Subject: Language Arts

Duration: 1hr x 5
Focus Question:
Attainment Targets:
1. Write sentences which are grammatically accurate and correctly punctuated, using SJE and JC appropriately
2. Use and adapt a range of sentence structures according to context, distinguishing between SJE and JC
Day One
Strand: Grammar
Topic: Negative forms of Verbs ‘to be’
Key Vocabulary: negative, verbs,
Skills: Create positive and negative sentences, Expand ideas, Unscramble negative
Materials / Resources: Word cards, sentence strips, multimedia projector, tablets
Objectives: Students should be able to;
1. Differentiate between negative and positive
2. Identify at least two ‘to be verbs’
3. Change at least five positive sentences to negative sentences
4. Rearrange/Unscramble at least five sets of sentences
5. Create at least six sentences with the negative forms of ‘to be’ verbs

Content: The verb “To be” most frequently works in conjunction with another verb: “He is playing the piano,”
“She will be arriving this afternoon. Negatives are formed by placing ‘not’ after the forms of “to be” and “to
do” I am not going to cry.

Activities: Students will:

Whole Group (20 minutes)
Engage
In groups be given the words, am, is and are. Create sentences using these words. Explain what each sentence
means. Based on the sentences created, create other sentences that tell the opposite.
Explore
Use dictionaries to find the meaning of the words positive and negative. Based on meanings, use the word cards
(positive and negative) to place on the sentences showing such. Watch a video on negative ‘to be’ verbs.
https://www.youtube.com/watch?v=Jp7YVfiy7cA
Small Group Activities (30 minutes)
Mastery Group-Elaborate: For the first fifteen minutes, this group will work independently to discuss and
create five positive sentences using ‘to be’ verbs. Underline the ‘to be’ verbs
For the final fifteen minutes, this group will work independently to rewrite and complete activities from a given
worksheet. Rearrange words to create negative sentences of to be verbs.
Near Mastery-Explain: For the first fifteen minutes, this group will be teacher directed to discuss negative
forms of ‘to be’ verbs. Read positive sentences with verbs ‘to be’.
Elaborate: For the final fifteen minutes, this group will work independently to create other sentences along
with what they had before and then change those positives in to negative sentences.
Non-Mastery-Elaborate: For the first fifteen minutes, this group will work independently to work in groups to
call, spell use to be verbs am, is and are in positive sentences.
Explain: For the final fifteen minutes, this group will be teacher directed to discuss the term negative and create
negative sentences using teams. One member of the team will create a positive sentence; the other member will
counter by converting it into a negative sentence.
 Whole Group Activities (10 minutes)
Evaluate: Each group will present their work. Misconceptions will be cleared if necessary.
Evaluation:
Day Two
Strand: Grammar
Topic: Negative forms of Verbs ‘to be’
Key Vocabulary: negative, verbs,
Skills: Create positive and negative sentences, Expand ideas, Unscramble negative
Materials / Resources: Word cards, sentence strips, multimedia projector, tablets
Objectives: Students should be able to;
1. Differentiate between negative and positive
2. Identify at least two ‘to be verbs’
3. Change at least five positive sentences to negative sentences
4. Rearrange/Unscramble at least five sets of sentences
5. Create at least six sentences with the negative forms of ‘to be’ verbs

Content: The verb “To be” most frequently works in conjunction with another verb: “He is playing the piano,”
“She will be arriving this afternoon. Negatives are formed by placing ‘not’ after the forms of “to be” and “to
do” I am not going to cry.

Activities: Students will:

Whole Group (20 minutes)
Engage
In groups be given the words, am, is and are. Create sentences using these words. Explain what each sentence
means. Based on the sentences created, create other sentences that tell the opposite. Sing song about negative
‘to be’ verbs.

Explore
Use dictionaries to find the meaning of the words positive and negative with teacher’s assistance. Based on
meanings, use the word cards (positive and negative) to place on the sentences showing such. Watch a video on
negative ‘to be’ verbs. https://www.youtube.com/watch?v=Jp7YVfiy7cA
Small Group Activities (30 minutes)
Group 1-Elaborate: For the first fifteen minutes, this group will work independently to discuss and create five
positive sentences using ‘to be’ verbs. Underline the ‘to be’ verbs
For the final fifteen minutes, this group will work independently to rewrite and complete activities from a given
worksheet. Rearrange words to create negative sentences of to be verbs.
Group 2-Explain: For the first fifteen minutes, this group will be teacher directed to read sentences with
negative ‘to be’ verb and discuss negative forms of ‘to be’ verbs. Read positive sentences with verbs ‘to be’ and
discuss.
Elaborate: For the final fifteen minutes, this group will work independently to create other sentences along
with what they had before and then change those positives in to negative sentences.
Group 3-Elaborate: For the first fifteen minutes, this group will work independently to work in groups to call,
spell use to be verbs am, is and are in positive sentences.
Explain: For the final fifteen minutes, this group will be teacher directed to discuss the term negative and create
negative sentences using teams. One member of the team will create a positive sentence; the other member will
counter by converting it into a negative sentence.
 Whole Group Activities (10 minutes)
Evaluate: Each group will present their work. Misconceptions will be cleared if necessary.
 Day Three
Strand: Phonics
Topic: sl blend
Key Vocabulary: negative, verbs,
Skills: Create positive and negative sentences, Expand ideas, Unscramble negative
Materials / Resources: Word cards, sentence strips, multimedia projector, tablets
Objectives: Students should be able to;
1. Identify at least ten words with consonant blends ‘sl’
2. Spell at least ten words with consonant combination ‘sl’
3. Use at least eight ‘sl’ words to create sentences
4. Read at least ten words with initial /sl/ blend

Content: Consonant digraphs are two (or three) letters that come together to make

one sound. The difference between blends and digraphs is that blends are

two letters that make two sounds and digraphs make one sound. One

such example is “sl”. S and l together form several words such as

sleep, slow, slash, slack, slay etc.

Activities: Students will:

Whole Group (20 minutes)
Engage
Watch video entitled “sl” sounds” on youtube. Listen to a short passage and talk about the initial sound heard
most throughout passage. Mr. Slug slipped on the slippers that sly the fox was trying to steal. Mr. Slug slowly
got up then had a slice of pizza and went to sleep.

Explore
Say which letters make the /sl/ sound heard; s and l. Produce the sounds of both letters and then blend the
sounds together to produce the/sl/ sound. Identify the words with the /sl/ sound from the passage
In groups write ten ‘sl’ words of their own and will read and spell words aloud to class.

Call and spell each.

Elaborate: In groups write ten ‘sl’ words of their own and will read and spell words aloud to
class. Call and spell each. Unscramble letters to create words with the initial /sl/ sound. Use

/sl/ words to create a sentences orally.

Explain: Discuss activities. Listen to sentences from individual students.

 Evaluate: Write a
short passage with /sl/ words.
Evaluation:
 Day Four

Strand: Comprehension

Attainment Targets:

1. Read for meaning, fluency and enjoyment

Objectives:
At the end of the lesson students will be able to:
1. Predict what is going to happen in a story
2. State what they can use to help them make predictions about the story (title, picture, story, events, and
personal experiences).
3. Confirm/ modify their predictions as the story is read to them.

Skills: reading, writing, listening, predicting.

Materials: story of ‘Cinderella’ and ‘Snow White’, pictures from the story of Cinderella, sentence strips.

Strategies: Read aloud, Think Aloud.

Content:
When you make a prediction about a story you make a guess about something that will come later in the story.
You can use clues such as pictures, words and sentences from the story, together with what you know from your
experiences, to figure out what will happen next. You may change your prediction as you change on in the
story. While you are making your predictions you should check to see they are supported by the story.

Teaching Learning Activities:

Whole Class Activities [30 minutes]
Engage:
Students will be told that they are going to practice their predicting skills.
Students will be asked to share their views about what they think is meant by making a prediction.
Students will be engaged in a discussion based on their response about making predictions. During the
discussion introduce the tip to the students.
Explore:

1. Using Think Aloud, the tip will be modeled to the students, using the story, ‘Cinderela.’
a. As you proceed, ask questions to elicit information that confirms or disproves predictions made.
b. As you read, stop at pre-determined portions of the text to engage students in short discussions so
that they can revisit their predictions, to confirm, modify or make further predictions.
2. Student will volunteer to model/ mimic what teacher did using a short story of their choice.
a. Introduce classmates to the cover and the title of the book and ask them to make predictions. Use
questions such as:
 What will the story be about?
 Why do you think so?
  What helped you to come to that decision?
b. Ask classmates to supply textual and personal support for the decisions they make.

3. Students will be guided to understand that they may change their predictions as they continue to read the
story by check to see whether their predictions are supported by the story.

Whole Class Activities [20 minutes]

Group 1
Explain:
Teacher Guided (10 minutes)
Provide the following facts and using questioning, students are guided to give (2) two possible
outcomes/conclusions and supporting evidence for the conclusions through discussion.

Facts

Facts 1: Cinderella was unhappy.

Facts 2: The prince loved her

Facts 3: Cinderella’s stepmother and step sisters hated her

1. Students will complete the activity though the following questions:

a. Why was Cinderella unhappy?
b. What facts are given to support the idea that she was unhappy?
c. Do you think the prince will help her? Why? Why not?
d. What are the facts that help you say what say?
e. How do you think the story will end? (Conclusion/outcome)

Independent (10 minutes)

1. Students will use facts from a story, as provided by the teacher, to make predictions. (See table
below)

Example C2-1: Using facts to make predictions

Story Title
 Possible
Facts outcome/Predictions Supporting evidence

1.

2.

3.

Group 2
Independent (10 minutes)
1. Ask students to complete the worksheet below or one similar to it.

Example C2-2: Predictions Outcome Worksheet

Predicting Outcomes Worksheet

1. Using pictures from the ‘Cinderella’ story, students write a simple sentence about what
they think is happening in each picture.
2. Write a sentence to say how you think the story will end.

Elaborate:
Teacher Guided (10 minutes)
1. Teacher reads the Cinderella story to the group. While reading s/he stops at predetermined intervals
to questions students as to whether what they wrote is aligned to what was read to them and invite
them to make adjustments where necessary.
2. Encourage students to provide supporting evidence for adjustments made

Evaluate:
Group 3
A. Independent (20 minutes)
Students will be provided with a worksheet with statements/short scenarios. Students will be asked to
complete the worksheet by providing the possible outcomes for each sentence/ scenario presented.

Sentence 1: Mother gave John $100 for his lunch money and he lost it.

What do you think will happen to John?

Possible outcome/s:
a. He will ask his friends for lunch
b. He will report to his teacher who will give him lunch
c. He will go home for lunch
d. He will go without lunch
 Sentence 2: Mary returned late from school. Her mother is angry with her.

Possible outcomes:
a. Mother gave her a warning
b. Mary is punished

Evaluate: Each group will present their work. Misconceptions will be cleared if necessary.