WEEKLY SCHEME OF LEARNING- WEEK 8

BASIC FIVE
Name of school…APOSTOLIC CHURCH ACADEMY
Week Ending 12th March 2021.
Class Five
Subject ENGLISH LANGUAGE
Reference English language curriculum Page
Learning Indicator(s) B5.1.3.1.3. B5.2.3.1.2. B5.3.3.1.1. B5.4.3.1.3. B5.5.3.1.1.
B5.6.1.1.1.
Performance Indicator • Learners can compose six-line poems.
• Learners can use words with digraphs to make
meaningful sentences
• Learners can identify and use indefinite pronouns e.g.
someone, anyone, everything etc. Possessive
pronouns to show possession, e.g. mine, ours etc.
• Learners can elaborate on, explain and or justify the
main ideas of a paragraph by providing explanations
and examples
• Learners can identify and use nouns or noun phrases
to refer to quantities or units.
• Learners can read a variety of age- and level
appropriate books and present at least a-
threeparagraph summary of each book read

Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a
manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3:

MINS (New Learning Including REFLECTION
(Preparing The Brain Assessment) 10MINS
For Learning) (Learner And
Teacher)

Monday Have learners to sing A.ORAL LANGUAGE Review the lesson

songs and recite Have learners recite a poem of their with learners
familiar rhymes choice individually and in groups. Put
learners into groups and ask them to
THE WHEELS ON THE write out some lines of the recited
BUS poems.
The wheels on the bus
goes round and round Assign learners to create or write some
Round and round; round meaningful lines similar to those in the
and round poem of their choice.
 The wheels on the bus Guide learners to arrange their
goes round and round formulated lines together to compose
All through the town. a poem of six lines.

The dog on the bus Have each group recite their poem
goes woof, woof, woof while others listen.
woof, woof, woof;
woof, woof, woof The Assessment: Ask the class to identify
dog on the bus goes the values in the poems as they listen
woof, woof, woof All to recitations.
day long.

(Continue with
sounds made by
familiar animals)

Tuesday Have learners to sing B.READING Review the lesson

songs and recite Revise the activity in B5.2.3.1.1 and with learners
familiar rhymes show the chart containing words.

ONE LITTLE FINGER One Let learners think-pair-share and select

little finger, One little a paragraph with words containing
finger. digraphs e.g. wh, th, both at initial and
Two little fingers, tap, end positions e.g. that, those, these,
tap, tap! with, sixth, teeth.
Point to the ceiling,
point to the floor. Put Assessment: Put learners into groups.
them on your head,
Head! Let them identify and read words
containing digraphs and use them in
(continue by pointing sentences.
to other parts of the
body) The group that produces ten words
and uses them in sentences correctly is
the winner.
Wednesday Have learners to sing C.GRAMMAR Review the lesson
songs and recite with learners
familiar rhymes Introduce indefinite pronouns with
examples in sentences.
WE SHALL HAMMER
•We shall hammer with Discuss the indefinite pronouns with
one hammer, hammer learners.
with one hammer,
hammer with one Assessment: Provide a passage and
hammer we all do the group learners to identify indefinite
same. pronouns, and use the pronouns
•We shall hammer with identified in sentences.
two hammers, hammer
with two

hammers, hammer with Repeat the procedure to teach

two hammers we all do possessive pronouns.
the same
Thursday Choose 5-6 letters that D.WRITING Review the lesson
the learners know and Display a model paragraph preferably with learners
make 5-10 cards with the one above (Refer to B5. 4.3.1.2)
each sound on. Give
each child a card and By way of revision, have learners
ask them to remember identify the main idea and supporting
the sounds and hide it. ideas.
They walk around the
classroom making that Think-Pair-Share: Have pairs of
sound and find other learners discuss why a main idea in a
children saying the paragraph needs
same sound. They form elaboration/explanation/examples, and
groups of the same share their views with peers and the
sound. whole class.

Assessment: Give learners a topic

sentence for them to elaborate on by
providing details
(explanation/examples).
Friday Engage learners to play E.WRITING CONVENTIONS & Review the lesson
the “Lucky Dip game” GRAMMAR USAGE with learners
Learners take turns to Introduce quantities and units in
dip their hands into a context.
box containing words of
collective nouns, pick a Guide leaners identify and use nouns
card and use the word or noun phrases to refer to quantities
in a sentence. or units
E.g. a team of horses, a
bevy of ladies, a flock E.g.
of sheep − Please, give me a piece of paper.

-I have a pair of trousers

Assessment: have learners to use

some of the keywords form sentences

F.EXTENSIVE READING Have

learners read independently books of Have learners to tell
Guide learners to their choice during the library period. what they read to
the whole class

choose and read Learners think-pair-share their stories

books during the with peers.
library period
Ask each learner to write a-two-three
paragraph summary of the book read.

Invite individuals to present their work

to the class for feedback.
WEEKLY SCHEME OF LEARNING-WEEK 8
Name of School…APOSTOLIC CHURCH ACADEMY
Week Ending 12th March 2021.
Class Five
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B5.2.1.3.1 B5.2.1.3.2
Performance Indicator Learners can demonstrate evaporation and condensation as
important processes of the hydrological (water) cycle Know
how clouds are formed
Strand Cycles
Sub strand Earth science
Teaching/ Learning Resources Pictures and videos
Core Competencies: Critical Thinking and Problem-Solving Communication and Collaboration

DAYS PHASE 1: STARTER PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

10 MINS (New Learning Including 10MINS
(Preparing The Assessment) (Learner And Teacher)
Brain For
Learning)
Monday Learners recite In groups, learners demonstrate What have we learnt
poems and rhymes evaporation and condensation, e.g. today?
involving the learners observe water drying off
environment and their wet hands (evaporation), Demonstrating
water. covering water with a lid and evaporation and
observing water droplets on the lid condensation as
Teacher uses series after some time (evaporation & important processes of
of questions to condensation). the hydrological (water)
introduce his lesson cycle know how clouds are
Demonstrate evaporation by formed
heating water until it boils (to be
done by the teacher), then covering Have learners to
the boiling water with a sheet of summarize the main
transparent glass. points of the lesson.

Water vapour condenses on Review the lesson with

transparent glass (condensation). learners. Ask learners to
draw the water cycle
Learners are assisted to understand showing evaporation and
how evaporation and condensation condensation
lead to the formation of rain.

Display pictures or simple diagrams

of the water cycle showing
evaporation and condensation.

Put students into Review composition of air with What have we learnt
groups of three 3 learners. today?
and number them 1- This should include water vapour.
Tuesday 3. Put three number Demonstrating
statements up to the Ask learners the question: what are evaporation and
white board and ask clouds? condensation as important
students to explain processes of the
the corresponding And assists learners to come out hydrological (water) cycle
statements to their with this explanation: know how clouds are
group. The group Clouds consist of many tiny water formed
who explains well droplets resulting from the
wins. condensation of water vapour into Have learners to
liquid water or ice. summarize the main
points of the lesson.

Review the lesson with

learners. Ask learners to
draw the water cycle
showing evaporation and
condensation
Wednesday Learners recite Explain that upward vertical motion What have we learnt
poems and rhymes of air through the atmosphere cools today?
involving the water vapour to form clouds.
environment and Demonstrating
water. Learners demonstrate formation of evaporation and
clouds in a bottle. condensation as important
processes of the
Learners explain why clouds are not hydrological (water) cycle
formed close to the surface of the know how clouds are
ground formed

Have learners to
summarize the main
points of the lesson.