TANE CRESCENT SCHOOL

30 Godwin Okigbo off Masha Road, Surulere, Lagos.

Tel: 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’

Creative Writing A day I will never forget www.cram.com/ 1

Year 3 Grammar Tenses I Understanding English Grammar 2

book 2 pg 26

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

Year 4 Grammar Adverbial Phrases https://www.grammar- 2

monster.com/glossary/
adverbial_phrases.html
Comprehension This Beautiful World English Skills Bk 4 1

Spelling /u/ and /u:/ English Skills Bk 4 1

 Creative Writing Poetry http://edudelighttutors.com/
2022/09/26/poetry-and-its-
features/
Year 5 Grammar Correct use of https://leverageedu.com/blog/ 2

rules-for-prepositions
Preposition

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’

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. Simple Present Tense

2. Past Tense
3. Future Tense
1. 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. We will travel to London for vacation next week.
ii. 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)

Please come in. (It is an adverb, since “in” has no object)
ii. 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. I am used to painting
ii. I look forward to seeing you (Don’t use see you)

To as an Infinitive Participle

i. I used to live in America

ii. 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.

11 th 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 well-

being 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: