Grade: 6

Subject: Science
Unit Title: Light and sound
Focus Question: How does light behave?
Topic: can you see through it
Duration: 30 mins x 4
Attainment Targets:
Attainment Targets:
 Recognise the importance of energy to life processes, everyday life, and the relationship
between energy and matter.
 Gain an understanding of and apply the engineering design process
 Gain an understanding of and apply aspects of the scientific methods

Prior Knowledge
 Check that students know that light is a form of energy and that light enables vision.

Objectives: at the end of the lesson, students should be able to:

 Distinguish between “translucent, transparent and opaque” Objects.

 Value individual effort and team work
 Investigate how light interacts with materials that are shiny, dull, transparent, translucent
and opaque
 Observe the effect of reflection and refraction of light in everyday life
 Explain the interaction of light with opaque materials
 Carry out fair testing in conducting investigation on objects that are luminous, non-
luminous, opaque, translucent and transparent
Skills:Communicate, think critically, observe

Materials:
Vocabulary:
Content:
Procedure
Engage:
 Students will be given various containers in their groups.
 Students will utilise their dictionary and look for the words transparent, translucent and
opaque
 Students will identify which of the containers are: transparent, translucent or opaque
Explore:
 Students will be shown a picture of different type of packaging.
 Students will be asked to identify some examples of packaging and bags that are: translucent,
transparent and opaque.
 Students will be asked this question, “why do the chocolate and cereal boxes have picture on
them but the fruit packaging does not?”
Explain:
 Students will be provided with some objects hidden in six bags
 Students will use their observation skills to try and identify what is in each bag.
 Students will record their results in their notebook.
 Students will compare their results with their classmates.
Extend:
 Students will be posed with this question, “The shopping bags are all designed for the same
purpose. What are the advantages and disadvantages of using transparent, translucent or
opaque bags?”
 Students will discuss this question among their group members
 Each group will present their findings.
 The whole class will have a brief discussion about the findings shared.
Evaluate:
Evaluation 1: students were able to
1. State the names of material that allows some light to pass through?
2. Explain two problems that would be caused if every material in the world were opaque

Evaluate 2:

Areas good Fair Needs

improvemen
t
Effectiveness of strategy
Students’ participation
Objectives met
Effectiveness of instructional
materials
Learning styles were catered to
Day 2:
Engage:
 Students will be given various materials with a flashlight
 Students will make predictions on which objects are translucent, transparent or opaque
 Students will do the investigation
 Students will make a comparison between the prediction and the outcome

Explore:
 Students will look around the class to find other materials to test
 Students will identify whether the object is made of shiny, dull, transparent, translucent or
opaque. Some materials may have more than one property.
 Student will record the name of the object and the material from which it is made from.
 Students will record the observation of how light behaves with the material.
 Students will use the table below

Object Material Observation Picture or diagram

Vase Glass Transparent

Explain:
 Students will sort their materials into three groups
 Students will use a large Venn diagram with translucent in the central over lapping section.
 Students will display their Venn diagram for the rest of the class to see
Elaborate:
 Students and teacher will have a discussion about the other property of light
Evaluate:
Areas good Fair Needs
improvemen Evaluation 1: students
t were able to
Effectiveness of strategy
1. Explain how you
Students’ participation
tested the materials
Objectives met
Effectiveness of instructional
materials
Learning styles were catered to Evaluate 2:

DAY3

Engage:
 Students will be selected randomly to look into a mirror.
 Students will be asked “What did you just see in the mirror?”
 Students will be informed that they will be learning about
 Reflection and refraction of light
Explore:
 Students will be given a pencil, a transparent container and some water.
 Student will look at the pencil before the investigation
 Students will place the pencil in the beaker and observe it from different angles
 Students will draw a diagram of their observation.
 Students will half fill the container with water.
 Students will be asked: “does the pencil look different in the water?” “why do you think this
is?”
 Students will observe what happens if the pencil is slowly lifted out of the water
Explain:
 Students and teacher will have discussion about refraction
Elaborate:
 Students will then be given some cooking oil
 Students will empty the water from the container they have used in part 1 and dry it well
 Students will half fill the same container with oil and place the same pencil in it
Areas good Fair Needs  Students will record
improvemen their observation
t  Students will
Effectiveness of strategy compare their
Students’ participation observations of the
Objectives met
pencil in the air,
Effectiveness of instructional
water and oil
materials
Learning styles were catered to

Evaluate:
Evaluation 1: students were able to
1. Explain the term refraction

Evaluate 2:
Day 4
Engage:
 Student will view a picture

 Students will be asked the following questions:

1. What does this picture show?
2. Have you seen any of these before?
3. Discuss how shadows form

Explore:
 Students will work in groups to find the material that forms best shadows.
 Students will look at the objects with their group.
 Students will plan an investigation to:
1. Think about which variable they will change and which they will keep the same
2. What will be observed?
3. How will they will ensure that this is fair testing
4. Can they make the results reliable?
 Students will draw a table of results to record their observations
 Students will predict which object will make a good shadow, which will make no shadow
and which will make a slight shadow.
 Students will sort the objects into three groups based on their ability to make a shadow
 Students will then select an object that made a good shadow and investigate how the shadow
changes:
1. With more than one light source
2. When the distance between the object and a light source changes.
 Explain:
 Students will work in
Areas good Fair Needs
pairs to write an
improvemen
t explanation of how
Effectiveness of strategy shadows form
Students’ participation
Objectives met Elaborate:
Effectiveness of instructional  Students will state if
materials there were any trends or
Learning styles were catered to pattern in the results
 Students will evaluate the investigation and write a concluding paragraph.

Evaluate:
Evaluation 1: students were able to
1. State if everything has a shadow

Evaluate 2:

SUBJECT: Language Arts

GRADE: 6

NUMBER OF PERIODS: 5 x 1 hour

UNIT TITLE: Our Common Heritage

SUB – TITLE: Culture and Heritage

FOCUS QUESTION: How do we use our expression to show our understanding of land
formation and their impact on the environment?

ATTAINMENT TARGET:

· Listen to, recall, understand and respond to speakers’ messages, whether implicit or explicit.

· Communicate with confidence and competence for different purposes and audiences, using
SJE and JC creatively.

· Use a range of word recognition clues to identify new words.

· Automatically recognize words (including basic sight word lists) through repeated
exposure and mnemonic devices.

· Read for meaning, fluency and enjoyment of texts, using a variety of clues to gain
information and identify ideas and events.

· Research information on issues and interests by generating ideas and exploring texts using
a range of strategies.

· Write sentences, paragraphs and extended pieces which are grammatically accurate and
correctly punctuated using SJE and JC.

Day 1

Strand: structure

Topic: Reflexive Pronouns

Objectives:

· Define the term Reflexive pronoun

· Say Reflexive Pronoun in Spanish

· Dramatize scenes to display an understanding of Reflexive Pronoun

Skills Defining reflexive pronoun, dramatizing scene

Content:
A reflexive pronoun is a type of pronoun that is preceded by the adverb, adjective, pronoun, or
noun to which it refers, so long as that antecedent is located within the same clause.
In English grammar, a reflexive pronoun indicates that the person who is realizing the action of
the verb is also the recipient of the action. While this might seem strange at first glance, the
following examples of reflexive pronouns and the accompanying list of reflexive pronouns will
help you gain thorough understanding. In fact, you will probably notice that you yourself use
reflexive pronouns frequently when speaking or writing.

Examples of Reflexive Pronouns

In the following examples of reflexive pronouns, the reflexive pronoun in each sentence is
italicized.

1. I was in a hurry, so I washed the car myself.

2. You’re going to have to drive yourself to school today.

3. He wanted to impress her, so he baked a cake himself.

4. Jennifer does chores herself because she doesn’t trust others to do them right.

5. That car is in a class all by itself.

6. We don’t have to go out; we can fix dinner ourselves.

7. You are too young to go out by yourselves.

8. The actors saved the local theatre money by making costumes themselves.

Engage:

Students will:
· Give their understanding of the term Reflexive Pronoun. They will be instructed to make
necessary adjustments after discussion with teacher.

· Pronounce Spanish term for reflexive pronoun. Pronombre reflexivo

Explore:

Students will:

· View five questions previously written on board by teacher. They will state the relationship
between all five sentences ( expected answer: each sentence has the word ‘self' in it)

· Be given ten minutes to dramatize a scene titled “Myself as a flashlight.” This will be done
with aid from Science Text.

· Present their scene to the class.

· Respectively critique each other’s drama scene.

Explain

In English grammar, a reflexive pronoun indicates that the person who is realizing the action of
the verb is also the recipient of the action. While this might seem strange at first glance, the
following examples of reflexive pronouns and the accompanying list of reflexive pronouns will
help you gain thorough understanding. In fact, you will probably notice that you yourself use
reflexive pronouns frequently when speaking or writing.

· Students at this point t make necessary adjustments to definition previously drafted.

Elaborate:

Students: will:

Design a mini dictionary with reflexive pronoun words

Evaluation: Complete activities on page 46 in the New Primary English

Evaluation:

Areas Good Fair Needs

 improvement

Objectives met

Students’ participation

Effectiveness of strategy

Effectiveness of instructional materials

Learning styles catered to

Day 2

Focus Strands: Communication (Writing)

Topic: Letter Writing

Sub-topic:Letter of Apology

Attainment target: To enable students to:

1. Develop approaches to the writing process to enable them to organize their ideas into a
coherent structure including layout, sections and paragraphs.

Objectives: Students should be able to:

1. compose an apology letter

2. use appropriate layout

3. apply the basic principles of the writing process to compose the letter of apology

4. select and use effectively, different punctuation marks for different writing functions

Strategies: role play, QAR, LEA, modeling, graphic organizer, writing process

Skills:

* create and format document

 * reading

Resource materials: Scenario showing offensive behaviour on a visit to Liberty Hall

sample letters, layout template for a friendly letter and close procedure letter.

Key vocabulary:

salutation, body, closure, sincerely, apologise, sorry etc.

Content summary:

Letter is a form of communication that has its own style and format. The friendly letter is an
informal written document which is written to a friend, a relative, someone you know very well
or in informal situations. It is written in a friendly and engaging tone even though it may contain
important information.

The letter of apology is used to express regret and to apologize for negative actions taken
towards another person or persons.

The letter contains the following parts.

Return address,

Date

Salutation- begins with dear, hi, hello or similar greetings.

The body of letter – This is where you express thoughts, feelings and gives information.

The closure which can end with: yours truly, your friend, bye for now, with best wishes,
etc.

Engage:
1.Students in their seated groups will be given ten minutes to enact a scenario in which a group
of students behaved inappropriately to a tour guide on a trip to Liberty Hall . After the matter
was reported to the principal by the teachers, the students were reprimanded and instructed to
write a letter of apology to the tour guide. They demonstrated reluctance in completing the task.
Later, they admitted to the Principal that they did not know how to write an apology letter. 5
Points will be allotted to each group on the incentives chart.

Explore:

Students will write a definition for the term letter of apology based on reading previously done
for homework

2. students will discuss the scenario presented to identify the problem, consequences of behaving
in that manner, action taken and possible solutions that can be included in the letter.

3.students with teacher's assistance will use concept map to record the information shared and
further group the concepts under common headings- (problem, solution, consequences)

4. Students will review the parts of a letter and the five steps process of writing

5.Students with teacher's guide will draw an outline of the parts of the letter. This will be done to
help struggling readers understand what their letters should look like. Use vocabulary which goes
with each section i.e. greeting, body, salutation etc.

3. Students will view examples of other letters of apology to have a better understanding of the
tone used in writing such letters.

Explain

students will analyze the writer’s tone and content for specific words and phrases that should be
predominant in an apology letter.

• I’m sorry for

• I sincerely apologise for

• Please accept my apologies for

• I do apologise for any inconvenience caused

• Please forgive me

• Pardon my mistake/error

• I regret

• I promise this will never happen again/reoccur in the future

Elaborate:

1. Allot students approximately 20 minutes to compose the first draft of their letter in order
to reinforce what has been taught in the lesson so far.

2. Provide the struggling readers with an incomplete template of a letter. Allow the students
to complete the letter by using the words provided.

Evaluate:

1.Students will write their final drafts of their letter based on the above mentioned scenario. The
best ones will be sent to the principal for a second grading.

Evaluation:

Areas Good Fair Needs

improvement

Objectives met

Students’ participation

Effectiveness of strategy

Effectiveness of instructional materials

Learning styles catered to

Day 3

Strand: Comprehension

Topic: Text-to-World

Objectives:

· Explain the term text-to-world after reading passage.

· Compare information read in the past with present

Content: Text-to-world connections:

These are connections between events in the story and things that I've seen or read about
occurring in the real world. They are not about me but about other people in the real world.

Students connect to the text in relation to the world. They no longer connect with only personal
information or experiences. Media such as television, Internet, or movies, is a great way to
introduce text-to- world. Most students will have knowledge of similar media that will allow the
teacher to connect with the real world.

"This reminds me of [something I've seen, heard, know in the real world] because..."

Questions I ask to help make connections:

� What does this remind me of in the real world?

� How are events in this story similar to things that happen in the real world?

� How are events in this story different from things that happen in the real world?

Engage:

Students will:

· Read passage on pollution from their prescribed text Primary English (Page 91)
· Compare and contrast information read with happenings in the world based on pollution

Explore:

· Students will write a definition for the term text-to-world (they will make necessary
adjustments to the definition at the end)

· Dramatize scenes of information read with the concrete situation of pollution in the world
(points will be awarded to students for their effort)

Explain:

Students will:

· Be engaged in a discussion with teacher about text -to- world connections

· Share their definitions at this time, necessary adjustments will be made to their previously
written definition of the term, text-to-world.

Elaborate:

Students will:

· Design a poster depicting pollution from information read with that of real life experience
of pollution.

Evaluation:

Students will:

· Summarize information learnt in at least two paragraphs.

Evaluation:
 Areas Good Fair Needs
improvement

Objectives met

Students’ participation

Effectiveness of strategy

Effectiveness of instructional materials

Learning styles catered to

Day 4

Strand: Grammar and Convention

Topic: Quotation Marks

Objectives: at the end of this lesson students should be able to:

· Explain the term Quotation

· Give the Spanish term for Quotation

· Design quotation marks using the method of crayon etching

Skills: Explaining and designing

Materials: Language text, paper, crayon

Content:

Quotation marks are for when you want to use someone else’s words in your writing. Let’s say
you want to write about something you heard your friend says. You could do it like this:

John said, “I really hate when it’s hot outside.”

You can write about the same thing without using quotation marks, with a couple of changes:
John said he hated when it was hot outside.

Engage:

Students will:

· View two sentences written on the board (sentences will include quotation marks)

· State their observations of the sentences ( expected answer – the sentences are saying the
exact words of someone. The group with the most appropriate answer will be given 5 points in
the incentive chart.)

· Guess the topic of the lesson based on activity

Explore:

Students will:

· Pronounce the Spanish term for Quotation Mark.

· Read Genesis chapter 1 verse 3 then they state the exact words from God. ( “Let there be
light “)

· Based on this activity, students will write a definition for the term Quotation Mark

· Construct five sentences depicting the usage of a quotation mark in three minutes

· Crayon Etch the symbols for quotation mark on a plain paper. This will be mounted in the
art section of the classroom

Explain:

Students will:

· Engage in a discussion with the teacher about the importance of quotation marks

· Share their sentences previously constructed

Elaborate:

Students will:
· Write at least three Marcus Garvey quotes (points will be allotted to group with correct
quotes)

Evaluation

Students will:

· Complete activities on page 65 in their Primary English

Evaluation:

Areas Good Fair Needs

improvement

Objectives met

Students’ participation

Effectiveness of strategy

Effectiveness of instructional materials

Learning styles catered to

Day 5

Strand: Structure

Topic: Possessive Pronoun

Objective: At the end of this lesson students should be able to:

· Define possessive pronoun

· Pronounce the Spanish term for Possessive Pronoun

· State importance of Possessive Pronoun

· Dramatize scenes to illustrate their understanding of Possessive Pronoun

· Value each other’s input

Skills: Explaining and Dramatizing

Content:
Possessive pronouns do exactly what it seems like they should do. They are the pronouns that
help us show possession or ownership in a sentence. There are two types of possessive pronouns:
· The strong (or absolute) possessive pronouns are mine, yours, his, hers, its, ours,
yours, and theirs. They refer back to a noun or noun phrase already used, replacing it to
avoid repetition: "I said that phone was mine."
· The weak possessive pronouns (also called possessive adjectives) are my, your, his,
her, its, our, your, and their. They function as determiners in front of a noun to describe
who something belongs to: "I said that's my phone."
When we want to use a pronoun to show possession, we cannot use subject pronouns. Does the
following make sense?
· This is my brother. He name is Alex.
No. And here's why. "He" is a subject pronoun. Now, if you replace it with the appropriate
possessive pronoun, it will make a lot more sense:
· This is my brother. His name is Alex.

Engage:

· Students in their seated groups will be given possessive pronoun with which they will
construct sentences

· Students will be asked to give their observations of the words they were given(Expected
answer- they all speak to ownership)

· One student from each group will compete in a race to unscramble the letters in the topic of
the lesson. The group to unscramble these letters thus revealing the topic of lesson will receive 5
points on the incentive chart.

· Students will pronounce the Spanish for Possessive Pronoun Pronombre posesivo
Explore:

Students will:

· Come up with their definition for the term Possessive Pronoun

· Read prescribed text based on Possessive Pronoun. They will then make adjustments to
definition previously drafted.

· Summarize information read

· Dub information read

Explain:

Students will:

· Share information summarized with class.

· Be engaged in a guided discussion with teacher (Students will make necessary

corrections to clear any misconceptions )

Elaborate:

Students will:

· Design fact cards about possessive pronouns

Evaluation:

Students will:

· Complete activities on page 29 in Language Arts text.

Evaluation:

Areas Good Fair Needs

improvement

Objectives met

Students’ participation

Effectiveness of strategy

Effectiveness of instructional materials

Learning styles catered to

Week 2

Topic: Verb Tense

Strand: Structure
Objectives: At the end of this lesson, students should be able to:
● Define terms Verb and Verb Tense
● Identify verb in present tense and past tense
● Explain the importance of subject verb agreement

Skills:
● Defining Verbs and Verb Tense
● Identifying verb in present and past tense

Materials: Primary English Text, Pencil, Paper, Notebooks

Content:
Tense is the form of a verb that expresses the time of an action. Teacher will explain to students
that the present tense of a verb states an action that is happening now. “S” or “Es” when using a
singular noun and pronoun. The past tense of a verb states and action that as already happened,
the past tense of most verbs are formed by adding “d” or “ed” to the present tense, these are
called regular verbs. Eg. Dance-Danced. Verbs formed by a change in the spelling is called
irregular verbs. E.g. Teach-taught. Auxiliary verbs are used to demonstrate the time of an action.
(tense)

Engage:
● Students will be taken on the netball court where they will be engaged in a series of
stretch exercises.
● Students will be asked to list the different exercises that were done
● Students will be asked to guess the topic of the lesson (Expected Answer- Verb)

Explore:
● Students will give their understanding of the term verb based on exercise activities done
● Students will view two sentences written on the board
1. Karen plays the piano frequently
2. Terry and Karen play the piano frequently
● After viewing, students will give their observations on both sentences. (This activity will
be done to allow students to get an understanding of the usage of subject verb agreement
and tenses)
● Students will sing a song to help with the memory of the of concept subject verb
agreement.
● Students will be asked to give their understanding of the term Verb Tense.
(Misconceptions will be cleared during further discussion)
● Students will view the following sentences:
1. Haiti was the first caribbean country to gain independence
2. Jamaica’s first inhabitants were the tainos
 ● After viewing, students will give their observations on both sentences. (This activity will
be done to allow students to get an understanding of the usage of past tense,auxiliary
verbs and subject verb agreement)

Explain
● Students and teacher will be engaged in a discussion about the sentences previously
observed. The first set of sentences about Karen and Terry, demonstrated that the activity
was an on-going action. This symbolizes present tense. The second set of sentences
displayed past tense using auxiliary verbs.
Tense is the form of a verb that expresses the time of an action. Teacher will explain to
students that the present tense of a verb states an action that is happening now. Add “s” or
“es” when using a singular noun and pronoun. The past tense of verb states an action that
has already happened, the past tense of most verbs are formed by adding “d” or “ed” to
the present tense, these are called regular verbs. Eg. Dance-Danced. Verbs formed by a
change in the spelling is called irregular verbs. E.g. Teach-taught. Auxiliary verbs are
used to demonstrate the time of an action. (tense)

Elaborate:
● Students will write five sentences to demonstrate their understanding of the terms
present and past tense.
● Write five words to demonstrate their understanding of irregular past tense verbs.
Evaluate:
● Design pamphlet to summarize information learnt about verb tense (present and past
tense)

Evaluation:

Areas Good Fair Needs

improvement

Objectives met

Students’ participation
 Effectiveness of strategy

Effectiveness of instructional materials

Learning styles catered to

Day 2
Topic: Context Clues
Strand: Word Recognition
Objectives: At the end of this lesson students should be able to:
● Define the terms context clues
● Identify four types of context clues
● Apply context clue strategies to identify words
● Pronounce Spanish term for Context Clues
● Work harmoniously to identify types of context clues
Skills:
● Defining the terms
● Identifying types of context clues

Content: Context clues are hints that an author gives to help define a difficult or unusual word
within a book. The clue may appear within the same sentence as the word to which it refers or it
may follow in the next sentence. Because most of our vocabulary is gained through reading, it is
important that we are able to recognize and take advantage of context clues.

Engage:
● Students will dramatize scenes from Jamaica’s path to independence in seated groups
● After dramatization, teacher will write words mentioned in the dramatization and students
will attempt to give their meaning.
● Say the Spanish term for Context Clue (Clave de contexto)
Explore:
● Read from their Science Text, information based on light.
● Students will highlight unfamiliar words and try to cipher out the meaning of the word,
based on how it is used
● Make their own definition of Context Clues based on activities previously done in this
lesson
● Teacher will write four types of context clues on board
● Students in their seated groups will be given a sentence strip with an unfamiliar word,
they should figure out the definition of the unfamiliar words in their sentences. Then they
will guess which one of the four context clues was used to figure out the definition of the
unknown word highlighted in their sentence.
● Students will view the lyrics of their favourite songs that were previously given for home
work. Students will use a type of context clue to determine meaning of unknown words in
the songs.
Explain:

Teacher will explain to students that context clues are used to determine the meaning of
unknown words.
Context clues are hints that an author gives to help define a difficult or unusual word within a
book. The clue may appear within the same sentence as the word to which it refers or it may
follow in the next sentence. Because most of our vocabulary is gained through reading, it is
important that we are able to recognize and take advantage of context clues.

four types of context clues are:

● Synonym or restatement clues – When an author uses these types of clues, he or she will
say the same thing twice: once with the more difficult words, and then again in a more
simple way, often right in the same sentence. If your child doesn’t understand a word in a
sentence, tell her to keep reading. A restatement clue may be coming right up.
 ● Antonym or contrast clues – These types of context clues give us hints to the meaning of
words by telling us what they’re not. Often the word “but” is included in the sentence to
tell us that an opposite thought is about to be presented. That opposite is the antonym
we’re looking for. Point out the antonym to your child. Then ask her, “What’s the
opposite?”

● Definition or explanation clues – With this type of context clue, the definition of the word
is literally given to the reader in the form of an explanation. Sometimes the author will
add very specific words to tell us an explanation is upcoming. These can include phrases
like “which means” or “that is” or “in other words.”

● General or inference clues – These types of context clues are a little more subtle. They
usually require readers to look beyond the sentence they’re reading for understanding,
sometimes even at the entire passage, the topic of the piece or the illustrations. If other,
more specific context clues are missing, looking for inference clues is your child’s best
bet.

● Students at this time will make necessary adjustments to their definition of the term
context clues.

Elaborate: Create a class chart with new words learnt

Evaluate: Complete Task on page 50 in the Primary Language Textbook.

Evaluation:

Areas Good Fair Needs

improvement

Objectives met

Students’ participation
 Effectiveness of strategy

Effectiveness of instructional materials

Learning styles catered to

Day Three

Topic: Personification

Strand: Comprehension Skills

Objectives: At the end of this lesson, students should be able to:

● Define Personification
● State the importance of personification
● Draw pictures to demonstrate an understanding of personification
● Pronounce Spanish term for personification

Engage:

● Boys will Dub the nursery rhyme

A Diddle Diddle

The Cat and the Fiddle

The Cow jumped over the moon

The Little Dog Laughed To See Such Fun

And The Dish Ran Away With The Spoon

● Girls will identify a line in the nursery rhyme that depicts something done by an animal
that would normally be done by humans.
● Students will be introduced to the term personification
 ● Students will be introduced to the spanish term for personification (personificacion)

Explore

Students will

● define the word personification based on previous activity done in this lesson.
● use their dictionaries to perfect their definitions
● read poems and identify personifications used
● draw pictures in their scrapbook to depict personification. Eg
1. A cat washing
2. A dog cooking etc.

Explain

Teacher will explain that Personification is a figure of speech in which a thing – an idea or an
animal – is given human attributes.

The non-human objects are portrayed in such a way that we feel they have the ability to act like
human beings. For example, when we say, “The sky weeps,” we are giving the sky the ability to
cry, which is a human quality. Thus, we can say that the sky has been personified in the given
sentence. With the above definition of personification, let us look at some personification
examples.

Common Examples of Personification

1. Look at my car. She is a beauty, isn’t she?

2. The wind whispered through dry grass.
3. The flowers danced in the gentle breeze.
4. Time and tide wait for none.
5. The fire swallowed the entire forest.

We see from the above examples of personification that this literary device helps us relate
actions of inanimate objects to our own emotions.
Students will share pictures drawn with class.Students will comment each others work.

Elaborate

The group leader of each group will visit at least three teachers on the school premises to get
their understanding of the term personification.(Information garnered will form a part of their
content information)

Evaluate

Summarize information learnt

Construct five sentences to demonstrate their understanding of the term personification

Evaluation

Areas Good Fair Needs

improvement

Objectives met

Students’ participation

Effectiveness of strategy

Effectiveness of instructional materials

Learning styles catered to

Day 4

Topic: Story Writing

Strand: Writing
Objective: By the end of this lesson students should be able to:
● Explain term narrative
● Identify elements of a story
Skills:
● Explain Narratives
● Identify Elements of a story

Content:
A story is basically a narrating of real or imaginary events, involving real or imaginary people. A
story needs to be represented in words necessarily. Even images or moving pictures (movies) can
narrate a story. A story is generally designed to entertain, and/or send a message across.
A story has five basic but important elements. These five components are: the characters, the
setting, plot, conflict, and the resolution. These essential elements to keep the story running
smoothly and allow the action to develop in a logical way that the reader can follow

CHARACTERS The characters are the individuals that the story is about. The author should
introduce the characters in the story with enough information that the reader can visualize each
person. This is achieved by providing detailed descriptions of a character’s physical attributes
and personality traits. Every story should have a main character. The main character determines
the way the plot will develop and is usually the one who will solve the problem the story centers
upon. However, the other characters are also very important because they supply additional
details, explanations, or actions. All characters should stay true to the author’s descriptions
throughout the story so that the reader can understand and believe the action that is taking place
—and perhaps even predict which character may do what next.

SETTING The setting is the location of the action. An author should describe the environment or
surroundings of the story in such detail that the reader feels that he or she can picture the scene.
Unusual settings (such as a fantasy world) can be interesting, but everyday settings can help a
reader to better visualize the story and feel connected to the plot!
PLOT The plot is the actual story around which the entire book is based. A plot should have a
very clear beginning, middle, and end—with all the necessary descriptions and suspense, called
exposition—so that the reader can make sense of the action and follow along from start to finish.

CONFLICT Every story has a conflict to solve. The plot is centered on this conflict and the ways
in which the characters attempt to resolve the problem. When the story’s action becomes most
exciting, right before the resolution, it is called the climax.

: Engage:
● Listen to a story being told by a student’s parent (Resource Person). After the story is told
by the parents, students with previous knowledge of the elements of story writing will
web the story according to each element.
Explore:
● Students will use text-to-text-connections to compare and contrast the story previously
read with present stories.
● Students will categories a list of stories based on fiction and non-fiction
● Rewrite stories from their own perspective (persons with the best story will be allotted
stickers on the incentive chart)
● Identify similes and personification in stories

Explain:
● Students will share their stories with the class. The class will critique each others story
in a positive way.

● Teacher will explain to students that a story can be fictional or non fictional.
A story is basically a narrating of real or imaginary events, involving real or imaginary
people. A story needs to be represented in words necessarily. Even images or moving pictures
(movies) can narrate a story. A story is generally designed to entertain, and/or send a message
across.
 ● A story has five basic but important elements. These five components are: the characters,
the setting, plot, conflict, and the resolution. These essential elements to keep the story
running smoothly and allow the action to develop in a logical way that the reader can
follow.

● Story Maps are used for teaching students to work with story structure for better
comprehension. This technique uses visual representations to help students organize
important elements of a story. Students learn to summarize the main ideas, characters,
setting, and plot of an assigned reading.

Elaborate Each group will web a story about themselves as a three dimensional

Evaluate: Students will write their story based on story web.

Evaluation:

Areas Good Fair Needs

 improvement

Objectives met

Students’ participation

Effectiveness of strategy

Effectiveness of instructional materials

Learning styles catered to

Day 5

Topic : Future tense

Objective At the end of this lesson students should be able to:

● Explain the term future tense

● Plan an event to demonstrate an understanding of the term future tense
● Work harmoniously in group to create three dimensional invitations

Skills : Explaining future tense

Planning an event

Summary of Content

Future Tense (with Examples)

The future tense expresses a future event or a future state of being. For example:

● I will jump in the lake.

● (future event)I will be happy.

There are a number of different ways of referring to the future in English. It is important to
remember that we are expressing more than simply the time of the action or event.
Obviously, any 'future' tense will always refer to a time 'later than now', but it may also
express our attitude to the future event.

Engage: Students will

● Introduce themselves as if they were on a quiz team. In this introduction they should state
their future occupations.
● Students will be asked to identify the tense used when they stated their occupation in
their introduction

Expected answer: (Future tense)

● Give the Spanish term for future tense (tiempo futuro)

Explore

Students will design a Science invitation card, this invitation should be done in a three
dimensional shape. Each side of this shape should contain information about this event.

Read sentence on board then identify the helping verb that suggest future tense

Eg I will be going to the Science fair next week

The sky will be cloudy

Explain

● Students will be engaged in a discussion about future tense.The future tense state that
an event will happen. The future tense is formed by using the helping verb “will” or
“shall”

There are a number of different ways of referring to the future in English. It is important to
remember that we are expressing more than simply the time of the action or event. Obviously,
any 'future' tense will always refer to a time later than now', but it may also express our attitude
to the future event.

Students will share their invitation with class

Elaborate
Students will suggest measures they would put in place to reduce electricity bill if they were to
become the prime minister.

Evaluate: Complete activities in the New Primary English text

Evaluation

Areas Good Fair Needs

improvement

Objectives met

Students’ participation

Effectiveness of strategy

Effectiveness of instructional materials

Learning styles catered to

Comments
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