
I therefore request you to kindly highlight this issue.
Thank you.
Yours faithfully,
Bashir Akande
Local resident
Strategies and Activities: Discussion and questioning
Activity 1
Teacher reviews previous lesson and ask questions based on
formal letters.
Activity 2
Teacher introduces new lesson by mentioning the tone for
formal letters.
Activity 3
Learners discuss certain societal ills the government needs
to attend to.
Activity 4
Learners answer questions on the reason for the societal ills
and what can be done to help it.
Activity 5
Learners write a formal letter to an editor on any of ills
discussed in class.
Evaluation (Assessment): Write a letter to Punch newspaper editor about drunk drivers and accidents on
the road.
Wrap up (Conclusion): Letter to an editor is usually in a formal tone. You should not ask after his wellbeing or his family. Go straight to the point.
Assignment: Write a letter to Punch newspaper editor about examination malpractices in unified
external exams.
Head Teacher’s Remark / Endorsement:
Tel:
TANE CRESCENT SCHOOL
30 Godwin Okigbo off Masha Road, Surulere, Lagos.
080555288820, 08027317870, 09064467178
Website: www.tanecrescentschools.com
LESSON PLAN FOR ENGLISH WEEK FOUR
Date: MONDAY 15th – FRIDAY 19TH MAY 2023
Class
SUBJECTS
TOPICS
REFERENCE
PERIOD
RESOURCES
Year 1
English Grammar
Word Family
twinkle.com/ng
2
Comprehension
The fox and the goat
English Skills Book 1
1
Spelling
New Words from ‘The
English Skills Book 1
1
Crow and the Jug’
Year 3
Year 4
Creative Writing
A visit to the zoo
firstcry.com/
1
Grammar
Tenses II
learnenglish.britishcouncil.org/
2
Comprehension
The Fairies
English Skills Bk
1
Spelling
Hard ‘g’ Words
English Skills Bk 3
1
Creative Writing
Descriptive Essay
edudelight.com
1
Grammar
Reflexive Pronouns
www.edudelight.com
2
Comprehension
The sparrow
English Skills Bk 4
1
Spelling
THR Words
https://www.thefreedictionary.co
1
m/words-that-start-with-thr
Year 5
Creative Writing
Expository Essay
https://www.scribbr.com/
Grammar
Adverbs
Enrich your Grammar
2
Primary 5
Comprehension
The Enchanted Stag
English Skills Bk 5 pg. 76
Spelling
New words from ‘’The
English Skills Bk 5 pg. 76
Enchanted Stag”
Creative Writing
Letter of Request
http://www.edudelighttutors.com/
LESSON NOTE
Date: MONDAY, 15TH MAY, 2023.
Class: YEAR 1
Subject: GRAMMAR
Lesson: 1
Topic: Word Family
Period: 3rd and 4th
Duration: 90 MINUTES
Average Age: 6 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
3. Identify different word families
4. Create words from a given word family.
Key Vocabulary Words:
Prefix: A prefix is a word that comes before another which changes the meaning of the root word.
Suffix:
Morphology: name
Reference Resources: https://www.twinkl.com.ng/teaching-wiki/word-family
Instructional Resources: Pictures depicting the Help and Tri word family
Building Background / Connection to prior knowledge: learners have been taught or are familiar with
writing compositions.
Content:
A word family is a group of words that may share a common root word with different prefixes and suffixes in
morphology.
Word Family
Examples
Help
Helper, Helped, Helpless, Unhelpful, helping
Write
Tri

Writer, written, writing, writes, rewrite.
Triangle, Tricycle, Tripod
Monday, Tuesday, Wednesday, Thursday (How are these related?)
Place – displace, placement (Which other words can you make from place)
Strategies and Activities: Discussion and questioning
Activity 1
Teacher reviews previous lesson and ask questions based on
that.
Activity 2
Teacher introduces new lesson by allowing the learners to
discuss how certain words are related.
Activity 3
Learners study the pattern in some word families.
Activity 4
Learners listen as teacher explains the content of the
lesson.
Activity 5
Learners will give examples of other words they can make
from word families.
Evaluation (Assessment): Learners are to answer the following questions;
Create three words from these word families, the first one has been done for you.
1. og – log,
2. ug – mug
3. at- mat
4. op = top
5. ip – lip
Wrap up (Conclusion): Word families makes it easy for us to remember words and their spellings.
Assignment: Write five words that end with –ed e.g Played
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: THURSDAY, 18TH MAY, 2023.
Class: YEAR 1
Subject: CREATIVE WRITING
Lesson: 1
Topic: A visit to the zoo
Period: 2nd
Duration: 45 MINUTES
Average Age: 6 YEARS
Learning Objectives: At the end of the lesson, learners will be able to write a guided composition on a
visit to the zoo.
Key Vocabulary Words:
Zoo: A zoo is a place where animals are kept.
Reference Resources: firstcry.com/
Instructional Resources: A video of a zoo
Building Background / Connection to prior knowledge: learners have been taught or are familiar with
writing guided compositions.
Content:
A ________ (boo, zoo) is a place full of unique creatures living in one area away from the ________
(house, forest). Last year, my family planned a _______ (visit, live) to the zoo. When we got there, we
found _________ (same, different) animals and birds living their lives in peaceful surroundings with
regular ________ (beating, food) and proper shelter. We learned about the shelters of the animals and
what they eat. We also saw various birds and reptiles swinging and roaming in a specific place. We had a
delightful day, and we left the zoo in the evening.
Strategies and Activities: Storytelling and Discussion method
Activity 1
Teacher reviews previous lesson and ask questions based on
that.
Activity 2
Teacher introduces new lesson by asking them to discuss
their experience with visit to the zoo.
Activity 3
Learners tell their stories.
Activity 4
Learners discuss the advantages of a zoo for a wild animal.
Activity 5
Learners write the guided composition about a visit to the
zoo.
Evaluation (Assessment): Tell the story of your visit to the zoo.
Wrap up (Conclusion): The zoo is a place where wild animals are kept, they are fed and protected from
the harsh weather condition.
Assignment: Write about a visit to the zoo (10 lines)
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: MONDAY, 15TH MAY, 2023.
Class: YEAR 3
Subject: GRAMMAR
Lesson:2
Topic: Tenses II
Period: 6th and 7th
Subtopic: Continuous Tenses
Duration: 90 MINUTES
Average Age: 7 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
4. Identify the types of continuous tenses.
5. Change sentences from present continuous tense to past continuous tense.
Key Vocabulary Words:
Tense: any of the forms of a verb which show the time at which an action happened.
Verb: action words.
Reference Resources: learnenglish.britishcouncil.org/
Instructional Resources: Video, Sentence stripes. Verb Tense Chart
Building Background / Connection to prior knowledge: learners have been taught the three main tenses –
present tense, past tense and Future tense.
Content:
Continuous tenses are also known as progressive tenses. There are two types of continuous tenses
1. Present Continuous Tense: We use present continuous tense to talk about activities at the moment
of speaking, future plans or arrangements.
Example: I am sweeping.
They are eating.
2. Past Continuous Tense: We use past continuous tense to talk about events that have happened in
the past. Example: I was talking to him.
We were playing the guitar.
Fill the blanks with the present continuous form of the given verb
1. I am going to watch a movie at Silverbird galleria. (go)
2. The chef is cooking his famous chicken recipe. (cook)
Strategies and Activities: Brainstorming
Activity 1
Teacher reviews previous lesson and ask questions based on
that.
Activity 2
Teacher introduces new lesson and discusses in detail.
Activity 3
Learners answer preview questions
Activity 4
Learners listen as teacher explains the content of the
lesson
Activity 5
Learners identify present and past continuous tenses.
Evaluation (Assessment): Learners are to answer the following questions;
Fill the blanks with the present continuous form of the given verb
1. We __________ in the nearby park. (play)
2. The teacher __________ the students (teach)
3. Bella _______ for her dance performance. (practice)
4. The man ____________ the street. (beg)
5. Chioma _____________ for her team. (train)
Wrap up (Conclusion): Verb tenses include past, present and future tenses.
Assignment: Fill the blanks with the past continuous form of the given verb
1. The farmer ____________ in the field yesterday.
2. Kira ______ for her friend when I waved to her. (wait)
3. An old man _____________ on the bench. (sit)
4. They ___________ across the river. (swim)
5. The kid was not ____________ a storybook. (read)
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: THURSDAY, 18TH MAY, 2023.
Class: YEAR 3
Subject: CREATIVE WRITING
Lesson:1
Topic: Descriptive Essay
Period: 7TH
Duration: 45MINUTES
Average Age: 7 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
3. Define descriptive essay
4. Explain descriptive essay
5. Write a descriptive essay on “My School”.
Key Vocabulary Words:
Scene: A place where an event takes place.
Indispensable: something one cannot do without.
Clarity : a state of being clear.
Reference Resources: edudelight.com/
Instructional Resources: Writing materials, flashcards, dictionary, texts, learners.
Building Background / Connection to prior knowledge: learners have been taught how to write
compositions.
Content:
A descriptive essay is one that requires the writer to write a description of an object, person, animal,
incident or scene. In descriptive essay, the writer should show and not tell, through the use of
colourful words and sensory details.
Characteristics of a descriptive essay
1. The writer must be orderly in the presentation of facts.
2. Clarity of expression is necessary.
3. The use of adjectives is indispensable.
Strategies and Activities: Small group discussion and questioning.
Activity1
Teacher reviews previous lesson on informational text and ask
learners questions
Activity2
Teacher introduces new lesson and discusses in detail.
Activity3
Learners are group and each group provide examples of things or
events they can write a descriptive essay on.
Activity4
Learners read a sample of a descriptive essay.
Activity5
Learners write a descriptive essay on “My School”.
Evaluation (Assessment): Learners are to answer the following questions:
Describe your School.
Wrap up (Conclusion): Writing descriptive essay makes it easy to carry people along especially when
they are reading your work of art.
Assignment: Learners are given take home assignment.
Write a descriptive essay on “My School”
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: MONDAY, 15TH MAY, 2023.
Class: YEAR 4
Subject: GRAMMAR
Lesson: 1
Topic: Reflexive Pronouns
Period: 3rd and 4th
Duration: 90 MINUTES
Average Age: 8 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
4. Define reflexive Pronouns
5. Identify reflexive pronouns
Key Vocabulary Words:
Reflexive: referring back to self.
Reference Resources: www.edudelight.com
Instructional Resources: Learners
Building Background / Connection to prior knowledge: Learners have been taught pronouns.
Content:
Reflexive pronouns are pronouns used to show that the doer of an action is also the receiver of
the action in the same sentence.
For example, Daddy drives himself to the office every day.
We did the homework all by ourselves.
Reflexive pronouns end in “–self” (singular) and “–selves”. The reflexive pronouns are: myself,
yourself, himself, herself, itself, ourselves, themselves etc.
Strategies and Activities: Think, Pair and Share method
Activity 1
Teacher reviews previous lesson and ask questions based on
adverbial phrases.
Activity 2
Teacher introduces new lesson and she discusses reflexive
pronoun
Activity 3
Learners are given a few sentences and asked to identify
the reflexive pronouns.
Activity 4
Learners reply the facilitator based on what they have been
taught.
Activity 5
Learners are applauded or corrected as the case may be.
Evaluation (Assessment): Learners are to answer the following questions;
Circle the reflexive pronouns in these sentences
1. He cut himself while shaving.
2. I sent myself to bed.
3. He could hurt himself.
4. We must help ourselves.
5. She trusts herself
Wrap up (Conclusion): Reflexive pronoun is a type of pronoun that ends with self or selves.
Assignment: Do this at home.
Circle the reflexive pronouns in the sentences below.
1. They injured themselves on the playground.
2. He wrote the alphabets by himself.
3. The cat has hurt itself.
4. He cleaned the house himself.
5. Kindly do yourself a favour by reading the new story book.
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: THURSDAY, 18TH MAY, 2023.
Class: YEAR 4
Subject: CREATIVE WRITING
Lesson: 1
Topic: Expository Essay
Period: 2nd
Duration: 45 MINUTES
Average Age: 8 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
4. Define expository essay
5. Identify the key parts of an expository essay.
Key Vocabulary Word(s):
Expository: to explain or describe something
Reference Resources: https://www.scribbr.com/
Instructional Resources: A sample of an expository essay.
Building Background / Connection to prior knowledge: Learners have been taught
Content:
An expository essay is an essay that communicates factual information. This kind of essay is also called
an Informational Text. An expository essay provides a clear factual information of a particular topic,
process or set of ideas. It doesn’t set out to prove a point, just to give a balanced point of view.
An expository essay has an introduction, body and conclusion.
How to approach an expository essay
An expository essay should take an objective approach: It isn’t about your personal opinions or
experiences. Instead, your goal is to provide an informative and balanced explanation of your topic. Avoid
using the first or second person (“I” or “you”).
The structure of your expository essay will vary according to the scope of your assignment and the
demands of your topic. It’s worthwhile to plan out your structure before you start, using an essay outline.
Examples of expository essay Topics
1. Positive and Negative Effects of Social Media
2. Unemployment as a Social Problem in Nigeria
3. Natural ways to relieve Chronic Pain
Strategies and Activities: Reading Information and Discussion
Activity 1
Teacher reviews previous lesson on poetry.
Activity 2
Teacher introduces new lesson by reminding the learners
about the types of essays.
Activity 3
Learners are given a sample of an expository essay.
Activity 4
Learners are encouraged to identify the three parts of the
essay, i.e the introduction, body and concluding paragraphs.
Activity 5
Learners are guided to give examples of expository essays.
Evaluation (Assessment): Learners are to answer the following questions;
4. Define expository essay
5. List the key parts of an expository essay.
Wrap up (Conclusion): It is important to learn how to write an expository essay because it helps you to
present facts in a logical manner.
Assignment:
Write five expository topics (Use the Internet)
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: MONDAY, 15TH MAY, 2023.
Class: YEAR 5
Subject: GRAMMAR
Lesson: 1
Topic: Adverbs
Period: 6th and 7th
Duration: 90 MINUTES
Average Age: 9 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
3. Define Adverbs
4. Identify types of adverbs
5. Use them correctly in sentences.
Key Vocabulary Word(s):
Modify: to change, make different
Reference Resources: Enrich your Grammar Primary 5,
Instructional Resources: Chart on adverbs, video on adverbs
Building Background / Connection to prior knowledge: Learners have been taught Verbs and adjectives.
Content:
An adverb is a word that modifies the meaning of a verb, an adjective or another adverb in a sentence.
Types of Adverb
1. Adverb of Manner: These adverbs expresses in what manner or how an action is done. Examples,
severely, fairly, swiftly, hard, quickly etc.
E.g. i. Mrs Bawa dances gracefully on stage.
ii. Kofi speaks English fluently.
2. Adverb of Time: These adverbs expresses the time of action.
E.g.
i. Crystal never listens to me.
ii. The train will soon move.
3. Adverb of Place: These express the place of an action, e.g down, up, there, here, somewhere.
E.g. It is raining outside, hence we are having our games indoors.
4. Adverb of frequency: This tells us how frequently or how often an action takes place. E.g once,
twice, seldom, often, always etc.
e.g. He always speaks the truth.
I have visited the zoo once.
5. Adverb of Degree or Extent : E.g. Very, extremely, too, nearly, barely, completely
e.g. He was working very fast.
Koko felt extremely sorry for her misbehavior.
6. Interrogative Adverbs: These adverbs are used to ask questions. Where, why, When, How
e.g. Where do you live?
When will you pay grandma a visit?
How did you get the money?
7. Adverb of reason or purpose: e.g. thus, hence, therefore, consequently.
e.g. Ama was rude hence the teachers neglected.
Strategies and Activities: Collaboration
Activity 1
Teacher introduces the lesson by revising previous lesson on
correct rules of preposition and asking questions.
Activity 2
Teacher explain adverbs and the types of adverbs.
Activity 3
Learners give sentences showing adverbs.
Activity 4
Learners listen as teacher points out the adverbs in the
sentences they have given.
Activity 5
Learners fill blanks spaces with suitable adverbs.
Evaluation (Assessment): Enrich your Grammar Primary 5 Pg. 113 Exercise 1 No 1 - 10
Wrap up (Conclusion): Adverbs make your writing richer and makes your sentences clearer.
Assignment:
Enrich your Grammar Primary 5 Pg. 114 Exercise 2, No 1 – 10
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: THURSDAY, 18TH MAY, 2023.
Class: YEAR 5
Subject: CREATIVE WRITING
Lesson: 1
Topic: Letter of request
Period: 3rd
Sub-topic : Letter asking for special favours or
request
Duration: 45 MINUTES
Average Age: 9 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
i.
Explain the features of the letter of request and favours.
ii.
Analyze the styles and tone of letter of request.
iii.
Write a letter of request or a letter asking for special favours.
Key Vocabulary Words:
Ultimatum: deadline.
Copyrighted work: A work under the protection of the law which must not be copied.
Reference Resources: www.edudelighttutors.com/2023/01/15/letter-asking-for-special-favours-orrequests/
Instructional Resources: Samples of request letter.
Building Background / Connection to prior knowledge: Learners are familiar with letter writing and have
written a good number of letters.
Content:
Letters of permission or requests are written documents used to ask for permission or approval to do
something. Examples include a letter of permission to use a copyrighted work, a letter of request for a
meeting or interview, or a letter requesting time off from work. These letters typically include
information on the purpose of the request, any necessary background information, and a specific ask or
request for permission or approval.
Letters of permission or requests are written documents that ask for authorization to proceed with a
certain action. Some examples of such letters include a letter asking for permission to use copyrighted
material, a letter requesting a meeting or interview, or a letter asking for time off from work. These
letters usually provide information about the reason for the request, any relevant background
information and a clear statement of the request for authorization or permission.
Features of letters
Asking for special favours or Permissions
1. Clear and Specific Request: The letter should clearly state the specific favour or permission being
requested, leaving no room for confusion.
2. Relevant Background Information: Including any relevant background information that can help
support the request and explain the need for it.
3. Proper Formatting: The letter should be well-formatted, with a clear and professional layout.
4. Respectful and Polite Tone: The letter should be written in a respectful and polite tone, avoiding any
demands or ultimatums.
5. Contact Information: The letter should include the sender's contact information, such as their phone
number and email address, so that the recipient can easily follow up.
6. Supporting Documents: If necessary, the letter should be accompanied by any supporting documents
that can help to back up the request.
7. Timing of the Request: The letter should be timed appropriately, taking into consideration any
deadlines or time-sensitive matters related to the request.
8. Follow-up: The letter should include a polite reminder that you are looking forward to hearing from
them and to follow up on the request.
Strategies and Activities: Direct instruction, Guided Practice and Independent Practice
Activity 1
Teacher begins the lesson by discussing the importance of
clear and effective communication in the workplace or other
professional settings.
Activity 2
Teacher introduces the topic of letters asking for special
favours, requests or the purpose they serve.
Activity 3
Learners, in pairs, study a given sample of request letter
and identify its features.
Activity 4
Learners study the style and tone of the given forms of
letters which are letters of special request and favour.
Activity 5
Following the features, each learner write a letter of
request to the appropriate community head or constituted
authority asking for his support on provision of necessary
social amenities into the community.
Evaluation (Assessment): Write a letter to the Head of School, Mrs Oreniwa, asking for permission to
be absent from school for two days. (Note to teacher: Allow learners to swap their letters with each
other and critique their own work first.)
Wrap up (Conclusion): Learning to write a letter or request can open unexpected doors for you.It is
very important.
Assignment: Write a letter to the King of your hometown, requesting for the village square in
order to hold a welcome home party for your sister who had just arrived from the United Kingdom.
Tel:
TANE CRESCENT SCHOOL
30 Godwin Okigbo off Masha Road, Surulere, Lagos.
080555288820, 08027317870, 09064467178
Website: www.tanecrescentschools.com
LESSON PLAN FOR ENGLISH WEEK FIVE
Date: MONDAY 22nd – FRIDAY 26TH MAY 2023
Class
SUBJECTS
TOPICS
REFERENCE
PERIOD
RESOURCES
Year 1
English Grammar
Punctuation (Capital
Classbasic.com/
2
Letters)
Comprehension
The Circus comes to Town
English Skills Book 1
1
Spelling
New Words from ‘The
English Skills Book 1
1
Chat GPT
1
Grammar
What if… (Things that
could possibly happen)
Question tags
https://classbasic.com/
2
Comprehension
The Salmon of Knowledge
English Skills Bk 3
1
Spelling
Silent k words
English Skills Bk 3
1
Creative Writing
My favourite food
edudelight.com
1
Fox and the Goat’
Creative Writing
Year 3
Descriptive essay
Year 4
Grammar
Direct and Reported
British Grammar
Classbasic.com/
2
Speech
Year 5
Comprehension
The Marrog
English Skills Bk 4
1
Spelling
Puzzle: Unscramble words
English Skills Bk 4
1
Creative Writing
Expository Essay II
https://www.scribbr.com/
Grammar
Comparison of Adverbs
Enrich your Grammar
Primary 5
Comprehension
The Submarine
English Skills Bk 5 pg. 82
Spelling
New words in “The
English Skills Bk 5 pg. 82
Submarine”
Creative Writing
My favourite food –
edudelight.com
Descriptive Essay
LESSON NOTE
Date: MONDAY, 22ND MAY, 2023.
Class: YEAR 1
Subject: GRAMMAR
Lesson: 1
Topic: Capital Letters
Period: 3rd and 4th
Duration: 90 MINUTES
Average Age: 6 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
1. Get an understanding that uppercase letters are the same as capital letters
2. Use capital letters correctly.
Key Vocabulary Words:
1. Abbreviation: Short form of long words.
2
2. Sentence: A group of words that makes a complete sense.
Reference Resources: classbasic.com/
Instructional Resources: Capitalization Worksheets
Building Background / Connection to prior knowledge: learners are familiar with a few punctuation marks
like full stop, comma and question marks.
Content:
Upper case letters are the same as capital letters.
When to use capital letters:
1. For name of persons e.g. Ade, Sarah, Mustapha etc.
2.
3.
4.
5.
6.
7.
8.
For names of places e.g. Africa, Lagos, Masha etc.
At the beginning of a sentence e.g The fox tricked the goat.
In personal pronoun, I.
In abbreviations e.g. Local Government Area (LGA), United States of America (USA) etc.
For names of God. e.g. God, Allah
For names of holy books. E.g. The Bible, The Quran.
For days of the week and months of the year. E.g. Monday, May, December etc.
Strategies and Activities: Small group discussion (Teacher groups learners and ask them to ring words
beginning with capital letters)
Activity 1
Teacher reviews previous lesson on word families and ask
questions based on that.
Activity 2
Teacher introduces new lesson by explaining the difference
between small letters and upper case letters/capital letters.
Activity 3
Learners will ring capital letters in sentences given
Activity 4
Learners listen as teacher explains words that must be
capitalized.
Activity 5
Learners will capitalize words that should be capitalized in
sentences given.
Evaluation (Assessment): Learners are to answer the following questions;
English Skills Pg. 55 A No 1- 6 & B No 1 – 6
Wrap up (Conclusion): Capital letters are the same as upper case letters. They must not be used anyhow.
Assignment: English Skills Pg. 67 A No 1- 6
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: THURSDAY, 25TH MAY, 2023.
Class: YEAR 1
Subject: CREATIVE WRITING
Lesson: 1
Topic: What if…
Period: 2nd
Subtopic: Things that could possibly happen
Duration: 45 MINUTES
Average Age: 6 YEARS
Learning Objectives: At the end of the lesson, learners will be able to write a guided composition on
things that could possibly happen.
Key Vocabulary Words:
1. Possibilities: Things that may happen.
2. Permanent: Lasting or something that remains unchanged.
Reference Resources: Chat GPT
Instructional Resources: Learners
Building Background / Connection to prior knowledge: learners have been taught or are familiar with
writing guided compositions.
Content:
What if I could find the cure to cancer, HIV and AIDs? What if I could create cars that make use of
water instead of petrol or diesel? What if our television don’t need electricity to power up? What if
robots become a permanent part of our lives helping us with our daily activities?
All these are things that could possibly happen.
Strategies and Activities: Storytelling and Discussion method
Activity 1
Teacher reviews previous lesson on a visit to the zoo and
allow the learners to revise the key points.
Activity 2
Teacher introduces new lesson by asking them to mention
things that they would love to do when they grow up
Activity 3
Learners are encouraged to talk about things that do not
exist now but could possibly happen.
Activity 4
Learners tell stories of things they feel are impossible but
gets done.
Activity 5
Learners copy a short composition on “What if…”
Evaluation (Assessment): Learners are encouraged to talk about their personal What ifs.
(Oral Composition)
Wrap up (Conclusion): In the realm of possibilities, countless events may unfold. We just need to think
beyond what we can see.
Assignment: Write about things that could possibly happen. (5 lines)
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: MONDAY, 22nd MAY, 2023.
Class: YEAR 3
Subject: GRAMMAR
Lesson:2
Topic: Question Tags
Period: 6th and 7th
Duration: 90 MINUTES
Average Age: 7 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
6. Define question tags.
7. Identify and use question tags in sentences.
Key Vocabulary Words:
Question Tag: A question tag is a small question at the end of a sentence.
Reference Resources: https://classbasic.com/
Instructional Resources: Strip of cardboards with different questions
Building Background / Connection to prior knowledge: learners have been taught how to use question
marks.
Content:
A question tag are short questions at the end of statements. They are mainly used in speech when we want
to confirm that something is true or not, or to encourage a reply from the person we are speaking to.
POSITIVE
A positive statement is followed by a negative question tag.
Tomorrow is Monday, isn’t it?
You are wondering who I am, aren’t you?
She is quite attractive, isn’t she?
I’m rather late, aren’t I?
We shall see each other again, shan’t we?
NEGATIVE
A negative statement is followed by a positive question tag.
You didn’t come this morning, did you?
This one isn’t yours, is it?
They aren’t funny, are they?
She shouldn’t say things like that, should she?
Strategies and Activities: Brainstorming
Activity 1
Teacher reviews previous lesson and ask questions based on
that.
Activity 2
Teacher introduces new lesson and discusses in detail.
Activity 3
Learners are given different questions on stripes of
cardboard and they provide the appropriate question tags.
Activity 4
Learners generate more statements using question tags.
Activity 5
Learners practice a dialogue using question tags.
Evaluation (Assessment): Learners are to answer the following questions;
6. She has been here before, __________? (hasn’t she, has she)
7. Edward has a guitar, ________? (has he, doesn’t he)
8. You can’t drive a car, _________ ?(can’t you, can you)
9. Jane went to school, ____________? (did she, didn’t she)
10. You are tall, ____________? (aren’t you, did you)
Wrap up (Conclusion): Question tags can be used in rhetorical questions and to make an emphasis of the
subject matter been discussed.
Assignment: Learners will answer these questions
matching to the right tag viz:
You are mad about playing chess,
isn't it?
He isn't working now,
had he?
They won't visit New York,
does it?
He hasn't done his job,
are they?
She found a necklace,
don't they
She isn't an honest girl,
won't they?
They do an excellent job
is she?
It doesn't matter,
didn't she?
They'll fail,
has he?
They are coming,
will they?
He hadn't read the book before,
is he?
This is amazing,
aren't you?
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: THURSDAY, 25TH MAY, 2023.
Class: YEAR 3
Subject: CREATIVE WRITING
Lesson:1
Topic: Descriptive Essay – My Favourite Food
Period: 7TH
Duration: 45MINUTES
Average Age: 7 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
6. Comprehend the guidelines
7. Use the guidelines to write a composition on their favourite food.
Key Vocabulary Words:
Attitude: your approach to something or your personal views on it.
Favourite: The one you like best.
Reference Resources: eduidelight.com/
Instructional Resources: Writing materials, flashcards, dictionary, texts, learners.
Building Background / Connection to prior knowledge: learners have been taught how to write
compositions.
Content:
GUIDELINES
Paragraph one
Write About your Attitude towards food.
Paragraph two
Write about your favourite food like the name of food, nutrients that can be gotten by eating the food
and who prepares it.
Paragraph Three
Write the recipe for your favourite food and why you like it best.
Strategies and Activities: Small group discussion and questioning.
Activity 1
Teacher draws out sentences from learners about their favourite
food.
Activity 2
Teacher writes and explain the guidelines written on the board
Activity 3
Learners listen to a sample on the same topic to be read by the
one of the learners.
Activity 4
Learners discuss about their favourite food and what it means to
them.
Activity 5
Learners write a descriptive essay on “My Favourite Food”.
Evaluation (Assessment): Learners are to answer the following questions:
Using the guidelines, write a descriptive essay on “My Favourite Food”
Wrap up (Conclusion): Writing descriptive essay makes it easy to carry people along especially when
they are reading your work of art.
Assignment: Learners are given take home assignment.
Write a descriptive essay on “The Places I love to visit”
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: MONDAY, 22ND MAY, 2023.
Class: YEAR 4
Subject: GRAMMAR
Lesson: 1
Topic: Direct and Reported Speech
Period: 3rd and 4th
Duration: 90 MINUTES
Average Age: 8 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
6. Define direct speech and reported speech
7. Distinguish between direct and indirect speech
Key Vocabulary Words:
Speech: the communication or expression of thoughts.
Report: a spoken or written account of something that one has observed, heard, done, or
investigated.
Clause : A clause is a part of a sentence that contains a subject and a verb.
Reference Resources: British Grammar, Classbasic.com/
Instructional Resources: Learners
Building Background / Connection to prior knowledge: Learners have been taught pronouns.
Content:
Direct speech is a representation of the actual words someone said. A direct speech report usually has a
reporting verb in the simple past tense. The most common reporting verb is said. The reporting clause may
come first or second.
reporting clause first
reported clause
Jimmy said,
‘Let me have a look.’
reporting clause
second
Then the child asked,
‘Are there any toys?’
‘Hand it over at once!’
he demanded.
The reporting clause may sometimes come in the middle of the reported clause, especially in literary
styles:
“No,” she said, “I’ve never seen it before.”
‘Was it,’ he asked, ‘the first time you had spoken to Mrs Dalton?’
We can use adverbs with the reporting verb to describe the way someone said something. This is more
common when the reporting clause comes second:
“I will not accept it!” he said angrily.
‘Can I speak to the doctor?’ she asked rather nervously.
More examples on Direct and Reported Speech
1. “I am hungry,” said Seun.(Direct Speech)
Seun said that he was hungry. (Reported speech)
2. “My uncle gave me a book yesterday,” Sammy said. (Direct Speech)
Sammy said that his uncle gave him a book the previous day. (Reported speech)
3. “Where have you been?” she demanded. (Direct Speech)
She demanded about where he had been. (Reported speech)
4. “You will be punished if you don’t do your homework,” the teacher said. (Direct Speech)
The teacher threaten to punish them if they did not do the home work. (Reported speech)
Strategies and Activities: Role play, Dialogue, Discussion
Activity 1
Teacher reviews previous lesson and ask questions based on
adverbial phrases.
Activity 2
Teacher creates a true to life activity where dialogues will
take place.
Activity 3
Learners are allowed to report the things said by those
dialoguing.
Activity 4
Learners dramatize a few speech and another learner
reports the speech.
Activity 5
Learners are applauded or corrected as the case may be.
Evaluation (Assessment): Learners are to answer the following questions;
Rewrite the direct speech as reported speech to complete the sentences.
Use contractions where possible.
1. 'The police have found the missing girl.' They say that the police
the missing girl.
2. 'Can I borrow your newspaper?' He asked me
my newspaper.
3. 'I don't feel very well.' She says that
very well.
4. 'We had a great time' They say that
a great time.
5. 'Why are you late?' My boss asked me
6. 'It's been hot here.' Mike says that
late.
.
7. 'Do you think the Prime Minister will resign?' They asked me if I thought that the Prime
Minister
.
8. 'I'd never been to Spain before.' Julie said that
to Spain before.
Wrap up (Conclusion): Direct Speech refers to the literal repetition of the words spoken by
someone, using a quotation. On the other hand, indirect speech is one that reports something
said or written by another person, without making the use of exact words.
Assignment:
Refer to the attached Reported Speech worksheet.
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: THURSDAY, 25TH MAY, 2023.
Class: YEAR 4
Subject: CREATIVE WRITING
Lesson: 1
Topic: Expository Essay II
Period: 2nd
Subtopic: How to create expository essay outline
Duration: 45 MINUTES
Average Age: 8 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
6. Understand the function of an outline for an essay.
7. Create an outline for an essay topic.
Key Vocabulary Word(s):
Expository: to explain or describe something
Thesis: a statement or theory that is put forward as a premise to be maintained or proved.
Reference Resources: Expository Essay Outline
Instructional Resources: A sample of an expository essay outline
Building Background / Connection to prior knowledge: Learners have been taught
Content:
Outlines are the framework on which your essay is built. Without a strong outline, your essay will be
meaningless and also uninteresting.
An outline comprises of Introduction, Body and Conclusion.
Introduction: Your introduction should have your hook, background and thesis.
Body : The body can have about three paragraphs.
Give the first fact, evidence and analysis. Do this for the remaining two paragraphs.
Conclusion: Summarize the thesis, discuss the significance of the topic and answer all unanswered
questions.
Strategies and Activities: Reading Information and Discussion
Activity 1
Teacher reviews previous lesson on poetry.
Activity 2
Teacher introduces new lesson by reminding the learners
about the types of essays.
Activity 3
Learners are given a sample of an expository essay and
outline template for research.
Activity 4
Learners are encouraged to identify the three parts of the
essay, i.e the introduction, body and concluding paragraphs.
Activity 5
Learners are guided to fill in an outline in class.
Evaluation (Assessment): Learners are to answer the following questions;
6. What is the function of an outline?
7. Write an outline for the essay – Unemployment as a social problem in Nigeria.
Wrap up (Conclusion): It is important to learn how to write an expository essay because it helps you to
present facts in a logical manner.
Assignment:
Write an outline for the essay – The role of the Nigerian culture in the development of a Nigerian child.
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: MONDAY, 22ND MAY, 2023.
Class: YEAR 5
Subject: GRAMMAR
Lesson: 1
Topic: Comparison of Adverbs
Period: 6th and 7th
Duration: 90 MINUTES
Average Age: 9 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
6. State the three degree of comparison.
7. Identify the different ways adverbs are compared
8. Use them correctly in sentences.
Key Vocabulary Word(s):
Modify: to change, make different
Reference Resources: Enrich your Grammar Primary 5,
Instructional Resources: Chart on adverbs, video on comparative adverbs
Building Background / Connection to prior knowledge: Learners have been taught adverbs the previous
week.
Content:
Adverbs have three degree of comparison e.g. positive, comparative and superlative.
Adverbs formed by adding –ly to an adjective take ‘more’ and ‘most’ for their comparative and
superlative respectively e.g.
Positive
Kindly
Loudly
Happily
Superlative
More kindly
More loudly
More happily
Comparative
Most kindly
Most loudly
Most happily
Some add –er or –est at the end of the positive to make their comparative and superlative
respectively e.g.
Positive
comparative
Superlative
Fast
Soon
Faster
Sooner
Fastest
Soonest
Irregular adverbs make their comparative and superlative differently
Well
Better
little
Less
Badly
Worse
Much
More
Strategies and Activities: Collaboration
Activity 1
Best
Least
Worst
Most
Teacher introduces the lesson by revising previous lesson on
adverbs and types of adverbs
Activity 2
Teacher shows learners the different ways adverbs are
being compared.
Activity 3
Learners give sentences using the comparative forms of
adverbs.
Activity 4
Learners are corrected or applauded as the case maybe.
Activity 5
Learners fill blanks spaces with suitable adverbs.
Evaluation (Assessment): Complete the table below
Positive
1
Comparative
Cleverly
2
More brightly
3
4
Farthest
Little
5
6
Superlative
More bitterly
Ill
7
Early
Most Carefully
Wrap up (Conclusion): Correct use of adverbs are quite important and useful while expressing yourself
either in speaking or writing.
Assignment:
Fill the blanks with the correct comparative adverbs
1. She treats the animals’ ___________ than her brother. (kindly)
2. Patty worked _________ than any other actor in the play. (hard)
3. The remote works _____________ when you pint it at the TV. (good)
4. The girl dances _____________ of all. (graceful)
5. Could you write _______ (clear)
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: THURSDAY, 25TH MAY, 2023.
Class: YEAR 5
Subject: CREATIVE WRITING
Lesson: 1
Topic: Descriptive Essay – My favourite food
Period: 3rd
Duration: 45 MINUTES
Average Age: 9 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
1. Comprehend the guidelines
2. Use the guidelines to write a composition on their favourite food.
Key Vocabulary Words:
Attitude: your approach to something or your personal views on it.
Favourite: The one you like best.
Reference Resources: edudelight.com/
Instructional Resources: Learners
Building Background / Connection to prior knowledge: Learners are familiar with writing composition.
GUIDELINES
Paragraph one
Write About your Attitude towards food.
Paragraph two
Write about your favourite food like the name of food, nutrients that can be gotten by eating the
food and who prepares it.
Paragraph Three
Write the recipe for your favourite food and why you like it best.
Strategies and Activities: Direct instruction, Guided Practice and Independent Practice
Activity 2
Teacher writes and explain the guidelines written on the board
Activity 3
Learners listen to a sample on the same topic to be read by the
one of the learners.
Activity 4
Learners discuss about their favourite food and what it means to
them.
Activity 5
Learners write a descriptive essay on “My Favourite Food”.
Evaluation (Assessment): Learners are to answer the following questions:
Using the guidelines, write a descriptive essay on “My Favourite Food.”
Wrap up (Conclusion): Writing descriptive essay makes it easy to carry people along especially when
they are reading your work of art.
Assignment: Learners are given take home assignment.
Write a descriptive essay on “The Places I love to Visit”
Tel:
TANE CRESCENT SCHOOL
30 Godwin Okigbo off Masha Road, Surulere, Lagos.
080555288820, 08027317870, 09064467178
Website: www.tanecrescentschools.com
LESSON PLAN FOR ENGLISH WEEK EIGHT
Date: MONDAY 12TH – FRIDAY 16TH JUNE 2023
Class
SUBJECTS
TOPICS
REFERENCE
PERIOD
RESOURCES
Year 1
English Grammar
Punctuation Marks (Full
classbasic.com/
2
English Skills Book 1
1
English Skills Book 1
1
https://freestoriesforkids.com/c
1
stop)
Comprehension
Spelling
Taking A Donkey to the
Market
New Words from ‘Taking
A Donkey to the Market’
Creative Writing
My Life as a Pirate
hildren/stories/
https://owlcation.com/humanities/
Year 3
Grammar
Modal Verbs
https://edudelighttutors.com/
2
Year 4
Year 5
Comprehension
Dolphins
English Skills Bk 3
1
Spelling
Silent ‘w’ words
English Skills Bk 3
1
Creative Writing
My favourite pet animal
https://nmahoneyblog.files/
1
Grammar
Adverbial Clause
Grammarly
2
Comprehension
Everest
English Skills Bk 4
1
Spelling
SHR Words
English Skills Bk 4
1
Creative Writing
Drama I
Grammar
Conjunction
Enrich your Grammar
2
Primary 5
Comprehension
Things and their uses
English Skills Bk 5 pg. 82
Spelling
Words from “Things and
English Skills Bk 5 pg. 82
their uses”
Creative Writing
Writing a short story
https://selfpublishingschool.com/howto%20write-a-shorr-story/
LESSON NOTE
Date: MONDAY, 12TH JUNE, 2023.
Class: YEAR 1
Subject: GRAMMAR
Lesson: 1
Topic: Punctuation Marks (Full stop)
Period: 3rd and 4th
Duration: 90 MINUTES
Average Age: 6 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
3. Get an understanding of the use of full stops.
4. Use full stop correctly.
Key Vocabulary Words:
Punctuation: is a setoff symbols use to make sentences make more sense.
Reference Resources: classbasic.com/
Instructional Resources: Worksheet for punctuation (Fix the Punctuation)
Building Background / Connection to prior knowledge: learners are familiar with a few punctuation marks
like full stop, comma and question marks.
Content:
Punctuation marks are used in writing so that we can understand the words written.
The full stop (.) is used at the end of a complete statement. Another name for full stop is period.
Examples: Put a full stop at the end of the following sentences.
1.
I am going to the mall with my parents.
2. We came to school last week.
Strategies and Activities: Small group discussion (Teacher groups learners and ask them to fix the
punctuation in the sheets they’ve been given.)
Activity 1
Teacher reviews previous lesson on capital letters and ask
questions based on that.
Activity 2
Teacher introduces new lesson by asking the learners to
identify full stop.
Activity 3
Learners will say what they think full stops are used for.
Activity 4
Learners work together to fix punctuation in five sentences.
Activity 5
Learners will explain why the full stops and capital letters
are used.
Evaluation (Assessment): See attached worksheet at the end of document.
Wrap up (Conclusion): Full stops are used at the end of a complete sentence, that is not a question or a
statement of surprise.
Assignment: Learners are to answer the following questions.
Add full stops to these sentences.
1. We will have a tea party later in the evening
2. I love to play with cars and dolls
3. Pretty girls don’t cry
4. My mother went to the supermarket yesterday
5. We love chicken and chips
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: THURSDAY, 15TH JUNE, 2023.
Class: YEAR 1
Subject: CREATIVE WRITING
Lesson: 1
Topic: The life of a pirate
Period: 2nd
Duration: 45 MINUTES
Average Age: 6 YEARS
Learning Objectives: At the end of the lesson, learners will be able to
Key Vocabulary Words:
1. Pirates: thieves or criminals who sailed the open waters of the world.
2. Revelers: People who love to party, eat and drink without a care in the world.
Reference Resources: https://freestoriesforkids.com/children/stories/
https://owlcation.com/humanities/
Instructional Resources: A story on Redbeard’s Treasure
Building Background / Connection to prior knowledge: learners have been taught or are familiar with
writing guided compositions.
Content:
Pirates simply defined were thieves and/or violent criminals that sailed the open waters of the world.
They stole treasures like gold and jewels, yes, but most of the time, pirates would steal things to aid in
their survival. Food, drink, and supplies for sailing would make their way off of one ship and onto a
pirate's ship in no time! Pirates also had no problem pillaging villages and other places along the shoreline
if in need...and sometimes just to have a little fun!
Pirates loved to eat, drink, and be merry. They were known to be revelers for a reason...they liked
to feast and party! Soaking in all of the luxuries of life in one night was of importance to a pirate
because who knows when they would have the opportunity again? In a month at sea, they might
be eating rotten bread and drinking spoiled water. A large majority of pirates were alcoholics, as
documented by pirates themselves, so drinking was a pastime that filled their days when the
resources were available.
Putting the adventures aside, pirates also had to maintain their ships. This meant cleaning and
repairing their ships so that these vessels would live to sail another sea. Stolen goods could be
used to keep their ships in worthy condition.
Strategies and Activities: Storytelling and Discussion method
Activity 1
Teacher reviews previous lesson on what if… things that
could possibly happen.
Activity 2
Teacher introduces new lesson by asking them about their
thoughts of pirates and if they have ever seen one.
Activity 3
Learners talk about pirates.
Activity 4
Learners read a story titled, “Redbeard’s Treasure”.
Activity 5
Learners discuss the life of a pirate.
Evaluation (Assessment): Learners are encouraged to talk about pirates. (Oral Composition)
Wrap up (Conclusion): Pirate might look daring and interesting but they are thieves and they made
people part with their money and jewelry.
Assignment: Write about ‘The life of a pirate’. (5 lines)
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: MONDAY, 12TH JUNE, 2023.
Class: YEAR 3
Subject: GRAMMAR
Lesson:2
Topic: Modal Verbs
Period: 6th and 7th
Duration: 90 MINUTES
Average Age: 7 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
8. Define modal verbs.
9. Use modal verbs correctly.
Key Vocabulary Words:
Obligation: a course of action to which someone is morally or legally bound; a duty or commitment.
Possibility: a thing that may happen.
Permission: allowing someone to do a particular thing.
Reference Resources: https://edudelighttutors.com/
Instructional Resources: Example worksheet of Modal Verbs
Building Background / Connection to prior knowledge: learners have been taught verbs and tenses.
Content:
Modal verbs are also known as modal auxiliary verbs, auxiliary verbs or helping verbs.
There are 13 modal verbs, these are:
Can, could, may, might, shall, should, will, would, must, ought to, used to, need, and dare
1. Can/could : this is used to express permission, possibility, ability or capacity
For example: Jane can go if she likes. (permission)
That river can be bridged. (possibility)
John could run faster when he was young. (ability)
2. May/might: this is used to express permission or possibility.
For example: Obi may come with us if he likes. (permission)
It might rain this afternoon. (possibility)
3. Shall/will : to express simple futurity, determination, order or willingness to do something.
For example: We shall attend the party. (futurity)
I will attend the ceremony. (determination)
4. Should: to express obligation and logical necessity or condition.
For example: He should attend the interview if he wants the job. (Obligation)
If the boy should come, please inform me. (condition)
5. Would: to express habitual action in the past, a polite request and a probability.
For example: Every Sunday, we would attend the morning service in church. (habitual action in the
past)
I would like to come with you.
6. Used to: to express habitual actions in the past.
For example: We used to fly kites when we were young.
7. Need (in negative sentence or to express the absence of obligation)
For example: You need to leave now.
8. Dare (used in negative sentences and questions)
For example: Nobody dare insult our leader.
You dare not eat that food.
Strategies and Activities: Brainstorming and small group discussion
Activity 1
Teacher reviews previous lesson on question tags and ask
questions based on that.
Activity 2
Teacher introduces the lesson by writing the four major
uses of modal verbs on board (permission, possibility, ability
and obligation). She gives the learners the example
worksheet on modal verbs.
Activity 3
Learners read through the worksheet and take note of the
modal verbs in red.
Activity 4
Learners make sentences of their own using modal verbs.
Activity 5
Learners decipher on their own the use of each modal verb.
They are corrected or applauded as the case maybe.
Evaluation (Assessment): See attached worksheet at the end of document.
Wrap up (Conclusion): Modal verbs are helping verbs. They ensure that the main verb make sense.
Assignment: Learners will answer these questions.
Enrich Grammar Bk 3 pg. Ex. No. 1 – 10
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: THURSDAY, 15TH JUNE, 2023.
Class: YEAR 3
Subject: CREATIVE WRITING
Lesson:1
Topic: Descriptive Essay – My Favourite Pet Animal
Period: 7TH
Duration: 45MINUTES
Average Age: 7 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
8. Comprehend the guidelines
9. Use the guidelines to write a composition on their favourite pet animal.
Key Vocabulary Words:
Favourite: The one you like best.
Reference Resources: https://nmahoneyblog.files/
Instructional Resources: Writing materials, flashcards, dictionary, texts, learners.
Building Background / Connection to prior knowledge: learners have been taught how to write
compositions.
Content:
Guidelines
Paragraph One
Introduce your favourite pet animal by their name or breed.
What does your pet look like?
What characters do they have?
Does your pet accompany you or do they scare your friends and family?
Paragraph Two
What does your pet feed on?
How do you get its food? Do you buy ready-to-eat foods or do you prepare it?
Does your pet eat fresh grass, vegetables or meat?
Does your pet have particular habits that makes you love them?
Paragraph Three
Is there any experience you’ve had with your pet that you would like to share?
Why do you love your pet?
Strategies and Activities: Small group discussion and questioning.
Activity 1
Teacher draws out sentences from learners about their favourite
pet animal.
Activity 2
Teacher writes and explain the guidelines written on the board.
Activity 3
Learners listen to a sample on the same topic to be read by the
one of the learners.
Activity 4
Learners discuss about their favourite pet animals and write an
outline about it.
Activity 5
Learners write a descriptive essay on “My Favourite Pet Animal”.
Evaluation (Assessment): Learners are to answer the following questions:
Using the guidelines, write a descriptive essay on “My Favourite Pet Animal”
Wrap up (Conclusion): Writing descriptive essay makes it easy to carry people along especially when
they are reading your work of art.
Assignment: Learners are given take home assignment.
Write a descriptive essay on “My Favourite Pet Animal”.
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: MONDAY, 12TH JUNE, 2023.
Class: YEAR 4
Subject: GRAMMAR
Lesson: 1
Topic: Adverbial Clause
Period: 3rd and 4th
Duration: 90 MINUTES
Average Age: 8 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
8. Define adverbial clauses
9. Differentiate between adverbial phrases and clauses
10. Identify adverbial clauses in sentences.
Key Vocabulary Words:
Clause: A clause is a part of a sentence that contains a subject and a verb.
Dependent Clause: is a clause is a clause that cannot stand on its own as an independent sentence.
Reference Resources: Grammarly
Instructional Resources: worksheet on Adverbial Clause
Building Background / Connection to prior knowledge: Learners have been taught adverbs and adverbial
phrases.
Content:
An adverbial clause, sometimes referred to as an adverb clause, is a group of words that, together,
functions as an adverb. This means that the clause describes or modifies a verb, adjective, or another
adverb. Unlike other types of clauses, an adverbial clause is always a dependent clause. This means that
it cannot stand on its own as an independent sentence.
What’s the difference between an adverbial clause and an adverbial phrase?
An adverbial clause is similar to, but not the same as, an adverbial phrase. Both are groups of words that
play the adverb role, but with one key difference: An adverbial clause contains a subject and a verb,
while an adverbial phrase does not.
Here are a few examples of adverbial phrases:

1. Andrei eats his lunch with gusto.

2. We thought, through logic, that the next bus would come at 3:10.
And here are similar examples of adverbial clauses:

1. Andrei eats his lunch faster than everyone else eats.

2. We thought, because the bus has been so predictable lately, that the next one would come at 3:10.
Strategies and Activities: Small Group Discussion
Activity 1
Teacher reviews previous lesson and ask questions based on
adverbial phrases.
Activity 2
Teacher introduces new lesson and she discusses adverbial
phrases in detail.
Activity 3
Learners are divided into groups and they are given
sentences to decipher the type of adverbial clause.
Activity 4
Learners reply the facilitator based on what they have been
taught and the conclusions they’ve come to.
Activity 5
Learners are applauded or corrected as the case may be.
Evaluation (Assessment): Learners are to answer the following questions;
4. Define adverbial clause.
5. Differentiate between adverbial phrase and adverbial clause.
6. Identify the adverbial clause in the sentences below.
a. “You wouldn’t dare come any closer,” cried Bob, throwing his arms across his face.
b. “Let’s get out of here!” yelled Sarah, dragging the dog from the gateway.
c. “I’ve finished!” shouted Andrew, putting his book in the tray.
Wrap up (Conclusion): Adverbial clause works like an adverb. They usually tells more about the verb but
they are a group of words acting as one.
Assignment: Learners are to answer the following questions:
Identify the adverbial clause in the sentences below.
1. “I’ve forgotten my ballet kit,” sighed Ellie rummaging her PE bag.
2. “We are lost,” John groaned as he peered at the map.
3. “Let me go,” pleaded Tom, trying to pull free.
4. “I’ll race you!” laughed Amy jumping on her bike.
5. “What was the question, Miss?” mumbled Lisa, wishing she had been listening.
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: THURSDAY, 15TH JUNE, 2023.
Class: YEAR 4
Subject: CREATIVE WRITING
Lesson: 1
Topic: Expository Essay III
Period: 2nd
Subtopic: Writing an Expository Essay
Duration: 45 MINUTES
Average Age: 8 YEARS
Learning Objectives: At the end of the lesson, learners will be able to use the created outline in the
previous week to write an expository essay.
Key Vocabulary Word(s):
Expository: to explain or describe something.
Breadwinner: a member of the family who provides for the family.
Loot: Stolen materials.
Lure: to convince someone to do something bad.
Reference Resources: Expository Essay Outline Created in Class
Instructional Resources: Expository Essay Outline Created in Class
Building Background / Connection to prior knowledge: Learners have been taught
Content:
The Rise of Teenage Gangs and its consequences
Teenagers are people within 13 to 19 years of age. These are young people who are to be under the
tutelage of their parents but some of them had decided to make crime a way of life. Should they be left
alone to continue? In the preceding paragraphs I shall explain how these teenage gangs came to be and
the consequences of their activities on the society.
Teenage gangs in Lagos are also called Omo ita, they commit different crimes from pickpocketing to
snatching of hand bags, to collecting illegal fees from drivers and market women, armed robbery and
even rape. These teenagers were pushed into living this way due to death of a parent or the family
breadwinner, some of them cannot afford to be in school, while some are responsible for catering for
their younger siblings. They choose to live a life of threat and menace in the society. Some teenagers
joined gangs because of peer pressure. They get influenced by the lifestyle and the loot of their peers.
They are gradually lured into this dangerous lifestyle.
Teenage gangs have become tools in the hands of politicians especially during voting, these youths
threaten well-meaning citizens to vote for their preferred candidate or get rough handled. Some of
these gangs have taken to the streets to harass people and forcefully collect their personal belongings.
Teenage gangs have been for a long time and the effect on the society cannot be over-emphasized
There is a reduction in man-power and an increase in crime rate. People lose their lives or get scarred
forever due to the activities of these teenage gangs. If care is not taken, they will break down the
security of our nation and this can lead to anarchy.
The government needs to rise and take these children off the streets, give them a good education and a
better they can be proud of. We will in turn have a lower crime rate and peace will reign in our land.
Strategies and Activities: Reading Information and Discussion
Activity 1
Teacher reviews previous lesson on expository essay.
Activity 2
Teacher introduces new lesson by allowing learners to
discuss about the topic they are about to write on.
Activity 3
Learners read out the outline they created in the previous
class about ‘The rise of teenage gangs and its consequences’.
Activity 4
Learners are encouraged to write an expository essay about
the topic.
Activity 5
Learners are given a copy of the teacher’s essay on the
same topic using the same outline curated in class.
Evaluation (Assessment): Learners are to answer the following questions;
Write an expository essay on ‘The rise of teenage gangs and its consequences.’
Wrap up (Conclusion): It is important to learn how to write an expository essay because it helps you to
present facts in a logical manner.
Assignment:
Write an outline for the essay – Unemployment as a social problem in Nigeria and write an essay on the
same topic (to be submitted on Monday, 19th June 2023)
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: MONDAY, 12TH JUNE, 2023.
Class: YEAR 5
Subject: GRAMMAR
Lesson: 1
Topic: Conjunctions
Period: 6th and 7th
Duration: 90 MINUTES
Average Age: 9 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
9. Define Conjunctions
10. Identify types of conjunction, and
11. Make use of conjunctions correctly.
Key Vocabulary Word(s):
Conjunction: a word which joins together words.
Independent Clause:
Subordinate or Dependent clause:
Reference Resources: Enrich your Grammar Primary 5,
Instructional Resources: Petal flower Organizer
Building Background / Connection to prior knowledge: Learners have been taught adverbs the previous
week.
Content:
A conjunction is a word which joins together words, phrases or clauses. Examples are but, and, because,
if although, while, until, when, after, since, lest, so, that, before, that, etc.
Sentences with Conjunctions.
-They will go if you will give them money.
-He was angry so he left the meeting.
-Study hard and you will pass your exam.
-She spoke so loud so that we could hear her.
-I finished my sums although I came late.
-She arrived after you had gone.
Types of Conjunction
Coordinating Conjunction
Coordinating Conjunction joins two sentences of equal importance. Use the acronym FANBOYS – For,
And Nor, But, Or, Yet, So.
Example: I called him but he refused to come to class. (Notice how both sentences are independent of
each other.)
Subordinating Conjunctions
Subordinating conjunctions joins two clauses together or describe the relationship between a dependent
and independent clauses. Examples are: while, as soon as, although, before, even if, because, no matter
how, when, until, etc.
Usages
He usually eats at home, because he likes cooking.
My works must be finished before afternoon.
She works every day, even on Sundays.
Correlative Conjunctions
Correlative conjunctions are paired words which are used to join equal sentence elements together. The
following conjunctions are used in pairs and one must follow the other.
Examples are:
neither… nor
Either… or
Both ... and
not only … but also
no sooner … than
so … that
too... to
such … that
Usages
Neither … nor – Neither Joke nor Funke is dull
either ... Or – He prefers either pounded yam or rice.
both … and – Both the girl and boy will be dismissed.
not only … but also – He is not only clever but also wise.
no sooner … than – No sooner had he entered the room than the light went off.
so ... that – He was so hungry that he ate everything.
too … to – The tea is too hot to drink.
such … that – He is such an honest man that everybody likes him.
Compound Conjunction
as long as, as soon as, even though and as well as are group of words used as conjunction.
Sentences with Compound conjunction
so long as – I will allow you go so long as you promise to come back early.
as soon as – He sat down quickly as soon as he saw me.
even though – He lifted the box even though he was sick.
as well as – They were given some food as well as money.
Strategies and Activities: Direct instruction and Independent practice.
Activity 1
Teacher introduces the lesson by revising previous lesson on
comparative adverbs.
Activity 2
Teacher allow learners to read the definition of conjunction,
its types and examples.
Activity 3
Learners using a petal flower organizer they write out types
of conjunction and examples.
Activity 4
Learners make two sentences from the examples on their
petals and share with the class in order to check their
understanding of the concept.
Activity 5
Learners are corrected or applauded as the case maybe.
Evaluation (Assessment): Enrich Grammar Bk 5
Wrap up (Conclusion): Correct use of conjunction is necessary for proper speaking and writing.
Assignment: Enrich Grammar Bk 5
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: THURSDAY, 15TH JUNE, 2023.
Class: YEAR 5
Subject: CREATIVE WRITING
Lesson: 1
Topic: Writing a Short Story
Period: 3rd
Duration: 45 MINUTES
Average Age: 9 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
3. Identify the word count for short stories.
4. List the necessary steps to writing a short story.
Key Vocabulary Words:
Main Character: is the person who the story is about.
Unique: special.
Feedback: a comment on something you’ve done.
Reference Resources: https://self-publishingschool.com/how-to write-a-short-story/
Instructional Resources: Learners
Building Background / Connection to prior knowledge: Learners are familiar with writing composition.
Content:
A short story is a story between 100 to 15,000 words.
How to write a short story in 8 steps
1. Come up with a strong idea. You can pull ideas for your short story from anywhere Ensure you
keep it simple and focus on a single portion of your character’s life. Think of how the story will
begin and how it ends.
2. Develop your main character. Know his/her age, friends, quirks, family life etc.
3. Outline: Draft an outline. What point of view are you using to tell the story? What is the main
issue in the story? What happens at the climax? How did the issue get resolved? How did it
end?
4. Start your story with a hook. Your first line has to be interesting enough to keep your readers
reading.
5. Write your first draft.
6. Edit your story. Look for incorrect tenses, replace weak verbs with strong ones, check your
spelling, where you able to use dialogue? Was their consistency in your story?
7. Give your story a title. What is the theme of your story? Is there something unique or
interesting about the story? These are the things you should think off before crafting your
title.
8. Get feedback. Give your story to your teacher or classmates to read so you can get a feedback
on what you have written.
Strategies and Activities: Story telling
Activity 1
Teacher revise previous lesson and asks questions on it.
Activity 2
Teacher explains what short stories are
Activity 3
Learners read the note on short stories.
Activity 4
Learners talk about some short stories they have read or written
Activity 5
Learners compare the process of writing short stories with what
they have done before. They find the differences and ask
questions about unclear areas.
in the past.
Evaluation (Assessment): Learners are to answer the following questions:
1. Identify the word count for short stories.
2. List the necessary steps to writing a short story.
Wrap up (Conclusion): Well written short stories are interesting and can be read at one sitting.
Assignment: Learners are given take home assignment.
Do a research on “How to write an outline for a short story.”
Fix the punctuation
Rewrite the sentences with correct capital letters and full stops.
1. the store is at bode thomas
__________________________________________________
__________________________________________________
2. i will walk the dog on monday
__________________________________________________
__________________________________________________
3. god is good to me
__________________________________________________
__________________________________________________
4. my birthday is in july
__________________________________________________
__________________________________________________
5. my sister just got home
__________________________________________________
__________________________________________________
Redbeard’s Treasure
Redbeard was the fiercest, most terrifying pirate on the seven seas. They said his attacks and
boardings throughout the World had amassed him a fabulous amount of treasure, the greatest
ever known. Like any good pirate, Redbeard trusted no one, and always kept his treasure right
under his feet, in the enormous hold of his ship.
One day, he heard talk of a magnificent treasure that was to cross the sea in one of the World’s
most powerful ships. It was a tremendously big galleon, and it was very well armed, but no one
enjoyed stealing treasure from big ships and then sinking them more than Redbeard, even
though he was already so rich that he would have needed many lifetimes simply to spend the gold
and jewels he had amassed.
So, the pirate carefully prepared an attack on the open sea. As ever, the boarding was a
success, and they were soon busy moving the fabulous treasure from the galleon over to
Redbeard's ship. Without doubt, this was a formidable haul of treasure, almost as big as what
Redbeard already had. He rubbed his hands, thinking about continuing to multiply his riches.
When they had loaded all the treasure, they sank the galleon, and the pirates prepared a great
feast to celebrate the deed. As drunk as they became, they didn’t realise that their own ship was
gradually sinking, since the treasure haul had been so big and heavy that the boat could not
stay afloat.
By the time they realised, there was nothing that could be done. The ship went to the bottom of
the sea with all its wicked pirates, led by Redbeard himself. And there they remain to this day,
with the treasure trove that had become so huge… but that never quite managed to equal
Redbeard's greed and stupidity.
Values - avoiding greed
Main Lesson- There’s no point in accumulating things if you don’t know how to enjoy them.
Setting - The seven seas
Characters - A pirate and his treasure
My favourite pet animal
My favorite pet is a dog. I love dogs because they are friendly and cute. They are also loyal to their
owners. But most of all, they can be a great friend when I am lonely. Dogs are wonderful pets.
I love dogs because they are friendly and cute. When I look at their big, beautiful eyes, I just melt
like ice cream on a hot summer day. When they do something bad, it is hard to get upset. As we walk down
the sidewalk, dogs greet everyone they see. Dogs are the cutest and friendliest animals on Earth.
Dogs are not only adorable; they are also loyal to their owners. When you are away, dogs are always
on their best behavior and when you return, he or she will be excited to see you. You can trust dogs to not
do their business in the house or on other people’s property if they are well trained. You can depend on
your dog to keep you safe. Dogs have always been loyal to me.
Dogs are great friends when you are lonely. They can sense when you’re down and even do tricks to
cheer you up. My dog usually licks me on my nose when I am crying. A treat is always a good way to say
thank you to your dog. When you are lonely, you can always count on your pet.
As you can see, dogs are wonderful pets to have. Their cuteness makes having them much more
enjoyable. Their loyalty makes them trustworthy. You will never be alone when you have a dog as a pet.
Dogs are the best pets ever!
Adverbial Clauses
“Here, take it!” cried Jenny, passing the book to Simon.
“Here, take it!” cried Jenny, passing the book to Simon.
“Here, take it!” cried Jenny, hurling the
book at Simon’s feet.
,
The words that Jenny says are the same, but adding an adverbial clause changes
the meaning of the sentence by telling the reader how she does it.
Identify the adverbial clause from below.
1. “This has been an awful day,” said Jill, her feet squelching in the mud.
2. “I’m done here,” he screamed, throwing his book out the window.
3. “I regret what I did to her,” Tunde said, staring at the flames.
4. “I’ve forgotten my ballet kit,” sighed Ellie rummaging her PE bag.
5. “We are lost,” John groaned as he peered at the map.
6. “Let me go,” pleaded Tom, trying to pull free.
7. “I’ll race you!” laughed Amy jumping on her bike.
8. “What was the question, Miss?” mumbled Lisa, wishing she had been listening.
9. “You wouldn’t dare come any closer,” cried Bob, throwing his arms across his face.
10. “Let’s get out of here!” yelled Sarah, dragging the dog from the gateway.
Teacher’s Note :
Direct Instruction

Ask:
o
o
o
o
o
What can coordinating conjunctions join?
Where are subordinating conjunctions found? What is their job?
How are various conjunctions similar and different?
Which conjunctions are used most often?
What would happen if we didn't have conjunctions?
Guided Practice



With students, review the 'Examples' section of the lesson and the summary.
Create a flower petal graphic organizer on the board, and instruct students to draw one in their
notebooks. The center of the flower should contain one type of conjunction and definition, and
the petals should contain examples of that type of conjunction. Erase and repeat the process to
create a different flower petal graphic organizer for each type of conjunction.
Ask each student to write a sample sentence using the proper conjunction under each flower in
their notebooks. Have students share some of their sentences and check for understanding.
Tel:
TANE CRESCENT SCHOOL
30 Godwin Okigbo off Masha Road, Surulere, Lagos.
080555288820, 08027317870, 09064467178
Website: www.tanecrescentschools.com
LESSON PLAN FOR ENGLISH WEEK NINE
Date: MONDAY 19TH – FRIDAY 23RD JUNE 2023
Class
SUBJECTS
TOPICS
REFERENCE
PERIOD
RESOURCES
Year 1
English Grammar
Punctuation (Question
mark)
Year 3
https://www.twinkl.com.ng/resour
2
ce/
Comprehension
Revision
English Skills Book 1
1
Spelling
Revision
English Skills Book 1
1
Creative Writing
The rainbow
Chat GPT
1
Grammar
Active and Passive Voice
https://classbasic.com/
2
Comprehension
Tales of Two Cities
Tales of two Cities pg. 49-61
1
(Charles Dickens)
Spelling
Creative Writing
Root Words and
compound words
Poetry
https://www.twinkl.com.ng/
1
edudelight.com, English
1
Book 3 pg. 96
Skills
Year 4
Year 5
Grammar
Question Marks
https://www.twinkl.com.ng/
2
Comprehension
Revision
English Skills Bk 4
1
Spelling
/p/ and /b/ words
English Skills Bk 4
1
Creative Writing
Drama I
https://classbasic.com/
Grammar
Interjections
Count down English by
2
Ogunsanwo, Enrich Grammar
Bk 5
Comprehension
Revision
English Skills Bk 5
1
Spelling
Revision
English Skills Bk 5
1
Creative Writing
Writing a short story
https://www.education.com/
1
LESSON NOTE
Date: MONDAY, 19TH JUNE, 2023.
Class: YEAR 1
Subject: GRAMMAR
Lesson: 1
Topic: Question Mark
Period: 3rd and 4th
Duration: 90 MINUTES
Average Age: 6 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
1. Use question marks correctly.
2. Differentiate between instances when full stops should be used and question marks.
Key Vocabulary Words:
Reference Resources: https://www.twinkl.com.ng/resource/
Instructional Resources: Question mark poster and worsheets
Building Background / Connection to prior knowledge: learners are familiar with a few punctuation marks
like full stop, comma and question marks.
Content:
Question marks (?) are used at the end of a question.
They always appear that the end of sentences in the place of a full stop. The main purpose of a question
mark is to indicate that a sentence is a question. Direct questions often (but not always) begin with a
wh- word (who, what, when, where, why).
For example: Where are you going to?
When is the birthday party?
Is this your book?
Strategies and Activities: Hands-On Practice and Role Play
Activity 1
Teacher reviews previous lesson on full stops and ask
questions to refresh the learners memory.
Activity 2
Teacher introduces new lesson with the question mark
posters.
Activity 3
Learners differentiate between sentences that require full
stops and those that require question marks.
Activity 4
Learners work independently on question mark worksheets.
Activity 5
Learners are corrected or applauded as the case may be.
Evaluation (Assessment): Learners are to answer the following questions;
Refer to the end of the document.
Wrap up (Conclusion): Question marks are used to indicate a question.
Assignment: Learners are to answer the following questions
Refer to worksheet at the end of this document.
Head Teacher’s Remark / Endorsement:
Satisfactory 10 /6/2023.
LESSON NOTE
Date: THURSDAY, 22ND JUNE, 2023.
Class: YEAR 1
Subject: CREATIVE WRITING
Lesson: 1
Topic: The Rainbow
Period: 2nd
Duration: 45 MINUTES
Average Age: 6 YEARS
Learning Objectives: At the end of the lesson, learners will be able to write a guided composition on the
rainbow.
Key Vocabulary Words:
1. Arch: a semi-circle.
2. Rainbow: a seven colour bow in the sky.
Reference Resources: https://www.youtube.com/watch?v=nCPPLhPTAIk
Chat GPT
Instructional Resources: A short video on rainbow.
Building Background / Connection to prior knowledge: learners have been taught or are familiar with
writing guided compositions.
Content:
1. A rainbow is a colorful arc that appears in the sky when sunlight shines through raindrops. It looks like a
big smile made up of many different colors. Rainbows usually appear after it rains, but they can also appear
when there is mist or spray in the air.
2. Colors of the Rainbow: A rainbow is made up of seven colors: red, orange, yellow, green, blue, indigo, and
violet. These colors are always in the same order. You can remember them using the word "ROYGBIV."
Each color is special and has its own beauty.
3. How Does a Rainbow Form? When sunlight passes through tiny water droplets in the air, it bends or
refracts. This bending of light makes the colors spread out and form a circle of colors. The raindrops act
like tiny prisms, separating the light into its different colors.
4. Where Can You See a Rainbow? You can see a rainbow when the sun is shining behind you and rain or water
droplets are in front of you. Rainbows can appear in the sky, but sometimes you can also see them in
waterfalls or fountains. If you look closely, you might even see a double rainbow!
5. What Makes a Rainbow Special? Rainbows are special because they bring joy and happiness to people. They
remind us of the beauty of nature and make us feel hopeful. Some people even believe that rainbows are
a sign of good luck!
Strategies and Activities: Storytelling and Discussion method
Activity 1
Teacher reviews previous lesson on my life as a pirate.
Activity 2
Teacher introduces new lesson by asking learners to talk
about the rainbow.
Activity 3
Learners are shown a video of how rainbow is formed.
Activity 4
Learners tell stories of the times they have seen a rainbow
Activity 5
Learners copy a short composition on “The Rainbow”.
Evaluation (Assessment): Learners are encouraged to talk about rainbows.
(Oral Composition)
Wrap up (Conclusion): Rainbows are like colorful bridges in the sky that connect us to the beauty of the
world.
Assignment: Write about the rainbow (5 lines)
Head Teacher’s Remark / Endorsement:
Satisfactory 10 /6/2023.
LESSON NOTE
Date: MONDAY, 19th JUNE, 2023.
Class: YEAR 3
Subject: GRAMMAR
Lesson:2
Topic: Active and Passive Voice
Period: 6th and 7th
Duration: 90 MINUTES
Average Age: 7 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
1. Define active and passive voice.
2. Change active voice to passive voice.
Key Vocabulary Words:
1. Subject: The doer of an action in a sentence.
2. Object: The receiver of an action in a sentence.
Reference Resources: https://www.grammarly.com/
Instructional Resources: Strip of cardboards with different sentences in active voice.
Building Background / Connection to prior knowledge: learners have been taught how to use tenses in the
correct way.
Content:
The active voice is a sentence in which the subject is performing an action:
The dog chases the ball.
Notice how the subject, dog, is performing the action, chase, on the target of the action, ball. This is a
simple, direct example of the active voice.
In the passive voice, the action’s target, ball, is positioned first as the focus of the sentence. The
sentence gets flipped, and the subject is now being acted upon by the verb. In other words, the subject
is passive:
The ball is being chased by the dog.
To change from active voice to passive voice, you must use the infinitive to be, e.g being, by, etc and the
past tense of the verb.
More examples:
1. She loves twilight. (Active Voice)
Twilight is loved by her. (Passive voice)
2. Shira likes bird watching. (Active voice)
Bird watching is liked by Shira. (Passive voice)
3. Please remove your shoes before entering my house. (Active Voice)
Shoes should be removed before entering my house. (Passive voice)
4. Lock the door! (Active Voice)
Let the door be locked! (Passive voice)
Note that, love is changed to loved, like to liked, remove to removed, lock to locked.
Strategies and Activities: Brainstorming and Small Group Discussion
Activity 1
Teacher reviews previous lesson and ask questions based on
that.
Activity 2
Teacher introduces active voice and passive voice.
Activity 3
Learners are given strips of different examples of
sentences in active voice.
Activity 4
Learners work in their small groups and change the active
voices to passive voice.
Activity 5
Learners are corrected or applauded as the case maybe.
Evaluation (Assessment): Learners are to answer the following questions;
1. Define active voice and passive voice.
2. Change the following active voice to passive voice.
a. I do my homework.
b. He receives a letter.
c. Daniel made smoothies in the kitchen.
Wrap up (Conclusion): Active voice is used for opinion pieces while passive voice are used for news
reporting. They are both important
Assignment: Learners will change the following active voice to passive voice.
3. I have eaten the orange.
4. Our community loves Salsa dance.
5. Max dropped the red bucket.
6. Billy fed the dog.
7. The children grew vegetables.
Head Teacher’s Remark / Endorsement:
Satisfactory 10 /6/2023.
LESSON NOTE
Date: THURSDAY, 22ND JUNE, 2023
Class: YEAR 3
Subject: CREATIVE WRITING
Lesson:1
Topic: Poetry
Period: 7TH
Duration: 45MINUTES
Average Age: 7 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
1. Define poetry.
2. State the types of poetry.
3. Explain two poetic devices
Key Vocabulary Words: Inanimate : Non-living
Reference Resources: edudelight.com/
Instructional Resources: A poem by Anonymous, ‘If I Knew’ English Skills Book 3 pg. 96
Building Background / Connection to prior knowledge: Learners can recite a few poems such as My
Mother by Ann Taylor.
Content:
Poetry is literature that is written in verse and emphasizes the rhythmic use of words to create
imagery. Poetry is a form of writing stimulated by deep emotions.
Poetic Devices
1. Simile: A simile is an expression that describes something by comparing it with another using as,
if, as though, as…as, like. E.g As white as snow, as lifeless as a stone.
2. Metaphor: This is a direct comparison between two things. For example, The boy is a lion on the
field. It doesn’t mean that the boy is an animal, the boy has the characteristic of a leader on the
field.
3. Personification: This device gives life to inanimate objects. For example,
4.
5.
6.
7.
i)
The rain stretched her long legs and everybody ran home.
ii)
Death laid his cold hands on the king.
Hyperbole: A hyperbole consists of an exaggerated statement that cannot be taken literally. For
example, She prepared a mountain of pounded yam.
Irony: This expression is the exact opposite of what one means and not meant to be taken at
face value. For example, “Oh! What a beautiful voice you have.” (when she actually has a croaky
voice)
Repetition: This is a figure of speech in which a word or phrase is repeated more than once in a
piece of poem. This is usually done for emphasis. For example, Rain, rain, go away…
Oxymoron: This is a device which two words contradictory side by side. For example, Parting is
such sweet sorrow.
Strategies and Activities: Reading Information and Role-playing.
Activity 1
Teacher reviews previous lesson and ask questions based on
that.
Activity 2
Teacher introduces new lesson by allowing the learners to
recite some poems they have learnt in the past.
Activity 3
Learners are read a poem by Anonymous, ‘If I Knew’
Activity 4
Learners are encouraged to act the poem as they read.
Activity 5
Learners are guided to pick out the poetic devices used in
the poem.
Evaluation (Assessment): Learners are to answer the following questions:
1. Define poetry.
2. Explain two poetic devices.
Wrap up (Conclusion): Poetry is a beautiful way of expressing yourself and the world around you. It is
rich and deep with poetic devices and meanings.
Assignment: Learners are given take home assignment.
Identify the type of poetic device used in the sentences below.
1.
2.
3.
4.
5.
Our meeting was bittersweet.
The sunshine of her smile kept me thinking.
The trees jubilated in the wind.
He runs faster than all the cheetahs of this world put together.
The girl is as proud as a peacock.
Head Teacher’s Remark / Endorsement:
Satisfactory 10 /6/2023.
LESSON NOTE
Date: MONDAY, 19TH JUNE, 2023.
Class: YEAR 4
Subject: GRAMMAR
Lesson: 1
Topic: Question Mark
Period: 3rd and 4th
Duration: 90 MINUTES
Average Age: 8 YEARS
Learning Objectives: At the end of the lesson, learners will be able to use question marks correctly.
Key Vocabulary Word(s):
Reference Resources: https://www.twinkl.com.ng/
Instructional Resources: Learners
Building Background / Connection to prior knowledge: Learners have been taught punctuation marks.
Content:
Question marks (?) are used at the end of a question.
They always appear that the end of sentences in the place of a full stop. The main purpose of a question
mark is to indicate that a sentence is a question. Direct questions often (but not always) begin with a
wh- word (who, what, when, where, why).
For example: Where are you going to?
When is the birthday party?
Is this your book?
Strategies and Activities: Independent Practice
Activity 1
Teacher reviews previous lesson on full stops and ask
questions to refresh the learners memory.
Activity 2
Teacher introduces new lesson with the question mark
posters.
Activity 3
Learners differentiate between sentences that require full
stops and those that require question marks.
Activity 4
Learners work independently on question mark worksheets.
Activity 5
Learners are corrected or applauded as the case may be.
Evaluation (Assessment): Learners are to answer the following questions;
Refer to the end of this document.
Wrap up (Conclusion): Question marks are used to indicate that a question is being asked
Assignment: Refer to the end of this document.
Head Teacher’s Remark / Endorsement:
Satisfactory 10 /6/2023.
LESSON NOTE
Date: THURSDAY, 22ND JUNE, 2023
Class: YEAR 4
Subject: CREATIVE WRITING
Lesson: 1
Topic: Drama I
Period: 2nd
Duration: 45 MINUTES
Average Age: 8 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
1. State the meaning of drama.
2. State the types of drama.
Key Vocabulary Word(s):
Costume: the clothes worn by actors while acting.
Cast: Actors of a play.
Reference Resources: https://classbasic.com/
Instructional Resources: Story Story- Voices from the market
Building Background / Connection to prior knowledge: Learners have watched movies and some are in the
drama club at school.
Content:
Drama means to act, or to perform. Drama is also a play written for theatre, radio or television.
Types of Drama
1. Comedy: is a drama that makes you laugh, smile or happy. E.g Jenifa’s diary, The Wedding Party.
2. Tragedy is a sad drama. It makes you cry sometimes. E.g Ghost and Touts.
3. Melodrama: is an emotional drama. It is sometimes fun and sometimes sad. E.g. Ghost and Touts.
4. Musical drama: is a drama that combines song dance and act. E.g Indian films, High School Musical,
Sing etc.
5. Domestic drama: is a based on family life and friends. E.g Mr John bull.
Strategies and Activities: Discussion and Role Play
Activity 1
Teacher reviews previous lesson on expository essay.
Activity 2
Teacher introduces new lesson on drama and explains the
types of drama.
Activity 3
Learners listen to a short audio drama on Story-Story.
Activity 4
Learners are prompted to give examples of movies they have
watched that fall under these categories of drama.
Activity 5
Learners are to tell a summary of any story and state the
type of drama.
Evaluation (Assessment): Learners are to answer the following questions;
1. State the meaning of drama.
2. State the types of drama.
Wrap up (Conclusion): Drama is an essential part of our entertainment. It can be a career for you, if you
so choose.
Assignment:
Write two examples of drama you have watched or read that falls under the following types of drama.
1. Comedy
2. Tragedy
3. Musical drama
Head Teacher’s Remark / Endorsement:
Satisfactory 10 /6/2023.
LESSON NOTE
Date: MONDAY, 19TH JUNE, 2023.
Class: YEAR 5
Subject: GRAMMAR
Lesson: 1
Topic: Interjection
Period: 6th and 7th
Duration: 90 MINUTES
Average Age: 9 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
1. Define interjection.
2. Form interjection from sentences.
Key Vocabulary Word(s):
Exclamation: A show of surprise.
Reference Resources: Count down English by Ogunsanwo, Enrich Grammar Bk 5
Instructional Resources: Interjection Poster
Building Background / Connection to prior knowledge: Learners have been taught adverbs the previous
week.
Content:
Interjections are also known as Exclamations. They are words that we normally use when we express
strong feelings, e.g. surprise, anger, excitement, joy, disgust, etc.
Exclamations are indicated by an exclamation mark (!)
Examples: Oh! I have forgotten the name.
Wow! What a day!
Formation of Exclamations
An exclamation can be formed from a corresponding sentence or statement.
Examples:
1. They were nice.
How nice they wer!
2. God is wonderful.
How wonderful God is!
3. You are a kind man.
What a kind man you are!
Strategies and Activities: Brainstorming and Role play
Activity 1
Teacher introduces the lesson by revising previous lesson on
conjunctions and asks questions on it.
Activity 2
Teacher shows the learners the interjection poster.
Activity 3
Learners read the interjection poster and decipher by
themselves what interjections are.
Activity 4
Learners give examples of interjections and use them to
make correct sentences.
Activity 5
Learners are corrected or applauded as the case maybe.
Evaluation (Assessment):
1. Define interjection
2. Change the following sentences to exclamations.
a. She is a stupid girl.
b. The day is beautiful.
c. You are a brave hunter.
d. Adisa is a poor man.
e. She is a pretty lady.
Wrap up (Conclusion): Interjection are one of the word classes and they hold an important aspect of
grammar. It is important to use them appropriately.
Assignment:
Enrich Grammar Bk 5 Pg. 118 Ex. 12 No 1 -10
Head Teacher’s Remark / Endorsement: Satisfactory 10 /6/2023. P
LESSON NOTE
Date: THURSDAY, 22ND JUNE, 2023
Class: YEAR 5
Subject: CREATIVE WRITING
Lesson: 1
Topic: Writing a short story
Period: 3rd
Sub-topic: How to outline a short story
Duration: 45 MINUTES
Average Age: 9 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
1. List the elements in a story.
2. Create a story outline.
Key Vocabulary Words:
1. Protagonist: the main character of the story.
2. Antagonist: the one who fights against the main character from reaching his or her goals.
3. Climax: the peak of the story
4. Resolution: the solution of the problem in the story.
Reference Resources: https://www.education.com/
Instructional Resources: Learners
Building Background / Connection to prior knowledge: Learners are familiar with writing composition.
Content:
Outlines are a tremendously valuable resource when writing fiction. The clear plan an outline provides
will make your creative writing more fluid, efficient, and even spontaneous. As you gather story ideas,
follow your inspiration, but resist the urge to start writing the first draft of your short story without
a plan. A great short story begins with an outline.
Outlining enables you to write a short story efficiently. Short story writing is more limited in scope
than novel writing, but it still involves many of the elements you’d find in a great novel: a compelling
main character with a clear point of view, a character arc, a few plot points to anchor the narrative,
and a satisfying ending. An outline ensures you have these pieces in place early in the writing process.
A short story outline is a visual tool that you can quickly scan to track character arcs, storylines,
thematic content, and logical consistency. A good short story outline will always include these five
elements:
1. A problem: What is the key conflict that will drive your narrative? Whatever you choose must
be compelling enough to anchor your entire plot structure. If your main conflict can’t hold your
reader’s attention through the short story, you need to either expand the conflict or shorten
the story.
2. A solution to the problem: When it comes to creative writing, some authors don’t like to have
all their questions answered before they begin; they want to discover the story alongside their
characters. That can be a great technique, but some story elements must be known before you
draft a single sentence of your first paragraph. One such element is the overall solution to your
story’s main conflict.
3. Character development: A short story outline is a great way to keep tabs on your main
character’s growth as your tale unfolds. Make note of every scene in which they appear. Keep
tabs on their development while giving them a consistent point of view. Their backstory will be
important too, even if you only lightly address it in the outline.
4. Critical plot points: Even short fiction has plot points that anchor a narrative—from an initial
hook to the rising action to the turning point to the climax to the denouement. Get these plot
anchors in your outline, and make sure they are adequately spaced within your story structure.
5. Worldbuilding: Short story writers must flesh out their narrative with details both grand and
picayune that convey a sense of time and place to the reader. If you have ideas for textured
detail during the outlining process, get them down on the page. This will help you remember
them, and it will also let you track the quality and consistency of your worldbuilding throughout
the short story.
How to Outline Your Short Story
Writing a good story requires thorough structure and careful attention to detail. Here are
four writing tips to help you inject that structure and detail into your outline:
1. Condense Your Narrative Into a Single Sentence.
Let that sentence serve as a rough outline template for every draft you create.
2. Create a First Draft of Your Outline.
This outline will include only the broadest story road map. Focus on the big picture: the inciting action,
the climax, the resolution. You’ll fill in the rest of the story later, but first you’ll want to see the
broad sequence of events on the page to make sure you have enough for a compelling piece of short
fiction.
3. Focus on Your Protagonist’s Desires.
As you outline, ask yourself what your main character wants in each individual scene. The best short
story writers are skilled at crafting brief scenes that accomplish a great deal with very little real
estate. There is nothing more important than your protagonist’s persona, needs, and character arc;
making sure every scene services those elements will naturally make the storytelling efficient.
4. Use Conflict to Keep Things Interesting.
Readers respond to conflict. As with music, good fiction writing cycles through tension and release.
Use new and unexpected conflict to keep the tension coming.
Strategies and Activities: Guided Practice and Independent Practice
Activity 1
Teacher revises the previous lesson writing a short story and ask
the learners questions on it.
Activity 2
Teacher explains the vocabulary key words, the elements of a
Activity 3
Learners are given a graphic story outline and guided on how to
use it.
Activity 4
Learners work together to ensure they get the story outline
Activity 5
Learners create a story outline of their own without assistance
from their teacher or peers.
story and how to write an outline.
right.
Evaluation (Assessment): Learners are to answer the following questions:
Create a story outline of the Cinderella story, using the graphic organizer.
Wrap up (Conclusion): Well written short stories are interesting and can be read at one sitting.
Assignment: Learners are given take home assignment.
Create a story outline of any short story of your choice. Use a graphic organizer.
Tel:
TANE CRESCENT SCHOOL
30 Godwin Okigbo off Masha Road, Surulere, Lagos.
080555288820, 08027317870, 09064467178
Website: www.tanecrescentschools.com
LESSON PLAN FOR ENGLISH WEEK TEN
Date: MONDAY 27TH – FRIDAY 30TH JUNE 2023
Class
SUBJECTS
TOPICS
REFERENCE
PERIOD
RESOURCES
Year 1
English Grammar
Punctuation (Exclamation
https://www.twinkl.com.ng/
2
mark)
Year 3
Comprehension
Revision
English Skills Book 1
1
Spelling
Revision
English Skills Book 1
1
Creative Writing
The best vacation I ever
had
The best vacation ever by Kristi
1
Active and Passive Voice
II
https://scoop.eduncle.com/active-
Tale of Two Cities
Tales of two Cities, Chapter 10 &
Grammar
Comprehension
Short
2
and-passive-voice-rules
1
11
(Charles Dickens)
Spelling
2- syllable words
https://everywhereyougrow.com/2
-syllable-words/
1
Creative Writing
Lyrics
https://www.thoughtco.com/lyr
1
ic-poem
Year 4
Year 5
Grammar
Revision
Learners Notebooks
2
Comprehension
Revision
English Skills Bk 4
1
Spelling
/v/ and /f/ words
English Skills Bk 4
1
Creative Writing
Drama II
Behind the scenes of Sing 2
Grammar
Prefixes and Suffixes
edudelight.com/
2
Comprehension
Revision
English Skills Bk 5
1
Spelling
Revision
English Skills Bk 5
1
Creative Writing
Writing a short story
https://ofhsoupkitchen.org/short-
1
stories-with-morals
LESSON NOTE
Date: MONDAY, 26TH JUNE, 2023.
Class: YEAR 1
Subject: GRAMMAR
Lesson: 1
Topic: Exclamation Mark
Period: 3rd and 4th
Duration: 90 MINUTES
Average Age: 6 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
3. Use exclamation marks correctly.
4. Differentiate between instances when full stops, question marks and exclamation marks should be
used.
Key Vocabulary Words:
Exclamation: a strong feeling of surprise, hurt or shock expressed in words
Reference Resources: https://www.twinkl.com.ng/
Instructional Resources: Exclamation mark poster and worksheet
Building Background / Connection to prior knowledge: learners are familiar with a few punctuation marks
like full stop, comma and question marks.
Content:
Exclamation marks are used to indicate a strong feeling or a raised voice in a speech.
For example:
1. Help!
2. Be quiet!
3. Oh no! I have hurt my finger.
Strategies and Activities: Hands-On Practice and Role Play
Activity 1
Teacher reviews previous lesson on full stops and question
marks and ask questions to refresh the learners memory.
Activity 2
Teacher introduces new lesson with the exclamation mark
posters.
Activity 3
Learners differentiate between sentences that require full
stops, question marks and exclamation marks.
Activity 4
Learners work independently on exclamation mark
worksheets.
Activity 5
Learners are corrected or applauded as the case may be.
Evaluation (Assessment): Learners are to answer the following questions;
Indicate with either a full stop, question mark or exclamation mark.
1. I was playing on the swing yesterday
2. Ouch I have hurt my knee
3. When are you coming to visit us
4. We love eating pizza
5. Oh no My book is wet
Wrap up (Conclusion): Exclamation marks are used to indicate a strong feeling or raised voice in speech.
Assignment: Learners are to answer the following questions
Refer to worksheet at the end of this document.
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: THURSDAY, 29TH JUNE, 2023.
Class: YEAR 1
Subject: CREATIVE WRITING
Lesson: 1
Topic: The best vacation I ever had
Period: 2nd
Duration: 45 MINUTES
Average Age: 6 YEARS
Learning Objectives: At the end of the lesson, learners will be able to write a guided composition on the
‘The best vacation they ever had’.
Key Vocabulary Word(s):
Vacation: a holiday where you have fun with your family
Reference Resources: The best vacation ever by Kristi Short
Instructional Resources: The best vacation ever.
Building Background / Connection to prior knowledge: learners have been taught or are familiar with
writing guided compositions.
Content:
The best vacation I ever had was at __________. I went with my ___________. It was a ________
(Sunny, Cold) day in ____________ (August, Septemeber). We had lots of fun like ___________
(rollercoaster rides, bicycling, swimming etc). We also ate ______________ and drank _________.
Our vacation lasted for ________________ (a week, a month). We had a happy time together and it is
the best vacation I ever had.
Strategies and Activities: Storytelling and Discussion method
Activity 1
Teacher reviews previous lesson on the rainbow and ask
questions on it.
Activity 2
Teacher introduces new lesson by asking learners to talk
about any vacation they have been on.
Activity 3
Learners are shown a video of the best vacation ever by
Kristi Short.
Activity 4
Learners tell stories about any vacation they have been on.
Activity 5
Learners write a guided composition on “the best vacation I
ever had”
Evaluation (Assessment): Learners write a guided composition on “the best vacation I ever had”
Wrap up (Conclusion): Vacations are for relaxation and bonding with family and friends.
Assignment: Write about “the best vacation I ever had” (5 lines)
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: MONDAY, 26TH JUNE, 2023.
Class: YEAR 3
Subject: GRAMMAR
Lesson:2
Topic: Active and Passive Voice II
Period: 6th and 7th
Duration: 90 MINUTES
Average Age: 7 YEARS
Learning Objectives: At the end of the lesson, learners will be able to use the rules of active and passive
voice to change active voice to passive voice correctly.
Key Vocabulary Words:
3. Subject: The doer of an action in a sentence.
4. Object: The receiver of an action in a sentence.
Reference Resources: https://scoop.eduncle.com/active-and-passive-voice-rules
Instructional Resources: Strip of cardboards with different sentences in active voice.
Building Background / Connection to prior knowledge: learners have been taught how to use tenses in the
correct way.
Content:
Active and Passive voice rules
1. When the active voice is a present tense, the passive voice starts with the object, an auxiliary verb
(is/am/are), the verb and by subject.
For example:
a. Active: He reads a novel.
Passive: A novel is read.
b. Active: He does not cook food.
Passive: Food is not cooked by him.
2. When the active voice is a Present Continuous Tense, the passive voice takes the form of
Object+ is/am/are+ being+ Verb+ by + subject.
For example:
a. Active: Esha is singing a song.
Passive: A song is being sung by Esha.
b. Active: Khaira is not chopping vegetables.
Passive: Vegetables are not being chopped by Khaira.
3. When the active voice is a present perfect tense, takes the form
Subject + has/have+ verb+ object and the passive voice takes the form of Object+ has/have+
been+ Verb+ by + subject
For example:
a. Active: Tunde has challenged her.
Passive: She has been challenged by Tunde.
b. Active: Rhea has not written an article.
Passive: An article has not been written by Rhea.
4. When the active voice is a simple past tense, the passive voice takes the form Object+ was/were
+ Verb + by + subject.
For example:
a. Active: Reema cleaned the floor.
Passive: The floor was cleaned by Reema.
b. Active: Aisha bought a bicycle.
Passive: A bicycle was bought by Aisha.
Strategies and Activities: Brainstorming and Small Group Discussion
Activity 1
Teacher reviews previous lesson and ask questions based on
that.
Activity 2
Teacher introduces active voice and passive voice.
Activity 3
Learners are given strips of different examples of
sentences in active voice.
Activity 4
Learners work in their small groups and change the active
voices to passive voice.
Activity 5
Learners are corrected or applauded as the case maybe.
Evaluation (Assessment): Learners are to answer the following questions;
Change the following active voice to passive voice.
1. Two officials are signing the treaty.
2. She has written a novel.
3. The lion was chasing the deer.
4. Mother made a pancake yesterday.
5. Anna sent the mail.
Wrap up (Conclusion): Active voice is used for opinion pieces while passive voice are used for news
reporting. They are both important
Assignment: Learners will change the following active voice to passive voice.
8. I eat an apple.
9. The students viewed the comet
10. Ron changed the flat tire.
11. We are going to watch a movie.
12. Sade painted the enter building.
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: THURSDAY, 29TH JUNE, 2023.
Class: YEAR 3
Subject: CREATIVE WRITING
Lesson:1
Topic: Lyric Poem
Period: 7TH
Duration: 45MINUTES
Average Age: 7 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
4. Define lyric poem.
5. Identify the poetic devices in the sample lyric poem.
Key Vocabulary Words: Inanimate : Non-living
Reference Resources: https://www.thoughtco.com/lyric-poem
Instructional Resources: A poem by Ann Richarde – Thy Word
Building Background / Connection to prior knowledge: Learners can recite a few poems such as My
Mother by Ann Taylor.
Content:
A lyric poem is short, highly musical verse that conveys powerful feelings. The poet may use rhyme,
meter, or other literary devices to create a song-like quality.
Unlike narrative poetry, which chronicles events, lyric poetry doesn't have to tell a story. A lyric
poem is a private expression of emotion by a single speaker. For example, poet Ann Richarde
described inner feelings about God’s word when she wrote her lyric poem that begins, Thy Word
my lamp in darkest night, / illumes my path with its heav’nly light…
Lyric Poetry
8. A lyric poem is a private expression of emotion by an individual speaker.
9. Lyric poetry is highly musical and can feature poetic devices like rhyme and meter.
10. Some scholars categorize lyric poetry in three subtypes: Lyric of Vision, Lyric of Thought, and
Lyric of Emotion. However, this classification is not widely agreed upon.
Strategies and Activities: Reading Information and Role-playing.
Activity 1
Teacher reviews previous lesson on poetry and ask questions
based on that.
Activity 2
Teacher introduces new lesson by allowing the learner to
read the sample on lyric poem.
Activity 3
Learners pick out poetic devices employed in the poem they
read.
Activity 4
Learners are encouraged talk about the difference between
narrative poem and lyric poem.
Activity 5
Learners are guided to research on more samples of lyric
poem.
Evaluation (Assessment): Learners are to read ‘Thy Word’ written by Ann Richarde and write down the
poetic devices in the poem.
Wrap up (Conclusion): Poetry is a beautiful way of expressing yourself and the world around you. It is
rich and deep with poetic devices and meanings.
Assignment: Learners are given take home assignment.
With the aid of Google, find out one lyric poem and write it out.
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: THURSDAY, 29TH JUNE, 2023.
Class: YEAR 4
Subject: CREATIVE WRITING
Lesson: 1
Topic: Drama II
Period: 2nd
Subtopic: Common terms associated with drama
Duration: 45 MINUTES
Average Age: 8 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
3. List common terms associated with drama.
4. Briefly explain the above listed terms associated with drama.
Key Vocabulary Word(s):
Costume: the clothes worn by actors while acting.
Cast: Actors of a play.
Reference Resources: glossary_of__drama.pdf, https://www.cambridgeinternational.org/
Instructional Resources: Behind the scenes of Sing 2
Building Background / Connection to prior knowledge: Learners have watched movies and some are in the
drama club at school.
Content:
The following are common terms associated with drama:
4. Act: A major division in a play
5. Antagonist: A character or force against which another character struggles.
6. Dramatic Irony: A device in which a character holds a position or has an expectation reversed or
fulfilled in a way that the character did not expect but that the audience or readers have anticipated
because their knowledge of events or individuals is more complete than the character’s.
7. Protagonist: The main character of a literary work.
8. Scene: A traditional segment in a play. Scenes are used to indicate (1) a change in time (2) a change in
location, (3) provides a jump from one subplot to another, (4) introduces new characters (5) rearrange
the actors on the stage. Traditionally plays are composed of acts, broken down into scenes.
9. Setting: When and where the action of a play takes place
10.
Soliloquy: A speech meant to be heard by the audience but not by other characters on the stage
(as opposed to a monologue which addresses someone who does not respond). In a soliloquy only the
audience can hear the private thoughts of the characters.
11. Theme: A central idea or statement that unifies and controls an entire literary work.
12.
Director: The person responsible for deciding the artistic interpretation of a performance of a
play; they work with actors and designers to bring their vision to the stage.
13.
Vocal expression: How an actor uses his or her voice to convey character.
Strategies and Activities: Discussion and Role Play
Activity 1
Teacher reviews previous lesson on drama and ask questions
on it.
Activity 2
Teacher introduces new lesson on common terms in drama
and explain what they mean.
Activity 3
Learners watch a behind the scenes video.
Activity 4
Learners list the names of the crew and the function they
carry out.
Activity 5
Learners are corrected or applauded as the case may be.
Evaluation (Assessment): Learners are to answer the following questions;
3. List five common terms associated with drama.
4. Briefly explain the above listed terms associated with drama.
Wrap up (Conclusion): Drama is an essential part of our entertainment. It can be a career for you, if you
so choose.
Assignment:
1. Explain the following terms:
a. Vocal expression:
b. Character:
c. Director:
d. Protagonist:
e. Antagonist:
2. In the animation movie, Sing 2, who were antagonist and protagonist?
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: MONDAY, 26TH JUNE, 2023.
Class: YEAR 5
Subject: GRAMMAR
Lesson: 1
Topic: Prefixes and Suffixes
Period: 6th and 7th
Duration: 90 MINUTES
Average Age: 9 YEARS
Learning Objectives: At the end of the lesson, learners will be able to:
3. Define prefixes and suffixes.
4. Add prefixes and suffixes to root words.
Key Vocabulary Word(s):
Adhere: to obey certain rules.
Reference Resources: edudelight.com/
Instructional Resources: Prefix and suffix Bingo Game
Building Background / Connection to prior knowledge: Learners have been taught interjections in the
previous class.
Content:
Prefix is a group of letters that is added to the beginning of a word to change its meaning and make new
word. For example, ‘un’ in unknown.
Examples of prefixes
1. Ad + here
= Adhere
2. Bi + cycle
= Bicycle
3. Mis + take = Mistake
4. Re + turn
5. In
= Return
+ human = Inhuman
Suffix is a group of letter or letters added to the end of a word. For example, ‘oon’ in “Balloon”.
Examples of Suffixes
1. Move + able = Moveable
2. Care + less = Careless
3. Punish + ment = Punishment
4. Mount + ain = Mountain
5. Eat + able = Eatable
Strategies and Activities: Bingo Game.
Activity 1
Teacher introduces the lesson by revising previous lesson on
interjections and asks questions on it.
Activity 2
Teacher explains the concept of prefix and suffix.
Activity 3
Learners play the prefix and suffix bingo game.
Activity 4
Learners give more examples of root words and prefix or
suffixes that can be attached to them.
Activity 5
Learners are corrected or applauded as the case maybe.
Evaluation (Assessment): Learners are to answer the following questions.
1. What is a prefix?
2. What is a suffix?
3. Add the correct prefix or suffix for each of the given word.
a. ____ easy (un, bo, yi)
b. Joy___ ( ful, en, tion)
c. __ possible (ance, im, ous)
d. Danger___ (er, ous, ance)
e. Teach _____ (im, able, ance)
Wrap up (Conclusion): Prefixes and Suffixes are important for changing words and the meanings from
nouns to adjectives.
Assignment:
Use a prefix or a suffix to make a new word out of the word in brackets. Complete the sentence
with it.
Prefixes (Dis- Un- Im- Re-)
Suffixes ( -ing -ed –ance –ful –able –ly –ous –er)
1. Kate started crying because she was so ____________ .(HAPPY)
2. Thank you for your advice. You have been so ________.(HELP)
3. Stealing other people’s money is ____________ .(HONEST)
4. Harry didn’t think the book was very ________________. (INTEREST)
5. Paul never waits in queues. He is too _______________ .(PATIENT)
6. I like this town. The people are very______________ .(FRIEND)
7. Mary was wearing a/an ______________ hat. (USUAL)
8. When you _______________ this paragraph, make it a bit shorter. (WRITE)
9. A million naira was given to the hospital by a/an _________ person. (KNOWN)
10. Don’t stand near water. It is too_____________. (DANGER)
Head Teacher’s Remark / Endorsement:
LESSON NOTE
Date: THURSDAY, 29TH JUNE, 2023.
Class: YEAR 5
Subject: CREATIVE WRITING
Lesson: 1
Topic: Writing a short story
Period: 3rd
Duration: 45 MINUTES
Average Age: 9 YEARS
Learning Objectives: At the end of the lesson, learners will be able to write a short story on any given
title.
Key Vocabulary Words:
5. Societal: connected with the society.
6. Siblings: children of the same parents.
Reference Resources: https://ofhsoupkitchen.org/short-stories-with-morals
Instructional Resources: Sample of Short stories.
Building Background / Connection to prior knowledge: Learners are familiar with writing composition.
Content:
The Ugly Duckling
Most of us have probably heard of this story as this is one of the most popular fairy tales in the world.
The story revolves around a duckling who from the moment of his birth has always felt different from
his siblings. He was always picked on because he didn’t look like the rest of them. One day, he had enough
and ran away from the pond he grew up in. He wandered near and far looking for a family who would
accept him. Months passed and seasons changed but everywhere he went, nobody wanted him because
he was such an ugly duck. Then one day, he came upon a family of swans. Upon looking at them, he realized
that during the months he spent looking for a family to call his own, he had grown into a beautiful swan.
Now he finally understood why he never looked like the rest of his siblings because he isn’t a duck but a
swan.
Moral of the story:
We shouldn’t be too quick to judge others based on their physical appearance. Just because someone
doesn’t fit societal definitions of beauty doesn’t mean they’re ugly. Each of us is beautiful in our own
unique way and it’s time we accept and celebrate that individuality.
Strategies and Activities: Collaboration and Independent Practice
Activity 1
Teacher revises the previous lesson writing a story outline and
Activity 2
Teacher allows learners to read the story of the Ugly Duckling.
Activity 3
Learners are read the moral of the story
Activity 4
Learners work together to create an outline for a title given –
The Class Bully.
Activity 5
Learners write a story using the outline they created without
assistance from their teacher or peers.
ask the learners questions on it.
Evaluation (Assessment): Learners are to answer the following questions:
Write a short story on the title, “ The Class Bully”
Wrap up (Conclusion): Well written short stories are interesting and can be read at one sitting.
Assignment: Learners are given take home assignment.
Write a story that ends with, “Indeed, not all which glitters are gold.”
Head Teacher’s Remark / Endorsement:
Thy Word
Thy Word my lamp in darkest night,
Illumes my path with its heav’nly light;
This precious lamp, my treasure dear,
With fadeless ray doth my spirit cheer.
My hope is based upon that Word,
That precious message from my Lord;
Tho’ storms arise, it stands secure,
Forever changeless it shall endure.
Give heed! Give heed! O child of light,
And shun the shadow of sin’s dark night!
God’s Word your trembling steps will show,
The narrow path where your feet must go.
O watch and pray, and trust your Lord!
Put full reliance on His Word;
No other book can show the way
From earthly night to the land of day.
All hail! all hail! thou book divine!
From whence the light on my path doth shine!
The Spirit will our teacher be,
And wondrous meanings our hearts shall see.
The light of Heav’n, so passing fair,
Will shine about us everywhere.
We hear the language of the skies!
The city shineth before our eyes.
—by Anna Richarde