* When you have done that, fix it to a table showing the sequence of week and term for each sub strand. (See Table 1: Yearly Scheme of Learning) + Next, populate another table that should contain the following: a list of strands, sub-strands, reference numbers of content standard(s) and a cluster of associated indicators (See table 2). Note: Teachers are encouraged to provide the opportunity for learners to develop their phonics, vocabulary and presentation skills in every lesson. For instance, a five- minute phonics (decoding and blending) activity can be done in a reading comprehension or vocabulary lesson. Also, learners can be asked to do a presentation as a post- oral, post-writing or post-reading activity. SAMPLE YEARLY SCHEME OF LEARNING Week | Term1 Term 2 Term 3 (Uist term 1 sub-strands)| (List term 2 sub-strands) (List term 3sub-strands) 1 Songs Conversation - Talking Story telling About Oneself, etc. Phonics Comprehension | Vocabulary | Penmanship Descriptive Writing Writing as a process Using Capitalisation Using simple, Using qualifying words: Build the love and adjectives compound and complex culture of reading sentences Build the love and culture of reading Build the love and culture of reading 2 Rhymes Conversation - Talking Story telling/Asking and About Oneself, Etc. answering questions Phonics/ comprehension Vocabulary/ Phonics and comprehension Comprehension Penmanship . a Writing as a process Persuasive/ Argument. Using Capitalisation | Using qualifying words: Using simple, Build the love and i . adjectives compound and complex culture of reading sentences Build the love and culture of reading Build the love and culture of reading NaCCA -Teacher Resource Pack 72Story telling Phonics/ comprehension Writing letter-small Using Capitalisation Build the love and culture of reading Listening comprehension/ Phonics/Vocabulary Writing as a process Using qualifying words: adjectives Build the love and culture of reading Giving and Following Commands/ Instructions/directions and making and responding to requests Fluency/comprehension Persuasive/Argument. Using simple, compound and complex sentences Build the love and culture of reading Presentation Phonics/vocabulary Writing letter-small Using Punctuation Build the love and culture of reading Conversation - Talking About Oneself Vocabulary/ comprehension Writing as a process Using qualifying words: adjectives Build the love and culture of reading Conversation- Talking About Oneself, Fluency/comprehension writing as a process using simple, compound and complex sentences Build the love and culture of reading Storytelling/listening comprehension Phonics/ comprehension Labeling Using Punctuation Build the love and culture of reading Listening Comprehension Vocabulary writing as a process Using qualifying words: adverbs Build the love and culture of reading Presentation Fluency/comprehension Writing as a process Spelling Build the love and culture of reading NaccA -Teacher Resource Pack 73Story telling/Asking and answering questions Fluency/ comprehension Labeling Using Punctuation Build the love and culture of reading Listening Comprehension Vocabulary Writing as a process Using qualifying words: adverbs Build the love and culture of reading Presentation Phonics/ comprehension writing as a process Spelling Build the love and culture of reading Dramatization &Role play Word families/ Vocabulary Writing simple Words Using Punctuation Build the love and culture of reading Listening Comprehension Fluency/Comprehension Narrative writing Using qualifying words: adverbs Build the love and culture of reading Giving and Following Commands/ instructions/directions and making and responding to requests writing as a process Spelling Build the love and culture of the reading Listening comprehension/ Asking and answering questions Word families writing Simple Words Build the love and culture of reading Using Punctuation Conversation - Talking About Oneself, Ete Fluency/Comprehension Narrative writing Using simple preposition Build the love and culture of reading Listening Comprehension/ Asking andAnswering Questions Phonics Narrative writing Spelling Build the love and culture of reading NaCCA -Teacher Resource Pack 4Presentation Diphthongs/ comprehension Writing simple Words Using Action Words/ Verbs Build the love and culture of reading Asking And Answering Questions Comprehension Narrative writing Using simple preposition Build the love and culture of the reading Conversation- Talking About Oneself, Etc. Phonics Narrative writing Spelling Build the love and culture of reading 10 Conversation - Talking| About Oneself, Etc. Diphthongs/ comprehension Writing Simple Words Using Action Words/Verbs Build the love and culture of reading ‘Asking And Answering Questions Vocabulary/ Comprehension Descriptive Writing Using simple preposition Build the love and culture of reading Conversation - Talking About Oneself, Etc. Blends & consonant Clusters/ Comprehension Narrative writing Using Action Words/Verbs Build the love and culture of reading W Giving and Following Commands/ instructions/directions and making and responding to requests Blends &consonant Clusters Guided Composition Using Action Words/ Verbs Build the love and culture of reading Giving and Following Commands/instructions directions and making and responding to requests Comprehension Descriptive Writing using simple preposition Build the love and culture of reading Conversation - Talking About Oneself, Ete. Comprehension Narrative writing Using Action Words/Verbs Build the love and culture of reading NaccA -Teacher Resource Pack 7512 Talking About Oneself, Etc. Blends &consonant Clusters Guided Composition Using Action Words/ Verbs Build the love and culture of reading Giving And Following Commands Comprehension Descriptive Writing using simple preposition Build the love and culture of reading Verbs Conversation - Talking About Oneself, Etc. Comprehension Narrative writing Using Action Words/ Build the love and culture of reading Table 2: Suggested format for writing Scheme of Learning (SOL) for B3 Term 1 Week] STRAND SUB-STRAND [CONTENT | INDICATORS | RESOURCES STANDARDS 1 oral Songs B31: 83.1111 Letter cards Language Word cards, Reading Phonics 83.221 B3.2.2.11. sentence writing Using | Penmans B3.4.2.1 B3.4.211 cards, writing hip Using 83.5.1.) B3.5.11 handwriting Conventions/ | Capital ona manila Grammar Build the love 83.6111 card and class Usage and culture of || 83.6.1. library Extensive reading Reading 2 Oral Rhymes B31.21 B12 Word cards, Language sentence Reading Phonics/ B3.2.2.11; cards, letter Writing Using | comprehension | 83.2.2.1 83.27.11 cards sample Writing handwriting on Conventions/ [Penmanship | B3.2.71 83.4211 a manila card Grammar Using Capital 83.421 83.5111 class library sage i extensive [Oulameleve [88511 Jagan Reading reading 83.6.1 NaCCA -Teacher Resource Pack 78Oral Story telling BSI. 41 B31. 41 Word cards. Language | sentence ; Phonics/ | p3.2.2.1 83,2.2..2; | cards, sample Reading comprehension sentences on writing writing tetter- | 53.974 83.2712 rene sae Using small 83.3.3.11 punctuations Writing i 83.331 class library Conventions | Using Capital : [crammar | Build the love 53.5.1.,.2 usage and culture of | 83.5.1 reading 83.61.11 Extensive 83.6.1 Reading Oral Story telling B31. 4) B31. 41.2 | Word cards, Language ; B3.2.2.2; _ | sentence : Phonics/ 83.2.2.1 :B3.2.6.11 | cards, letter Reading vocabulary B3.2.6.1 B3.3.3.11 cards sample sing Us; oe . sentences on a writing Using | writing letter- | P&S" 836.2111 manilor card small 83.6.1] , writing ; 835.21 class library Conventions | Using Terammar | Punctuation | 8364 sentences on Usage Build the love mania card and culture of jocusing on Extensive punctuations Reading reading Oral Story B3.Al; 83.1.41.2; | Word cards, Language _| telling/listening | 83.1.7. 83.17.11 sentence | B3.2.2.1 83.2.21.3; | cards, sample Reading comprehension | 33.2.7 83.2.7.1.2 | labelling ona Writing - B3.4.4.1 B3.4.4.11 manila card Phonics/ class libra Using 835.21 835.211 . ry writ comprehension sentences on meng P 83.6.1 83.61.11 manila card Conventions/ Labelin « Grammar ig focusing on Usage Using punctuations Punctuation Build the love Extensive and culture of Reading reading NaccA -Teacher Resource Pack 7Oral Story B3.1. 4.1; B3.1.4.1.2; Word cards, Language telling/Asking | 83.1.8.1 83.18.11 sentence and answering cards, sample questions 83.2.9.11; | of two B3.2.91; 83.27.13 paragraph Reading Fluency/ 83.271 83.4.4.) composition on writing comprehension | 83.4.4.1 a manila card Labeling 835.212 class library writing Conventions | Using B3.5.2.1 B3.6.1.1.1 /Grammar Punctuation Usage Build the love | 83.6.11 Extensive and culture of Reading reading Oral Dramatization B3.1.5.1 B3.1.5.1.1 Word cards, language _| Role play 83.231 83.23.11 sentence Reading Word families B3.4.5.1 B3.4.5.1.1 cards, sample writing writing simple composition Using Words B35.21 83.5.2.13 ona manila writing ; 83.6.11.1 card class ions/ Using B3.6.1.1 library Conventions/ | punctuation Grammar Build the love Sentences on pease and culture of fooue la car xtensive reading jocusing on Reading punctuations Oral listening B37 B37. Word cards, Language comprehension/| 83.1.8.1 B3.1.8.1.1 sentence Reading As 83.231 83.23.12 cards, sample Writing king and B3.4.5.1 B3.4.5.1.2 composition Using Writing | answering 835.21 835.213 | ona manila Conventions/ | Wuestions. 83.6111 83.6.1.11 card class Word families library Grammar pra Tarr writing simple Sentences on Usage ° Extensive Words manila card Reading Using focusing on Punctuation Build the love and culture of the reading punctuations NaCCA -Teacher Resource Pack 789 Oral Presentation] | 83.1.6.1; B3.16111; Word cards, Language Conversation | 83.1.10.1 B3.110.1 sentence Reading Talking About | 83.2.4. 83.24.11; cards, sample writing Oneself 83.272 83.27.21 composition Diphthongs/ 83.45.13 ona manila Using comprehension | 8245.1 835.411 | card class writing B35. 41 B36 fibrary Conventions/ | Writing Simple | 83.6.1.1 Grammar Words Usage Using Action . Words/Verbs Extensive Readi Build the love eading and Culture of the reading 10 | Oral Conversation | 83.1.6] B3.1.61.2 Word cards, Language Talking About | 83.2.4.1; 83.2.4.11; sentence Reading Oneself, Ete. B3.27.2 83.27.21 cards, sample Diphth i wing |Srmpronenin [2245 |RRASI4 [Ce Using " B35. 41 835.42 te oee Writing writing B3.6.11 B3.6.1.1.1 jib , bran Conventions _| Simple Words y /Grammar Using Action Usage Words/Verbs Extensive Build the love Reading and culture of the reading 1 Oral Giving and B31.9.1 83.19.11 Word cards, Language Following sentence , Commands cards, sample Reading ' / composition instructions/ i ‘sn’ ona manila writing directions and card class ‘ making and i Using i , NWorary writing responding to Conventions/ | requests Grammar Blends & Usage consonant. Extensive Clusters Reading Guided Composition Using Action Words/Verbs Build the love and culture of the reading NaccA -Teacher Resource Pack 79thereading Oral Talking About — | B3.1.6.1 B3.1.6.1.4 Word — cards, Language Oneself, Etc. B3.2.5.1 83.25.11 sentence Reading Blends & B3.4. 8.1 83.4. 8.11 cards, sample Writing Consonant B35. 4.1 83.5. 4.11 composition Using Clusters B3.6.11 B3.6.111 on a manila writing Guided card class Conventions | Composition library [Grammar Using Action Usage Words/Verbs Extensive Build the love Reading and culture of Weekly Lesson Plan Format SAMPLE WEEKLY LESSON PLAN for B3 ENGLISH LANGUAGE WEEK 1 Learning Indicator(s) (Ref. No.) B3.1.2.1.1. B3.5.1.1). B3.6.11.1 B3.2.6.1.3. B3.4.2.1.. Performance indicators Learners can identity and classify a literary work into the appropriate genre. Learners can use words in meaningful sentences. Learners can independently give a summary of short stories they have read Week Ending Reference English Curriculum page, 65, 79, 83,92, 98 Teaching/Learning Materials Flash cards on new vocabulary le-9. Downstairs Upstairs Chamber Goose A picture sequence on the poem 3. The poem written on A card board. Word cards and meaning cards Learners’ text books Class library NaCCA -Teacher Resource Pack 80Phase: Starter Phase 2: Main (new learning | Phase 3: Plenary/ DaY (preparing the _| including assessment) Reflections brain for 40 minutes (Learner and learning) teacher) 10 minutes 10 minutes Revise learners’ _|1. Teach new vocabulary by: __|1.Invite learners to Monday | eek byasking —_|2. Mount and teach the rhyme. | tell the class which them torecitea | 3. Have learners write a part of the rhyme familiar rhyme. parallel (similar) rhyme by | interests them changing some words in the | ost original one. Assessment: Ask learners to write five words they have learnt. Each learners reads out their words to the class, and orally form a sentence with any one of the words. 1 Have learners play |1- Put learners in pairs. Invite the class to uesday | game or singa |2-Assign them paragraphs _| tell you what they song to review and have them look for have learnt in the their RPK how often words such as: lesson, e.g. What the, is, on, it, he, etc. have we learnt in occurred in the paragraph. _| this lesson? 3. Refer to these words as High frequency high frequency words words are needed 4.|ntroduce some content to connect the words (nouns, verbs, words ina adjectives or adverbs) and_ |sentence. have learners form sentences with them. 5. Write some of the sentences on the board NacCA -Teacher Resource Pack 81Assign the sentences to them and have them identify the high frequency words. 7. Ask each pair to delete one high frequency word from a sentence. 8. Let them discuss the effects of the deletion ‘on the sentence. 9. Draw their attention to the fact that these words are needed to connect the other words in a sentence. 10. Assessment: Have learners form 3 sentences with the words. Wednesday| 1. Model copying a short paragraph on the board drawing attention to features such as clarity, spacing and alignment of letters. 2. Let learners practise copying a short paragraph legibly and correctly on the board Assessment: Have learners copy short paragraphs from a book into their exercise books. What have we learnt today? NaCCA -Teacher Resource Pack 82Ask learners to 1. Provide learners with Ask learners to Thursday | sention sentences or texts containing | tell what they familiar names | initials and abbreviations for | have learned and their them to identify. and what they shortcuts. will like to learn in 2. Give texts having full names | the next lesson. of people and organisations. 3. Ask learners to rewrite the text and replace the full names of people and organisations with initials and abbreviations. Guide learners 5. Ask a learner Friday to choose and read independently books of their choice during the library period. 1. Using the Author's chair, introduce the reading/library time. Have a variety of age/level-appropriate books for learners to make a choice from. Introduce narratives, expository, procedural texts to learners. Assessment: 2. Guide learners to select books for readings to talk about how s/he feels about the Author's chair, NaccA -Teacher Resource Pack 833.6 SAMPLE LESSONS Lesson 1 Date: 20/03/2019 Period: 1 Subject: English Language Duration: 30 Minutes Strand 2: Reading Class: BI Class size: 40 Sub strand 1: Pre-reading Activities Content Standard: Indicator: B1.2.2.1.4. Blend Lesson 1 of 3 B1.2.2. 1: Connect sounds to letters; and blend sound/ syllables to read and write. sounds to produce simple syllables/words and blend syllables to produce words Performance Indicator: read and write simple words independently Tolerance earners can Core Competencies/Value: Communication and collaboration, Key words/expressions: blend, cover, sound, bin, cot Phase/Duration Learners activities Resources Phasel: Starter Play a sound ball game to review the letter TLMs/Resources (preparing the | sound. Preparing A Sound ball brain for learning) 5 minutes Phase 2: Main _| Steps: Letter cards, word new learnin, , ( 33. write a two-letter word on the board eards including ‘as’ (vowel- consonant word, eg. ‘as’) assessment) 4, Cover the second letter and ask learners to 20 minutes make the sound of the letter which is not covered. 5. Now cover the first letter for learners to make the sound of the second etter. 6. Remove the cover and use your finger to point totheindividualletters whilelearners make their sounds. NaCCA -Teacher Resource Pack a47. Say: Let us increase the speed and as you do so run your finger under the word for learners to blend the sounds to read the word. 8. Continue blending other two-letter words in similar way. Initially maintain the same vowel while the consonants keep changing, e.g. an, at, am, ap. e. 9. Change the vowel sound and repeat the procedure to blend. Other two-letter words, e.g. in, is, it, us, un, etc. 10. Extend the learning by introducing consonant- vowel words, e.g. ba, ta, ma, etc. You can expand the words to three letter (but one syllable) words, e.g. bat, tan, mat, ete. ll. In pairs, have one learner make individual sounds of a word and the other blend them together to make one-syllable words: e.g. (a-sh = ash, b-i-n = bin, a-t = at, a-m = am, i-n = in, c-o-t = cot). Assessment: Have learners play Pick and Read game. Have| learners pick word cards, blend the sounds and read one syllable words. Then the two writethe word on the board. Go round to support learners with difficulties. Phase 3: 1. Have learners say what they have learnt. Plenary/ 2. Have learners say which part of the lesson they enjoy most. Reflections —_/ independent Activity/Homework: (Learner Write five of the words you have learnt today. Form one sentence and with each word. teacher) [5 minutes NaccA -Teacher Resource Pack 85Lesson 2 Date: Class: B2 Duration: 30 Minutes Language knowledge, Period: 2 Subject: English Strand 2: Reading Class size: 40 Sub strand 7: Comprehension Content Standard: B2.2.7.2: Use| Indicator: B2.2.7.2. 4. skills and| Read level-appropriate techniques understand, interpret| texts with little support. and appreciate a variety of literary| Lesson 3 of 3 B2.272. 5. Use texts. visualisation strategy when reading _to enhance understanding of leve appropriate texts. Performance Indicator: Learners can read a level-appropriate Development and Leaders! texts with comprehension. Tolerance. Core Competencies/Values: Personal thinking, Communication and collaboration, hip, Critical Key words/expressions: rds, nest, perch Phase/Duration| Learners activities Resources Phase: Starter + Show a picture of a bird to learners to| TLMs/Resources (preparing activate the background knowledge of| i A picture of a the brain for learners. Have learners think-pair-share learning) what they already know about the text).| bird, Word cards| 5 minutes Write learners views in the K column of the KWL Chart. Phase 2 Before Reading KWL Chart Main (new |. put learners into small groups to share ; learning Information text including what they want to know about the text oot binds assessment) and write them in the W (What the learners want to know) column of the KWL 20 minutes Chart. + Teach the key words using pictures and gestures During Reading Have learners read the story in pairs and individually. NaccA -Teac er Resource Pack gg,+ Ask while reading questions to enhance learners’ understanding of the text. E.g. Ask questions to help learners form mental images (visualisation strategy) to enhance understanding. After Reading + End the lesson with after reading activities that help learners to organise their ideas, remember the story, use the information acquired from the text and relate it to their daily lives. + Have learners ask and answer questions to enhance their understanding of the text. + Ask learners to tell their partners what they have learned from the text. Learners share with the class what their friends havelearnt| about the text. Write learners’ responses in the L (What learners have learnt) column of the KWL Chart. Assessment: Ask learners to use the key words in simple sentences, and say what they have learnt from) the text. Phase 3: Plenary/ Reflections (Learner and teacher) 5 minutes Ask relevant questions to enable learners make connections with the text read. Independent Activity/Homework: Draw a bird and use the key words write at least three sentences about it. NaccA -Teacher Resource Pack 87Lesson 3 Date: Period: 1 20/03/2019 Duration: 30 Minutes Class: B3 Class size: 40 Subject: English Language Strand 1: oral Language Sub Strand 2: Rhyme Content Standard: 831.21: Appreciate a variety of literary pieces recite them. Indicator: 83.1.2.11 Compose short rhymes and tongue-twisters and Lesson 2 of 3 Performance Indicator: Learners can identify and classify a literary work into the appropriate genre. Core Competencies/Values: Critical Thinking and Problem Solving Communicati Collaboration Creativity and Innovation ion and Key words/expressions: Sprouting, budding, growing Phase/Duration Learners’ Activities Resources Phase: Start (preparing the brain for learning) 5 minutes * Revise learners’ RPK by asking them to recite a familiar rhyme. * Show the pictures and allow pupils to talk about them Phase 2: Main (new learning including assessment) 20 minutes From the discussion, let them predict the topic for the verse. Teach new vocabulary by: * First pronouncing words and pupils saying after you. * Show the word on word card to leanersand write it on the board. TLMs/Resources Flash cards on new vocabulary eg 1. sprouting budding growing roses Apicture sequence on the poem 3. Thepoem written onA card board. NaCCA -Teacher Resource Pack a8* Teach meaning of words by using demonstration, realia, real objects or pictures. * Mount the rhyme on the board or write it on the chalk board. Flower Beautiful, brilliant Sprouting, budding, growing Roses, roses, roses, roses Blooming, smelling, waving Colourful, lovely, blossom + Read throughitthree times while learners listen and observe you. + Have learners read lines of the rhyme with you. Ensure correct pronunciation of words. + Have learners recite the thyme and make connections with it. + Recite the rhyme clapping/tapping its rhythm and invite learners to join you. + Putlearners into groups and ask them to write a parallel (similar) rhyme by changing some words in the original one. Assessment: Have learners write a parallel (similar) rhyme by changing some words in the originalone. Phase Plenary/ Reflections (Learner and teacher) 5 minutes Invite few learners to tell the class which part of the rhyme interests them most. NaccA -Teacher Resource Pack 89Lesson 4 Date: Period: 2 Duration: 60 Minutes Strand Subject: English Language writing logical manner. generate ideas and organise them in a Class: B4 Class size: 40 Sub Strand: 9: Writing as a Process Content Standard: Indicator: B4. 4.9.1.1 Lesson 1 B4, 4.9.1: Apply the skills Select a topic of choice on and strategies for idea issues in the immediate generation, selection, environment, brainstorm development, _ and organise ideas organisation and revision before writing in writing. Performance Indicator: Learners can Core Competencies/Values: Solving Critical Thinking and Problem Creativity and Innovation, Communication and Collaboration Personal Development and Leadership Skills Key words/expressions: topic, arrange, ideas Phase/Duration Learners’ Activities Resources Phaset: Starter (preparing the brain for learning) 5 minutes Brainstorming Show a picture of a problem in the learners’ environment (a _ littered classroom). Lead learners with probing questions to express their views and ideas to contribute to resolve a problem. The activity can be done as a whole class, in small groups or in pairs. The high ability learners may take leading roles. TLMs/Resources Pictures of problems in the learners’ environment Phase 2: Main (new — learning including assessment) 40 minutes Step |: Take learners through the writing process: Step 2: Put learners in groups of four (4). Each member suggests a topic on an Bottle tops straws,| sticks, shells and any other material that can be used for counting in the environment. NaCCA -Teacher Resource Pack 90issue in their immediate environment (e.g. classroom, school compound, ete.). Each group discusses its topics and selects one. Each team presents their topic to the class and writes it on the board, Step 3: Have groups plan their composition by identifying and discussing the purpose, audience and the context of the piece. Step 4: Invite groups to present their work and have the whole class give feedback. Step 5: Guide learners to use strategies such as brainstorming to help each generate ideas appropriate to the topic. Assessment Have individuals organise the ideas generated in a logical order. Invite learners to share their work with the class for feedback from their classmates. Phase 3: What have we learnt today? Plenary/ Reflections Independent Activity/Homework: (learner and teacher) 5 minutes Use your ideas to write one paragraph about the topic NaccA -Teacher Resource PackLesson 5 Date: Period: 2 Subject: English Language Duration: 30 Strand 3: Grammar and Usage at Word and Minutes Phrase Levels Class: B5 Class si Sub Strand 5: verbs 40 Content Standard: B5.3.5.1: Indicator: Lesson! Apply the knowledge of verbs | B5.3.5.1.2. Use in communication appropriate subject- verb agreement Performance Indicator: Core Competencies/Values: Learner s can construct simple Problem Solving, Critical thinking, sentences in which subjects agree with their verbs. collaboration Key words/expressions: swim, smile, subject-verb agreement Phase/Duration | Learners activities Resources Phasel: Starter |- Review subjects and verbs| TLMs/Resources (preparing the in simple sentences. Sentence cards, word card brain for + Write sentences on the , learning) 5 board for learners to minutes identify the SV elements in them. e.g 1, Ama gave Kofi a pencil. Ss ov 21 like Serwa. s ov 3. He Slapped me yesterday. “os v 4.1 hate cats and dogs. s ov NaCCA -Teacher Resource Pack 2Phase 2: Main (new learning including assessment) 20 minutes Step |: Write the following sentences on the board and ask the learners which one is correct. Do ask for the reason why one is right or wrong: e.g. We like swimming. We likes swimming. (Present Tense Subject - Verb Agreement) Step 2: Use examples to introduce and explain subject- verb agreement. a. You have a nice smile. b. He has a nice smile. Briefly explain the following: The verb must always agree with its subject: Single subject = single verb, plural subject = plural verb Step 2: Present sentences with missing verbs for learners (in pairs) to complete. Write the correct verb form in the followingsentences: |____(are, am) happy Rice. (taste, tastes) good with chicken. Step 3: Introduce drills e.g. a completion drill to give further practice (Past Tense Subject - Verb Agreement) Step 4: Repeat step 2 to introduce subject-verb agreement with the past tense NaccA -Teacher Resource Pack 93eg. 1. was happy yesterday. 2. He was wearing a blue shirt last night Further practice Write the correct verb form in the following sentences: You. (was, were) on time in the meeting. It (rain, rained) this morning. ASSESSMENT: Change the nouns and verbs in these sentences from singular to plural. Eg. the street is very crowded (singular noun and verb) Answer: The streets are very crowded. The computer in the office upstairs has crashed. (singular noun and verb) The car was parked along the road. (Singular noun and verb) Our neighbour is always so friendly and helpful. (singular noun and verb) Assessment: Have pairs of learners assess each other's work NaCCA -Teacher Resource Pack 94Phase 3: What have we learnt today? Plenary/ Independent Activity Reflections | Homework: (Learner and write the correct form of each verb so that it agrees teacher) with its subject. 5 minutes 1. The boys goes to school early. 2. My mother love mangoes. Lesson 6 Date: Period: 1 Subject: English Language 20/03/2019 Duration: 30 Minutes Strand 2: Reading Class: B6 Gloss size: Sub strand 2: Phonics Content Standard: Indicator: Lesson 2 of 3 B6.2.21: Connect sounds to|B6.2.211. Read words with letters; and blend| ending sounds like ‘sure’ letters/syllables in order to| as in measure; “ture” as in| read and write creature and “teh” as in stretch Performance Indicator: Learners consciously pronounce consonant cluster words with ease. Core Competencies/Values: Critical Thinking and Problem solving Creativity and Innovation Communication and Collaboration Key words/expressions: picture, measur: pleasure, exposure, enclosure. Phase/Duration | Learners activities Resources Phasel: Starter |- Put pictures associated with words | TLMs/Resourc (preparing the ending in sounds like “sure” on the | es Picture brain for board. learning) 5 + Learners look at the picture minutes carefully and mention the words associated withthem. Phase 2: Main_ | Step 1: Use word games to introduce Letter cards, word (new learning —_| words with ending sounds like “sure” as | cards including in measure; “ture” as in creature and assessment) “tch’ as in stretch. 20 minutes NaccA -Teacher Resource Pack 95Step 2: Guide learners to play the Pickand Read game to practise reading the target words. Step 3: Have groups write sentences with the target words and read out the sentences to the class. Step 4: Assessment: 1. Dictate words with ending sounds like “sure” as in measure; “ture” as in creature and “tch" as in Stretch for learners to write. Phase 3: Plenary/ Reflections (Learner and teacher) 5 minutes Have learners say what they have learnt. Have learners say which part of the lesson they enjoy most. Independent Activity/Homework: Write five of the words you have learnt today. Form ‘one sentence with each word. Sample Worksheets Worksheet 1 B1.2.2.1.4, Blend sounds to produce simple syllables/words and blend syl produce words 1. Blend the sounds together. What word do they make? Jug Cats cot 2. Put the sounds in order to make a word. Npe pto sotp inb NaCCA -Teacher Resource Pack 96