Sample Lesson Plan - Literacy TERM 3

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Literacy lesson plan
Primary 6
Term 3, weeks 21-30
B
Primary 6
Term 3, weeks 21-30
Foreword
One of the biggest To improve mean scores in UBEC is delighted to

challenges Nigeria faces the core subjects requires collaborate with TDP to make
is how to ensure that significant changes in the the Lesson Plans available
the tuition provided in way teachers plan and to schools in all parts of the
schools is of good quality deliver their lessons. It country. Our expectation is
such that pupils’ learning means building the capacity that teachers will adapt and
outcomes improves of teachers to make the contextualise the Lesson
significantly and those transition from teacher Plans to their local situation
who complete primary centred methods to activity- and use them to enhance the
school possess the based learner centred quality of teaching and
requisite competences approaches. The learning in the classrooms. Dr Hamidu Bobboyi
prescribed in the national Literacy and Numeracy As soon as the Lesson Plans Executive Secretary,
curriculum. The current Lesson Plans developed are distributed to schools, Universal Basic Education
situation in which by ESSPIN and adapted by teachers will be trained to use Commission,
pupils’ mean score in the Teacher Development them as part of the UBEC- Abuja.
English, Mathematics, Programme (TDP) seek funded Teacher Professional
and Life Skills is only to facilitate the adoption Development programme. 6th March 2017
30%-40% is a matter of and use of active learning I must thank DFID/UKAid,
concern to UBEC and all approaches in our ESSPIN and TDP for
stakeholders. classrooms. collaborating with
us to improve the quality
of teaching and learning in
primary schools.
1
Introductory Booklet
Primary 6
Term 3
Introduction

Weeks
21— 25
2
Primary 6
Term 3
Group Reading
Weeks
21— 25
3
Group Reading
Make reading an enjoyable Tell them new words Help with spellings (‘Look,
experience. Talk to them about Say, Hide, Write and Check’)
the story. Ask questions. Make If a pupil mispronounces
a word do not interrupt • Look at the word carefully. • Looking at the picture.
flash cards of new words and
talk about them. Play matching immediately. Instead allow • To think of another word that
• Say or sound it out.
games with the new words. opportunity for self-correction. looks like it?
It is better to tell a pupil some • Hide the word so that you
cannot see it. The Matching Game
unknown words to maintain
the flow rather than insisting • Try to write the correct • Write the key words on small
on trying to build them all up spelling down. cards. Make two sets.
from the sounds of the letters.
• Check and see if you are • Shuffle the small cards. Turn
If a pupil does try to ‘sound
correct. them face down on the desk.
out’ words, encourage the use
of letter sounds rather than Help with tricky words • Each pupil, in turn, picks up
‘alphabet names’. two cards. If they match the
Tell them to try: pupil keeps them.
Be positive • Sounding it out. • Continue until all the cards
If a pupil says something • To think -what does it begin are used up.
nearly right to start with, with?
that is fine. Don’t say ‘No.
• Splitting the word up. Is
That’s wrong,’ but ‘Let’s read
there a small word within the
it together’ and point to the
word?
words as you say them. Boost
your pupil’s confidence with • Reading the whole sentence
constant praise for even the and thinking about the
smallest achievement. meaning of the word.
4
Primary 6 WOW words Brainstorm
Term 3 WOW words are words that A Brainstorm is when you
make writing more interesting. gather ideas for writing.
Words like ‘said’, ‘good’ The ideas can be words or
and ‘nice’ are often over- phrases. Pupils can then
used and make writing dull. use these ideas to help
Encourage pupils to collect them write independently.
more interesting words. Write the title in the
Eg: ’answered’, ‘replied’, middle of the chalkboard.
‘shouted’, ‘whispered’ are Ask them questions and
Weeks more interesting than just as they reply write their
21— 25 ‘said’. Examples for WOW answers around the title to
words are given in the lesson make a spider diagram.
plans and should be displayed
Ask:
so the pupils can see them
and use them in their writing.
Encourage them to think of
their own WOW words and
add them to the WOW display.
5
Week
21
Who’s knocking on
the door?
6
Resources for Learning expectations Spelling words -ous words Key Words / Phrases Poem: My mother
the week
By the end of the week: Marvellous Knocking My mother,
Primary 6 Who sat quietly and watched my
Dangerous Wee
All pupils will be able to: infant head,
Mountainous a-stirring When sleeping happily on my cradle
• Identify the rhyming words
in poems. Famous still bed.
My mother,
Humorous beetle
Most pupils will be able to: When pains and sickness made me
Courageous tapping cry,
• Spell selected words end- Who gazed upon my heavy eyes
Nervous screech-owl
ing in -ous. And wept for fear that I should die.
Continuous cricket My mother.
Week 21
Some pupils will be able to: Cautious whistling
• Define the meaning of Ambitious dewdrops Poem: I saw a monkey on my
adjectives and adverbs in way to school
three poems. Spacious infant
Envious cradle On my way to school I saw a
monkey.
sickness It was a cheeky monkey.
to gaze It was a naughty, cheeky monkey.
It was a clever, naughty, cheeky
to weep
monkey.
It was a noisy, clever, naughty,
cheeky monkey.
It was a troublesome, noisy, clever,
naughty, cheeky monkey.
And it had escaped from the zoo!
7
Literacy
lesson plans Who’s knocking Learning outcomes • Write these questions on the
chalkboard:
Primary 6
on the door? By the end of the lesson, most pupils will be 1. In the poem does
Term 3 able to: ‘someone’ refer to a) a
known person or b) an
• Identify -ous’ words.
unknown person?
• Find the rhyming words in poems.
2. List 3 things that the
writer did when he heard
Preparation the knock.
3. Two sounds of two
Week 21 creatures were heard
Before the lesson
Who’s knocking on from the forest. What
the door? • Write these spelling words on the were they?
Day 1 chalkboard: marvelous, dangerous,
mountainous. • Write the key words
(knocking, stirring, right, night,
• Draw a picture of a boy knocking on a door
wall, call, fall, whistling).
on a poster. You can also collect relevant
picture from magazine/newspaper and paste
on the poster paper.
• Write the poem on a poster.
• Write these words on flashcards: knocking,
wee, a-stirring, still, beetle, tapping, screech-
owl, cricket, whistling, dewdrops.
8
10 15 10
minutes minutes minutes
Spelling Reading Grammar
Whole class teaching Whole class teaching Pair task

• Show the pupils the spelling Key words • Show the poster of the boy • Write ‘wall’, ‘knocking’, • Sit down with group A and
words on the chalkboard. knocking on the door. ‘call’ and ‘right’ on the ask them to take turns
• Tell the pupils to look
chalkboard. Ask the reading parts of the story to
• Say the words and ask carefully at the words. • Ask the pupils:
class which two words you.
the pupils to repeat them.
• Ask them how many ‘What can you see in the rhyme.
Explain the meaning of the • Tell group B to play the
words sound alike. picture?’
words. Matching Game with all the
‘What do you think will hap-
• Tell them to look for spelling words.
• Explain that words with pen next?’
any rhyming words.
‘ous’ have two parts: the • Tell Groups C and D to
root and the suffix e.g. • Ask them to read the • Ask the pupils to read the write the sentences off the
mountain+ous,danger+ous. rhyming words. poem from the chalkboard. chalkboard in their exercise
books, putting in the missing
• Tell pupils that adding the • Say well done if they • Choose some pupils to words. After completing
‘ous’ makes the words into read it correctly. come to the chalkboard and the sentences, the groups
adjectives. underline the new words. are to come up with 2 new
• Ask some pupils to spell • Ask the pupils to read sentences using prepositions.
an ‘ous’ word on the chalk the words/phrases on the
board. flashcards and explain their
meaning.
• Ask pupils to answer the
questions about the poem on
the chalkboard.
9
20 5
minutes minutes
Group Activities (Dividing A,B,C and D) Plenary
Group A Group D Whole class teaching

• Sit down with pupils for • Ask the pupils to draw • Choose some pupils to
guided reading. After a picture of the poem’s read the rhyming words in
reading, ask them to events. the poem.
identify the rhyming words
• Choose some pupils to
in the poem.
show the pictures of the
Group B poem.
• Tell these pupils to read

and identify the rhyming
words.
Group C
• Give these roles to pupils:
narrator, boy, door, beetle,
wall, forest, screech-owl,
cricket, dewdrops. Ask
them to role play the events
in the poem.
10
Literacy
lesson plans A boy came Learning outcomes
Primary 6
knocking… By the end of the lesson, most pupils will be
Term 3 able to:
• Spell three words with ‘ous’.
• Identify the rhyming words in poems.
Preparation
Week 21 Before the lesson

A boy came
knocking… • Write these spelling words on the
Day 2 chalkboard:famous, humorous, courageous.
• Write these key words on flashcards:
dewdrops, infant, cradle, sickness, to gaze,
to weep.
11 11
15 10 10

• Show the pupils the spelling Key words • Show the poster of the boy • Ask if anyone can remember
words on the chalkboard. knocking on the door. what an adverb is.eg (quickly
• Tell the pupils to say
,loudly).
• Say the words and ask the words five times. • Ask pupils to read the poem
the pupils to repeat them. on the chalkboard. • Ask the class to give examples
• Ask them how many
Explain the meaning of the of other adverbs.
words sound alike. • Choose some pupils to
words.
come to the chalkboard and • Ask pairs to find verbs in the
• Tell them to look for
• Ask pupils to find the two underline the rhyming words. poem and choose adverbs
any rhyming words
parts of each word e.g. the that could describe the action.
from the poem. • Explain the meaning of the
root and the suffix. E.g. knocking (quietly/loudly/
rhyming words.
• Ask them to write the angrily), listened (carefully/
• Ask some pupils to spell
rhyming words. silently).
an ‘ous’ word on the chalk
board. • Ask them to compare
the rhyming words.
12
20 5
minutes minutes
Group Activities (Dividing Plenary

A,B,C and D)
Whole class teaching Pair task
Group A Group C • Choose some pairs to say

a verb from the poem and
• Ask the pupils to draw a picture • Tell these pupils to read the adverb that they have
of the poems event. and identify the rhyming chosen.
words.
Group B
Group D
• Sit down with pupils for guided
reading. Ask them to say • Give these roles to pupils:
what the boy is thinking. They narrator, boy, door, beetle,
should write his thoughts in a wall, forest, screech-owl,
speech bubble. cricket, dewdrops. Ask
in the poem.
13
Literacy
lesson plans My mother Learning outcomes
Primary 6
By the end of the lesson, most pupils will be
Term 3 able to:
• Find the rhyming words in poems.
Preparation

My mother
Day 3 • Write these spelling words on the
chalkboard: nervous, continuous, cautious.
• Write these words on flashcards: infant,
cradle, sickness, to gaze, to weep.
• Write the ‘My poem’ on a poster.
• Draw a picture of a mother holding a baby
on a poster for role play.
14
15 10 10
Individual task Whole class teaching Whole class teaching

• Read and explain today’s • Ask pupils if they can • Ask some pupils to role • Remind the pupils that
words together. remember their mother’s play the poem. adverbs describe verbs.
actions when they were
• Remind pupils that these • Divide the class into two • Ask pupils to give examples of
young.
words are in two parts (root groups. adverbs.
and suffix). • Ask pupils what their mother
• Ask one group to chant • Choose some pupils to point
did when they were sleeping,
• Write these anagrams the words of the child and out the adverbs in the poem.
when they were ill or when
on the chalkboard and the other group to act as
they were naughty. • Ask pupils to think of 3
ask pupils to spell them mother.
synonyms for each adverb in
correctly in their exercise • Ask the pupils to read the
• Choose some pupils to the poem.
books: poem on the poster.
role play the poem.
1. otsiunoncu 1. Ask pairs to find verbs
• Ask pupils to read the words/
2. tacuuios • Tell them to follow two in the poem and choose
phrases on the flashcards
3. verosnu lines at a time as they role adverbs that could
and explain their meaning.
play. describe the action. E.g.
• Choose some pupils to knocking (quietly/loudly/
• Ask one pupil to act as a
come to the cardboard and angrily), listened (carefully/
mother and one as a child.
underline the rhyming words. silently)
• Explain the meaning of the
rhyming words.
15
20 5
minutes minutes
Group Activities (Dividing Plenary

A,B,C and D)
Whole class teaching Group C Whole class teaching
Group A • Sit down with pupils for • Ask pupils to choose one of
guided reading. Ask them the ‘-ous’ words and write
• Give these roles to pupils: to say what the boy is them in a sentence.
narrator, boy, door, beetle, wall, thinking. They should write
forest, screech-owl, cricket, his thoughts in a speech
dewdrops. Ask them to role bubble.
play the events in the poem.
Group D
Group B
• Tell these pupils to read
• Ask the pupils to draw a picture and identify the rhyming
of the poem’s event. wordsplay the events in the
poem.
16
Literacy
lesson plans I Saw a Monkey Learning outcomes
Primary 6
on My Way to By the end of the lesson, most pupils will be
Term 3 School able to:
• Find the adjectives in a poem.
Preparation

I Saw a Monkey on
My Way to School • Write these spelling words on chalk board:
Day 4 ambitious, spacious, envious.
• Draw a picture of a monkey on a poster.
You can use pictures from magazine or
newspaper.
• Write the poem on a poster: I Saw a Monkey
on my Way to School.
• Read the rhyming words and plan how you
will explain these words to the pupils.
17
15 10 10
Whole class teaching Whole class teaching Group task

• Choose some pupils to • Show pupils a picture of a • Ask one of the pupils to • Remind the pupils that
write three ‘ous’ words on monkey. act as a student going adjectives describe noun or
the chalkboard. to school. pronoun.
• Ask them to describe what a
• Point to the words and monkey does. • Ask another pupil to • Ask some pupils to give
choose some pupils to read act as a monkey. examples of adjectives.
• Ask the pupils to read the
them.
poem on the poster. • Ask the other pupils to • Ask groups to choose three
• Ask some pairs to come to read the poem. adjectives from the poem and
• Choose some pupils to come
the chalkboard and try to write them in 3 sentences.
to the poster and underline • Let the student and
spell them.
the adjectives in poem. the monkey act the
• Dictate these words for adjectives as the pupils
• Explain the meaning of
the pupils to write in their read the poem.
‘adjective’(a word that
exercise books.
describes nouns or pronouns)
• Ask some pupils come to the
front of the class.
18
20 5
minutes minutes
Group Activities (Dividing A,B,C and D) Plenary

• Tell these pupils to read • Sit down with pupils • Choose some groups to
and identify the rhyming for guided reading. read out their sentences
words. Ask them to say what with adjectives.
the boy is thinking.
Group B They should write his
• Give these roles to pupils: thoughts in a speech
narrator, boy, door, beetle, bubble.
wall, forest, screech-owl,
cricket, dewdrops. Ask
in the poem.
Group C
• Ask the pupils to draw a
picture of the poems event.
19
Literacy
lesson plans I like this poem Learning outcomes
Primary 6
because…. By the end of the lesson, most pupils will be
Term 3 able to:
• Spell 12 ‘ous’words.
• Compare the three poems learnt.
Preparation

I like this poem
because…. • Write these words on the chalk board:
Day 5 marvel, danger, mountain, fame, humour,
courage, nerve, continue, caution, ambition,
space, envy.
• Write these blank sentences on the
chalkboard:
1. Our favourite poem is ___________
because…
2. We don’t like _____________
because…
3. The most difficult poem is ___________
because…
• Write 3 poems on the poster paper/

chalkboard. 20
15 10 20 5
minutes minutes minutes minutes
Spelling Reading Comprehension Plenary
Group task Whole class teaching Pair task Whole class teaching
• Ask pupils how many ‘ous’ • Ask pupils if they can • Read the finished poem • Display the 3 poems to the • Ask pairs to read
words they can remember. remember what happened in and ask pupils to repeat pupils . their sentences
the poem ‘I Saw a Monkey on it after you. about the poems to
• Ask groups to look at the • Show pairs the questions
My Way to School’. the class.
words on the chalkboard. about the poems on the
• Write on the chalkboard ‘I chalkboard.
• Tell them they have to add
saw a __________ on my
‘ous’ to each word to make • Ask pairs to complete the
way to school’.
it into an adjective. sentences according to their
• Tell the class they are going opinions.
• Tell groups that the first one
to think of a person or an
to finish all the words will be
animal they saw on the way
the champion.
to school and describe it
• Say, ‘One, two, three, go!’ using different adjectives.
• Ask pupils to suggest
adjectives and write the
poem on the chalkboard
in the same style as the
original.
21
Week
22
Repetition in poems
22
Resources for Learning expectations Spelling Words / Phrases for Poem: I’m shouting, Poem: A new school
the week words(homophones) the week: I’m singing
By the end of the week: A new school for
Primary 6 Been/bean Shouting I’m shouting loudly. children.
All pupils will be able to: Singing A bright school for the
Son/sun I’m singing nicely.
Swinging young.
• Spell and use selected Winging I’m swinging quickly
You/ewe through the trees. A new school for
homophones. Sky-high
Would/wood children.
Buzzing I’m winging sky-high.
Most pupils will be able Splendid in the
By/buy Shining With buzzing black shade.
to: Twitching bees.
Due/dew
• Identify repetition in Shade
So/sew Lots of study.
poems. I’m the sun shining
Week 22 Higher/hire Wow words Lots of play.
brightly.
Some pupils will be able Our/hour excellent I’m the moon looking Nice to study.
to: marvelous beautifully. Nice to play.
New/knew beautiful
• Write a choral poem. I’m the dew on the
No/know horrible rocks.
lovely A new school for
Tail/tale I’m a nice-looking children.
wonderful rabbit.
Mail/male splendid A bright school for the
Whose habit young.
Fair/fare great
fantastic Is twitching his nose. A new school for
Caught/court interesting children.
terrible There in the shade.
perfect
brilliant
23
Literacy
lesson plans Shared writing Learning outcomes
• Write five adjectives on
Primary 6 flashcards: loud, strong,
happy, quick, nice.
Term 3 able to:
• Write five adverbs on
• Sound out words with different spellings and
flashcards: loudly, strongly,
the same sound.
happily, quickly, nicely.
• Use some adjectives or adverbs in simple
• Write the poem ‘I’m shouting’
sentences.
on a poster and hang on the
wall.
Preparation
Week 22
Shared writing
Day 1 Before the lesson
• Write these sentences on the chalkboard:
1. Where have you __________? (been/
bean).
2. The ______ is shining today. (son/sun).
3. A _______ is a female sheep (you/
ewe).
4. Please get some _______ for the fire.
(would/wood).
24 24
10 25 20 5
Spelling Shared writing Grammar Plenary
Whole class teaching Whole class teaching Group task Pair task
• Choose some pupils to • Ask pupils what they do • Ask pupils to write three • Ask pupils if they can • Ask selected groups to
help write these words on when they feel happy, ‘Do words to describe their say adverbs for each perform their dialogue
the chalkboard: been/bean, you sing? Do you shout?’ mother. adjective then show the for the class.
son/sun, you/ewe, would/ adverb flashcards.
• Show the pupils the poem • Write pupils’ answers on
wood.
on the poster. the chalkboard (e.g. My • Ask groups to do a
• Ask some of the pupils to mother is tall, my mother small question and
• Tell pupils to silently recite
read these words is beautiful, my mother is answer dialogue using
the poem “I’m shouting, I’m
happy etc). the adverbs on the
• Explain that words with singing”.
flashcards:
different spellings and the • Ask pupils, ‘What name do
• Read the poem aloud and
same sounds are called we give to these words?’ A: How does your
ask pupils to recite the
homophones. mother cook?
poem after you. • Remind pupils that they
• Show the class the are adjectives. Show the B: My mother cooks
• Tell the pupils to find
sentences on the adjective flashcards.
examples of repeated words ………………….
chalkboard. Ask them to
or lines. • Provide some nouns and
choose the correct word for A: How does your
ask pupils to describe
each gap. • Explain the meaning of the mother sweep?
them using these
poem.
adjectives. B: My mother sweeps
• Ask pupils to write 3
…………………….
sentence beginning I’m
………… to show what they
do when they are happy.
25
Literacy
lesson plans Shared writing Learning outcomes
Primary 6
Term 3 able to:
• Read words with different spellings and
same pronunciation correctly.
• Use adjectives and adverbs in sentences.
Preparation
Week 22
Shared writing Before the lesson
Day 2
• Write these words on the chalkboard: buy/by,
dew/due, so/sew, higher/hire.
• Write this repetition poem on a poster from
the week resource page.
26
10 25 20 5
Whole class teaching Whole class teaching Group task Whole class teaching
• Show pupils the • Ask the class to imagine • Remind pupils about the • Ask group to read their
homophones on the that they can build a new adjectives and nouns they completed phrases.
chalkboard. school. learnt yesterday.
• Ask groups to suggest
• Say the words and ask • Ask the class, ‘What would • Write the following more phrases that
pupils to read them after your new school look like? phrases on the chalk use the adjectives and
you. What could you do in your board. adverbs.
new school?’
• Explain the meaning of • Ask groups to complete
these words. • Tell pupils to look at the them using adjectives and
poem “New School”. adverbs
• Ask them to clap their
hands when they hear • Tell them to point out 1) A ……looking car.
words with the same patterns of repetition. 2) A ……little car.
sound, e.g. wood/would. 3) A…… painted house.
• Ask pupils to recite the
They should not clap when 4) A …….built house.
poem in chorus.
they hear a mixed pair e.g. 5) A …….looking boy.
would/sew. • Ask them to try to explain 6) A …….written test.
the meaning of the poem.
• Ask them to copy the pairs
of words into their exercise • Rub out some adjectives
books. and nouns e.g. new, nice,
school, study.
• Ask pupils to replace these
words with others.
27
Literacy
lesson plans Brainstorm Learning outcomes
Primary 6
Term 3 able to:
• Spell and use pairs of homophones.
• Contribute to a brainstorm on writing a
poem.
Preparation
Week 22
Brainstorm Before the lesson
Day 3
• Write the homophones on the chalkboard:
our/hour, new/knew, no/know, knows/nose.
• Write the poem ‘A new school’ on the
poster.
28
10 25 20 5
Spelling Shared writing Brainstorm Plenary
Whole class teaching Pair task Group task Whole class teaching
• Choose four pupils to come • Show the pupils these Wow! • Ask pupils what games • Use these questions • Ask a pupil from each
to the front of the class. words: lovely, wonderful, they play in their school at to help the groups group to recite their
fantastic, great. the moment. brainstorm ideas for line.
• Ask all of them to face the
their poem.
chalkboard. • Read and explain these • To collect ideas take the • Ask the other groups
words. pupils outside. -- What does the to notice if they use
• Give them each a piece of
school playground any Wow! words.
chalk. • In pairs ask pupils to look at • Tell them to look at the
look like?
the poem ‘A New School’. playground.
• Dictate the following sets of
-- What are the games
words:our/hour, new/knew, • Tell them to use the Wow! • Tell them to measure the
played on the field?
no/know, knows/nose. words to replace some width and length of the
adjectives in the poem: play ground. -- Which games do
• Ask the four pupils to
you like best?
write the words on the • Ask groups to discuss
A ______school for chil-
chalkboard. games played on the field.
dren.
• Tell the pupils to compare • Take them back to the
the spellings in each pair of A ____ school for the class.
words. young.
• Mix the sets of words up on A ______ school for chil-
flash cards and ask pupils
to match each word with dren.
the right pair. _________in the shade.
29
Literacy
lesson plans Guided writing Learning outcomes • Write the Wow! words on
flashcards.
Primary 6
By the end of the lesson, most pupils will be • Have ready the brainstormed
Term 3 able to: ideas from the previous
lesson.
• Spell and use homophones correctly.
• Write a simple choral poem.
Preparation

Guided writing
Day 4 • Write these homophones on the chalkboard:
tail/tale, mail/male, fair/fare, caught/court.
• Write the wordsearch on the chalkboard:
c h u t e f
a c t o r o
u o r o i u
g r u h g g
h t o s h h
t b c s t t
p r i t e s
30
10 25 20
Spelling Guided writing Independent writing
Whole class teaching Whole class teaching Group task Group task
• Read and explain • Explain that the pupils • Remind pupils to look at the • Tell the pupils they are going to write
the meaning of the need to find words that brainstorm for ideas. a poem on ‘A New Playground’ in
homophones on the will make their poem their exercise books.
• Ask the pupils to select
chalkboard. more interesting.
their descriptive words. • Write this framework on the
• Choose some pupils to • Flash all the Wow! words chalkboard:
• Ask pupils to group the
sound out and spell the and ask pupils to read
words according to: A New Playground
homophones. them.
-- Words to describe the A ________ playground for
• Ask some pupils to come • Show the pupils the poem _________.
playground.
out and find these words ‘A New School’. Ask them A _________ playground for the
in the wordsearch on the to replace the adjectives -- Words to describe _________.
chalkboard: in the poem with the games. A _________ playground for
Wow! words. ____________.
• Choose some pupils to • Tell the pupils to try to use ___________ in the ____________.
write the words on the the Wow! words,adjectives
poem on the poster. and adverbs. Lots of _________.
Lots of _________
_______ to _________
_______ to _________
31
5
minutes
Independent writing Plenary
Whole class teaching

A ________ playground for
• Choose some pupils
_________.
to read the lines they
A _________ playground for
have written.
the _________.
A _________ playground for • Look at any Wow!
____________. words they have used.
There in the ___________.
• Tell groups to write a poem

about a new playground.
• Encourage groups to use the
words/phrases and Wow! words
they have learnt.
32
Literacy
lesson plans Guided writing Learning outcomes 9) Our
10) New
i) knew
j) ewe
Primary 6 11) No k) tale
12) Tail l) sew
Term 3 able to:
13) Mail m) dew
• Use homophones correctly. 14) Fair n) buy
• Write a short poem describing their play 15) Caught o) know
ground.
Preparation
Week 22
Guided writing Before the lesson
Day 5
• Write the list of homophones on the
chalkboard in the following way:
1) Been a) hour
2) Son b) hire
3) You c) sun
4) Would d) bean
5) By e) male
6) Due f) fare
7) So g) court
8) Higher h) wood
33
10 25 20 5
Spelling Guided writing Independent writing Plenary
Group task Whole class teaching Individual task Whole class teaching
• Tell the class they are • Choose some pupils to write • Ask the pupils to write • Choose some pupils
going to practise all the on the chalkboard some of a choral poem of five to read their poems to
homophones they have the words and phrases as lines or more in their own the class.
learnt this week. you say them. words.
• Show the list of • Ask pupils to say sentences • Encourage the pupils to
homophones on the using the words/phrases. use all the ideas they have
chalkboard. been collecting in the
brainstorm activities.
• Ask the class to sound out read and explain the Wow!
the words. words. • Tell them to try and use
some Wow! words.
• Ask groups to match the • Choose some pupils to read
pairs. the poem their groups have
written so far.
• The first group to finish is
the winner.
34
Week
23
Are you a good
friend?
35
Resources for Learning expectations Spelling words - Words / Phrases Are you a good friend?
the week prefixes
By the end of the week: A questionnaire
Primary 6 Exercise 1
Illiterate To fall down Choose the best answer from A, B or C
All pupils will be able to: Illegal 1. You’re going to school with your friend.
To hurt your leg
• Spell words beginning Illegible To share something He/she falls down and hurts his/her
with ill-, ex-, tri- and im- equally leg. Do you:
Exact
To be pleased for A. hurry to school alone?
Most pupils will be able to: Examine someone B. help him/her?
• Identify adjectives in a Except To prove something C. hurry to school and tell your
description teacher about the accident?
Triangle To forgive someone
Week 23 Tribal
Some pupils will be able to: To treat someone well 2. You find some money on the ground.
• Use synonyms and Tricycle Caring Do you:
antonyms to describe a Imitate Thoughtful A. share the money with your friend?
friend B. buy sweets and give some to
Immature Honest
your friend?
Immediately C. keep the money?
36
Resources for the 3. You’ve been invited to a party but your friend Score table:
week wasn’t invited. Do you:
Use the information below to find your points
Primary 6 A. go to the party? for each answer:
B. play with your friend and not go to the
party? 1) A 0 B 5 C 2
C. go to the party then play with your friend? 2) A 5 B 2 C 0
3) A 0 B 5 C 2
3. Your friend wins a prize for a competition and 4) A 2 B 0 C 5
you didn’t. Do you: 5) A 0 B 2 C 5
A. say nothing because you’re upset? 6) A 2 B 5 C 0
B. say you did badly because you weren’t
Week 23 feeling well that day?
C. say ‘Well done!’? Interpretation table: Are you a good friend?
4. People say your friend stole some money but Interpretation of the range of scores
he/she says he/she didn’t. Do you:
A. say you can’t be friends any more? Score range Interpritation
B. ask him/her to prove he/she didn’t do it? Score 0-8: you’re not a good friend! Think about people’s
C. believe him/her? feelings. Be more kind and generous.
5. People found the thief! Do you: Score 9-25: you have many good friends. Try to be more
kind and generous and then you’ll have more!
A. avoid speaking to your friend?
B. try to be friends again? Score 26-30: You’re a really good friend! Everyone likes you
C. say you can’t be friends again? because you’re caring and honest.
37
Literacy
lesson plans What makes a Learning outcomes • Write these words/phrases
on the chalkboard: a
Primary 6
good friend? By the end of the lesson, most pupils will be
questionnaire, to fall down,
to hurt your leg, to share
Term 3 able to:
something equally, to be
• Spell words beginning with the prefix ill- pleased for someone, to
prove something.
• Respond to a questionnaire on friendship.
• Write these synonyms on
flashcards: a survey, to
Preparation
collapse, to injure your leg, to
divide equally, to be happy for
Week 23 someone, to show.
Before the lesson
What makes a good • Write the ‘Exercise 1: Are you
friend? • Write the spelling words on flashcards:
a good friend?’ (Questions
Day 1 illiterate, illegal, illegible
1-3) on a poster paper from
• Write these gapped sentences on the the resource page.
chalkboard:
• Write the ‘Score table: Are
1. It is ____________ to drive too fast on you a good firend’ (scores of
our roads. the answer 1-3) on a poster
2. Many people can’t read and write in our paper from the resource
country and are _____________. page.
3. I can’t read your handwriting – it’s
____________!
38
15 10 10

• Write ‘il’ on the chalkboard • Write the following title on • Tell the pupils that this • Ask the class if they
and ask pupils to say the the chalkboard: Are you a is a questionnaire about remember what a
sound. good friend? being a good friend. synonym is.
• Tell them that ‘il’ is a • Ask the class to describe • Ask pupils to read • Ask the class to look at
prefix which comes at the the character of a good questions 1 to 3 of the words/phrases on the
beginning of a word. It friend. Write their ideas on the questionnaire and chalkboard.
means ‘not’. the chalkboard. choose either A, B or C
• Tell pairs to match
for each question.
• Show the pupils the • Read all the words/phrases the words/phrases on
flashcards with the spelling on the chalkboard and ask • Ask the pupils to number the chalkboard with
words on them. the pupils to say them with their answer from the the synonyms on the
you. Score table. flashcards.
• Say the words and ask the
class to repeat the words • Explain the meaning of the • Choose some pairs to
after you. words/phrases and ask match the words/phrases
pupils to repeat them after with the synonyms.
• Explain the meaning of the
you.
words.
• Ask pupils to tell the name
• Show the class the gapped
of their best friend. Show
sentences.
them ‘Exercise 1: Are you a
• Ask class to put the correct good friend?’
words in the gaps and copy
the sentences into their
exercise books.
39
20 5
minutes minutes
Group Activities Plenary

• Sit down with the pupils • Tell the pupils to • Choose some pupils
for guided reading. After write a short dialogue from Group B to draw
the reading ask them to between two friends a word/phrase on the
draw a picture of their best then practise reading it chalkboard and ask
friend. together. the class to guess the
word.
Group B
• Tell these pupils to choose
three words/phrases and
draw each word in their
exercise books. They
then show the pictures
of the words/phrases to
each other and guess the
words.
Group C
three synonyms and write
each one in a sentence.
40
Literacy
lesson plans Are you a good Learning outcomes • Write these synonyms on
flashcards: to excuse, to be
Primary 6 friend? By the end of the lesson, most pupils will be
kind, helpful, polite, truthful.
Term 3 able to: • Write the ‘Exercise 1: Are you

a good friend?’ (Questions
• Spell words beginning with the prefix ex-
4-6) on a poster paper from
• Complete a questionnaire on friendship. the resource page.
• Write the ‘Score table: Are
Preparation you a good firend’ (scores of
the answer 1-6) on a poster
paper from the resource
Week 23 Before the lesson page.
Are you a good
friend? • Write the spelling words on flashcards: • Write the ‘Interpritation table:
Day 2 exact, examine, except. Are you a good friend?’ on
a poster paper from the
• Write these definitions on the chalkboard:
resource page.
1. To test pupil’s knowledge about a
subject.
2. Not including.
3. Correct.
• Write these words/phrases on the

chalkboard: to forgive someone, to treat
someone well, caring, thoughtful, honest.
41
15 10 10
Whole class teaching Individual task Whole class teaching

• Write ‘ex’ on the chalkboard • Read and explain the words/ • Ask the pupils to • Ask the class if they can
and ask pupils to say the phrases on the chalkboard number their answer remember the synonyms
sound. to the pupils. from the Score table. from yesterday.
• Tell them that ‘ex’ is a • Read all the words/phrases • Ask them to add • Ask the class to look at
prefix which comes at the on the chalkboard and ask their total score from the words/phrases on the
beginning of a word. the pupils to say them with questions 1-6. chalkboard.
you.
• Show the pupils the • Show them the • Ask 5 pupils to come to
flashcards with the spelling • Explain the meaning of the ‘Interpritation table’ and the front of the class.
words on them. words/phrases and ask tell them to check which
• Give one synonym
pupils to repeat them after interpritation goes with
• Say the words and ask the flashcard to each pupil.
you. their score range.
class to repeat the words
• Tell each pupil to match
after you. • Ask them what they can • Tell the pupils to
the words/phrases on
remember about the share their score and
• Explain the meaning of the the chalkboard with
questionnaire on being a interpritation in pair.
words. the synonym on their
good friend.
flashcard.
• Show the definitions on
• Ask pupils to read questions
the chalkboard. Ask pupils
4 to 6 from the ‘Exercise
to match the words to the
1: Are you a good friend?’
definitions and write them
and choose either A, B or C
in their exercise books.
for each question.
42
20 5
minutes minutes

• Tell the pupils to write a short • Tell these pupils to • Choose some pupils
dialogue between two friends choose three synonyms from Group C to draw
then practise reading it together. and write each one in a a word/phrase on the
sentence. chalkboard and ask
Group B the class to guess the
• Sit down with the pupils for word.
guided reading. After the
reading ask them to draw a
picture of their best friend.
Group C
three words/phrases and draw
each word in their exercise
books. They then show the
pictures of the words/phrases
to each other and guess the
words.
43
Literacy
lesson plans Describing Learning outcomes • Cut out pictures from
newspapers/magazines of
Primary 6
people By the end of the lesson, most pupils will be
people: one picture for each
group.
Term 3 able to:
• Write the following words on
• Spell words beginning with the prefix tri-
the chalkboard and leave
• Read and understand descriptions of them there for the rest of
people. the week: naughty, funny,
caring, hard-working, helpful,
unreliable, friendly, honest,
Preparation
brave, lazy, rude, badly-
Week 23 behaved, disobedient.
Describing people Before the lesson • Flashcards of the following
Day 3 synonyms from Days 1 and
• Write the following words on flashcards:
2:to collapse, to injure your
triangle, tribal, tricycle.
leg, to show, to excuse, kind,
• Draw the following pictures on a poster: helpful, polite, truthful.
1) a triangle, • Write these antonyms on
2) a girl, 3) a square, the chalkboard: to get up,
4) a bicycle, to heal your leg, to hide, to
5) a circle, blame, cruel, useless, rude,
6) a tricycle dishonest.
7) five people from the same tribal group.
44
15 10 10
Pair task Group task Whole class teaching

• Write ‘tri’ on the chalkboard • Show the class a picture of • Redistribute the • Ask the class if they
and ask pupils to say the a person from a newspaper/ descriptions to different remember what an
sound. magazine. groups and ask them to antonym is.
match the description
• Tell them that ‘tri’ is a • Ask the class to describe • Show the class the
with the correct picture.
prefix which comes at the the person using adjectives. flashcards of synonyms
beginning of a word. Tell from Days 1 and 2.
• Read and explain
them that ‘tri’ means ‘three’.
the adjectives on the • Give the flashcards to
• Show the pupils the chalkboard. different pupils in the
flashcards with the spelling class.
• Tell groups they are going to
words on them.
get a picture of a friend. • Show the class the
• Say the words and ask the antonyms on the
• Give one picture to each
class to repeat the words chalkboard.
group.
after you.
• Read the antonyms and
• Ask each group to write
• Explain the meaning of the ask pupils to hold up
a short description of the
words. the correct synonym
person in their picture.
flashcard.
• Show pairs the poster. Tell
• Collect the pictures and
them to match the words
display them on the
with the correct picture. The
chalkboard.
first pair to get the answers
correct is the winner.
45
20 5
minutes minutes

• Tell these pupils to choose • Tell these pupils to • Ask pupils to write the
three synonyms and write choose three words/ antonyms with their
each one in a sentence. phrases and draw each correct synonyms in
word in their exercise their exercise books.
Group B books. They then show
• Tell the pupils to write a the pictures of the
short dialogue between words/phrases to each
two friends then practise other and guess the
reading it together. words.
Group C
• Sit down with the pupils
for guided reading. After
the reading ask them to
draw a picture of their best
friend.
46
Literacy
lesson plans My friend is… Learning outcomes 5. My father likes to
_________ my book as a
Primary 6 joke.
6. Don’t be ___________ to
Term 3 able to:
your teacher!
• Spell words beginning with the prefix im-
• Read and understand descriptions of friends.
Preparation

My friend is…
Day 4 • Write the following words on flashcards:
imitate, immature, immediately.
• Write the following sentences on the
chalkboard:
1. Why did you __________ your brother
for breaking the pot?
2. My friend was ___________ and didn’t
help me with my homework.
3. You shouldn’t be ________ to animals.
4. After collapsing, my mother ________
______ and had a drink of water.
47
15 10 10
Whole class teaching Pair task Individual task

• Write ‘im’ on the chalkboard • Dictate these sentences • Show pupils the • Ask pupils to write • Ask pupils if they can
and ask pupils to say the and ask pupils to write them adjectives on the a short description remember the antonyms
sound. in their exercise books: chalkboard to describe of their friend using from the previous lesson.
people. the model on the
• Tell them that ‘im’ is a 1. Fatima tried to imitate • Show pupils the sentences
chalkboard. They
prefix which comes at the her favourite teacher. • Check that pupils on the chalkboard.
should include the
beginning of a word. 2. Musa likes playing remember the meaning
3 adjectives in their • Ask them to write them in
tricks on his friends of these words.
• Show the pupils the description. They their exercise books with
because he is • Ask pupils to think of should not write the
flashcards (imitate, the correct antonym in the
immature. a friend and choose name of their friend on
immature, immediately) with gap.
3. Go to the head teach- 3 adjectives on the their description.
the spelling words on them.
er’s office immediately! chalkboard to describe
• Say the words and ask the • Ask pairs to read their
him/her.
class to repeat the words descriptions to each
after you. • Write ‘My friend other. They each have
is _________ to guess the name
• Explain the meaning of the because…..’ on the of the friend being
words. chalkboard. described.
48
20 5
minutes minutes

• Tell these pupils to choose • Sit down with the pupils • Choose some
three words/phrases and for guided reading. pupils to read out
draw each word in their After the reading ask their sentences with
exercise books. They them to draw a picture antonyms.
then show the pictures of their best friend.
• Check that they are
of the words/phrases to
correct.
each other and guess the
words.
Group B
three synonyms and write
each one in a sentence.
Group C
• Tell the pupils to write a
short dialogue between
two friends then practise.
reading it together
49
Literacy
lesson plans Discussion Learning outcomes
Primary 6
Term 3 able to:
• Recognise and spell 4 common prefixes.
• Decide on the characteristics of a good
friend.
Preparation
Week 23
Discussion Before the lesson
Day 5
• Write the following word stems on the
chalkboard: -act, -itate, -egal, -amine, -ibal,
- angle, - cept, - mediately, - iterate, - cycle,
- mature, - egible.
• Write these statements on the chalkboard:
-- A friend tries to be nice to you
-- A friend tries to help you
-- A friend believes you
-- A friend never hurts you
-- A friend helps you when you’re ill or sad
50
10 10 30 5
Pair task Whole class teaching Group task Whole class teaching
• Show pupils the word • Ask the class to read • Ask groups to compare • Ask pupils to write the
stems on the chalkboard. the statements on the their answers to the correct prefix in front
chalkboard about a good previous activity. of the word stems on
• Ask them to say the 4
friend. the chalkboard.
prefixes they have learnt • Ask groups to all agree on
this week. • Ask pupils to put them in one statement together.
order from 1-5. Tell them
• Write them on the • Ask groups to prepare a
that ‘1’ is the most important
chalkboard. role play that shows the
aspect of a good friend and
aspects of a good friend in
• Ask pairs to match the ‘5’ is the least important
their chosen statement.
correct prefix with the word aspect of a good friend.
stems and write them in • Ask groups to practise
their exercise books. their role play.
explain their choice for
number ‘1’ and give a • Ask groups to perform
reason. their role play at the front
to the class.
• Ask the class to decide
which is the best role play.
51
Week
24
A poem about a
friend
52
Resources for Learning expectations Spelling words Words / Phrases Poem: I need a friend
the week
By the end of the week: Take Peacemaker
Primary 6 I am a peacemaker, not a troublemaker
Light Troublemaker I am friendly,kind and forgiving
All pupils will be able to: I am strong and willing
Boy Forgiving
• Spell diphthongs cor- Willing Teach me and I will learn
rectly. Phone Help me and I will grow
Strong Will you be my friend forever?
Care
Most pupils will be able to: Grow
Fear
• Use adjectives and simi- Forever
Sure
les to describe a friend.
Found
Week 24
Some pupils will be able Wow words
to:
Courageous
• Write a simple poem
about a friend. Extraordinary
Bold
Brave
Warm
Adventurous
Humorous
Generous
Helpful
Cheerful
53
Resources for the Square word search chart Sustituion table
week
Primary 6 c A R e x H big
h E A r z A friendly
warm
forgiving
d G F e a R kind
willing
b T A k e E happy
My friend is a peace- and because…
strong
o I L q w N maker
nice
y A S A y X a trouble-
maker
Week 23
54
Literacy
lesson plans
Primary 6
Describing a Learning outcomes
Term 3 Friend By the end of the lesson, most pupils will be

able to:
• Spell diphthongs in these:words ‘take/say’
and ‘boy/oil’ correctly.
• Use adjectives to describe a friend.
Week 24
Describing a Friend
Day 1 Preparation
Before the lesson

• Make a poster of a friend.
• Write down the poem ‘I need a friend’ on
a large cardboard from the week resource
page.
55
10 25 20 5
• Choose some pupils to • Ask some pupils to tell the • Ask the pupils to complete • Read the poem ‘I need • Ask the pairs to say
write these words on the class the name of their best the following sentences a friend’ to the class and the missing words
chalkboard ‘take/say, ‘boy/ friend. with the correct adjective, explain. in the following
oil’ as you say them. in their exercise books: sentences:
• Ask these pupils to say one • Explain that you are going
• Tell the pupils that in some adjective to describe their 1. My friend is-------------. to remove some words -- She is very --------.
words two vowel sounds best friend. (short, tall ). and ask them to replace (helpful, usual)
can be joined in one them using their own -- My brother is a--
• Write the words on the 2. He/She is------------.
syllable to form one speech words. ----- person (boy,
chalkboard. (friendly,terrible)
sound. Such sounds are gentle, lovely).
• Ask the class to fill in
called diphthongs. • Show the class the poster of
3. She/He is -----(cold, the missing words in the
a friend.
• Choose some pupils to say warm) with people. following poem from their
the words’ take’ and ‘say’ • Pupils describe the physical wow! words.
and ’boy’ and ‘oil’. appearance /character of a 4. He/She is----(fair,dark)
friend. in complexion. ‘I need a friend’
• Read them and ask pupils I am a peacemaker, not a
to spell them. • Write their ideas on the troublemaker
chalkboard. • Ask pupils to say some I am --------------,-----------
• Ask the pupils to write the other words to describe a
words in their books. • Write the sentences on the and ----------
friend and write them on I am -------------- and --------
chalkboard and ask pupils the wow! words wall.
to underline the adjectives. -------------
Teach me and I will learn
Help me and I will grow
Will you be my friend?
56
Literacy
lesson plans My Friend Learning outcomes
Primary 6
Term 3 able to:
• Spell words containing: diphthongs ‘fear/hear’
and ‘care/hare’.
• Write sentences using simple similes.
Preparation
Week 24
My Friend Before the lesson
Day 2
• Draw a picture of a friend.
• Make the square word search chart flash
cards for groups. The word chart is in the
week resource page.
• Make the substitution table on a poster from
the week resource page.
57
10 25 20 5
Group task Pair task Pair task Whole class teaching

• Write these words on the • Ask pupils to draw a friend. • Tell the class that when 3. My teacher is as • Ask some pupils to
chalkboard (fear/hear, we compare two or more gentle as a…Is read out their similes.
• Present the substitution strong------------.
care/hare) and ask the things using ‘like’ or ‘as’it is
table to the class, use it 4. This biscuit is as
pupils to read after you. called a simile. e.g I swim
with the pupils to write and sweet as ------------.
like a fish. He is as tall as
• Tell the class that they describe a friend. 5. Your bag is as
a giraffe.
are going to play a game heavy as---------- .
• Do the first one as an
to practice the spelling of • Ask the pupils to suggest
example then ask them to
diphthongs. ideas for other things they
help you to construct the
can make comparison
• Write these words on the rest of the sentences:
with.
chalkboard: fear/hear,
e.g. My friend is friendly
care/hare, boy/oil, take/say. • Ask the pupils to work
and warm because she has
in pairs to use these
• Share the word search a smile for everyone.
expressions to compare
chart flashcard to the
people to things or
groups. • Ask pupils to read the
animals with similar
description to each other
• Ask groups to find the behaviours:
and guess the name of the
words in the word search.
friend. 1. My friend runs as fast-
• Show one word at a time ----------.
• Write the words: friendly,
and ask pupils to search for 2. Rakya is as happy as
forgiving, warm, kind, nice,
the word. a ------- .
peacemaker and willing on
• Pupils say ‘Bingo’ as they the wow!words wall.
find all the words.
58
Literacy
lesson plans I need a nice Learning outcomes
Primary 6
friend By the end of the lesson, most pupils will be
Term 3 able to:
• Spell words containing ‘ poor/sure’ and ‘cow/
found’ sounds ( diphthongs)
• Suggest wow!words to make writing the
Poem more interesting.
Preparation
Week 24
I need a nice friend
• Write the new words on flashcards
59
10 25 20 5
• Write these words on the • Show five new words • Tell the groups that they • Write ideas from • Choose some pupils
chalkboard: flashcards and ask pupils to are going to brainstorm each group on the to read the answers to
suggest their meanings. ideas for writing a poem. chalkboard. their questions to the
1. bow class.
• Tell them that they need • Ask each group these • Ask pupils to help you
2. cow put the ideas together to • Ask the pupils to say
some interesting words to guiding questions and tell
3. found/sound make their poem writing them to write their ideas write a poem. the wow!words they
interesting. on a sheet of paper: have used so far.
4. sure/pure. • Use the questions as a
• Ask the pupils to suggest 1. Who is the friend you guide to get the ideas .
• Say the words and ask the such interesting words in need?
pupils to pair the words that pairs to describe a friend in 2. What do you need
sound the similar the class. from a friend?
• Say each of the two • Ask the pupils to match 3. Can you trust a
sounds clearly: bow/cow. the five key words withtheir friend?
suggested interesting words 4. What can a friend do
• Ask groups to write down for you?
as many different words that are nearly the same
with the same sounds as meaning.
• Ask each group to suggest
they can choose some answers to the question
groups to read their list. given to their group.
60
Literacy
lesson plans My Best Friend Learning outcomes
Primary 6
Term 3 able to:
• Spell words containing ‘go/phone ’ and ‘buy/
light’ sounds.
• Write a simple poem.
Preparation
Week 24
My Best Friend Before the lesson
Day 4
• Write out this poem on a chart in the shape
of a diamond:
My best friend,
Happy, funny, kind, caring,
Laughing, joking, playing,
Warm like the sun,
My best friend.
61
10 25 20 5
Whole class teaching Whole class teaching Pair task Whole class teaching
• Write these words on the • Tell the pupils they need to • Show the underlined • Ask pupils to imagine • Ask one or two pairs
chalkboard: go/phone and find words that will make nouns, adjectives, verbs someone at home or at to read out their
buy/light. their poem interesting. and simile in the poem ‘My school and draw his/ her poems to the class
best friend’ on the chart in picture individually. and show the pictures.
• Tell the class that each • Read and explain the
the form of a diamond. • Ask them to save the
pair of the words make the meaning of all the words/ • Ask each pair to swap
same sound. phrases on the chalkboard. • Ask the pupils to help you their pictures. poem for use the next
change the underlined day.
• Ask the pupils to suggest • Explain that a poem can be • Ask them to write one
words to write a poem in a
other pairs of words that written in diamond style. stanza poem in pairs
diamond style.
make the same sounds about the person their
• Tell the pupils to help you
and write them on the partner has drawn.
replace the underlined
chalkboard.
nouns, adjectives, verbs • Remind them to use the
• Ask the pupils to write the and similes in the poem ‘My words/phases on the
words in their exercise best friend’ on a chart with wall.
books. other appropriate words to
• Ask the pupils to use
write their poems.
the diamond poem style
• Write all the words/ to write their own one
phrases/wow! words on the stanza poems.
chalkboard.
• Remind them to use the
wow!words on the wall.
62
Literacy
lesson plans My Poem Learning outcomes
Primary 6
Term 3 able to:
• Use some diphthongs correctly.
• Write simple poems with correct adjectives
and similes.
Preparation
Week 24
My Poem Before the lesson
Day 5
• Make sets of flashcards for four groups
with these words: take, say, fear, go poor,
sure, buy, light, boy, oil, hear, care, their, go,
phone, cow, found.
63
10 25 20 5
Whole class teaching Whole class teaching Individual task Whole class teaching
• Give each group a set • Choose some pupils to write • Ask the pupils to write a • Ask pupils to choose • Choose two or three
of flashcards containing some of the words/phrases diamond shaped poem 3 -ing verbs of actions pupils to read their
words of different diphthong on the chalkboard as you with the title ‘My Friend’ they often perform poems.
sounds. say them. individually. with their friend.
• Dictate the words and ask • Ask some pupils to read • Remind the pupils what • Ask them to write
the pupils to write them in and explain to the class the a diamond poem is. 1 simile that best
their exercise books. poems they wrote on week describes their friend
• Remind the pupils to use
24 Day 4(yesterday).
• Ask the groups to arrange adjectives and similes • Finally, ask them to
the words according to their • Ask the pupils to exchange correctly. repeat the title.
sounds. the poems and suggest
• Tell the pupils to use
different titles.
the wow! words and
• Ask pupils to write them in words/phrases they
their exercise books. have learned.
• Ask the pupils to use the
title ‘My Friend’ which is
a noun.
• Next ask them to use 3
adjectives to describe
the friend.
64
Week
25
A traditional
marriage
65
Resources for Learning expectations Spelling words Words / Phrases Text
the week irregularplural
By the end of the week: Beautifully dressed
Primary 6 forms Traditional Marriage
Traditional marriage (adapted from Macmillan Brilliant Primary
All pupils will be able to: foot/feet English 6 page 17)
Bride groom
• Identify and use tooth/teeth Son-in-law
irregular plural forms. goose/geese Part 1
Veils It was the marriage of Adunni, Chief and Mrs
Most pupils will be able to: knife/knives Demanded Adekola’s daughter, to Kolapo. Women were
• Describea scene in a wolf/wolves Pluck cooking and men were arranging furniture.
picture. People were carrying baskets of yam and
yourself/yourselves Nodded in affirmation
kolanuts. Then the bridegroom, his friends and
Week 25 sheep/sheep relatives arrived. The groom’s family asked
Some pupils will be able
to: fish/fish what they wanted and they replied, “We saw a
beautiful flower in your family which we have
• Write a poetic scissors/scissors come to pluck.”
description of a scene basis/bases
using commas correctly. Part 2
crisis/crises
Toyin, the bride’s younger sister, read the letter
diagnosis/diagnoses of marriage proposal. Kolapo’s family pre-
sented their gifts of kolanuts and salt. When
the groom’s family demanded their wife, two
women came with their faces covered by veils.
But the groom’s family said that neither of the
women was their wife.
66
Literacy
lesson plans A traditional Learning outcomes • Write these sentences on
chalkboard:
Primary 6
marriage By the end of the lesson, most pupils will be 1. It was the traditional
Term 3 able to: marriage of Adunni,
Chief and Mrs Adekola’s
• Identify and differentiate between regular
daughter, and their
and irregular plural forms.
intending son-in-law,
• Describea scene in a picture. Kolapo.
2. When the bridegroom’s
Preparation family demanded their
wife, two ladies were
Week 25 brought with their faces
A traditional marriage Before the lesson covered with veils.
Day 1
• Write sets of singular/plural forms of irregular
nouns on flashcards: tooth, teeth, foot, feet,
goose, geese.
• Collect some pictures of marriage ceremoy
from magazines or news papers.
• Write the passage ‘Traditional Marriage part
1’ on a posterpapar/chalk board.
• Write these new words on the chalkboard:
beautifully-dressed, traditional marriage,
son-in-law, bridegroom, guests, pluck.
67
15 15 15

• Tell the pupils that they • Ask the pupils, ‘Have you • Hand over the pictures • Tell the pupils that they are
are going to learn about ever witnessed a traditional of marriage to the pupils. going to revise the use of
the plural form of irregular marriage?’ clauses.
• Ask pupils to look at
nouns.
• Ask them to tell their the picture of the and • Ask pupils if they
• Explain that the plural partners what happened at describe what they can remember what a clause
of irregular nouns takes the marriage. see. is. If not, tell them that
different forms. a clause is a groups of
• Tell them that we are • Remind pupils to use
words that contains a verb
• Explain that when changing going to learn words that the new vocabulary they
and a subject.
these words from singular are related to traditional have learnt.
to plural, some nounforms marriage. • Show pupils the two
change completely e.g.foot sentences on the
• Read the first six words/
–feet. chalkboard.
phrases on the chalkboard
• Show pupils the flashcards and ask pupils to say them • Invite a pupil to come to
of singular nouns and ask after you. the front and identify the
them to make plurals using clauses in each sentence.
• Explain the meanings of the
similar patterns.
first three words/phrases. • Tell pupils that clauses are
• Invite pupils to the front Then give a definition of separated by a comma.
of the class to match the each word and ask pupils to
• Ask pupils to read the
singular and plural noun. say the words.
passage Traditional
Marriage: Part 1 and find
other examples of clauses.
68
15 5
minutes minutes

• Give the group a set • Ask the pupils to • Choose some pairs of
of word/phrase cards describe the scene pupils to role-play the
and ask them to make using the picture of moods of bride and
sentences with them in marriage ceremony. bride-groom.
their exercise books.
• Ask the class to
Group B explain what they
think made the bride
• Ask this group to draw the weep and the groom
following words in their to smile during their
exercise books: traditional marriage.
--Tubers of yam
--A flower
--A face covered with
veil
Group C
• Sit with pupils for guided
reading.
69
Literacy
lesson plans Tears of joy Learning outcomes 2. Our teacher asked us
to bring some paper a
Primary 6 pencil and an eraser to
the lesson tomorrow.
Term 3 able to:
3. I’m going to invite Fatima
• Change irregular nouns from singular to Hussaina Hadiza and
plural. Bilkisu to my party.
• Use commas correctly in a list. 4. Can you get me
one watermelon two
mangoesfour papayas
Preparation and three garden eggs.
5. Safia spent all morning
Week 25 looking for her exercise
Tears of joy Before the lesson book and pencil case but
Day 2 she couldn’t find them!
• On the chalkboard, write these irregular
nouns in their pairs:fish/fish, sheep/sheep,
scissors/scissors. • Write these questions on the
chalkboard:
• Write these words on the chalkboard:
bridegroom, guests, pluck. 1. Who was Adunni?
2. Who was Adunni’s
• Write these sentences on strips: intended husband?
1. I went to the market and bought some
rice a bunch of bananas a chicken and
some potatoes.
70
10 15 20 15 5
minutes minutes minutes minutes minutes
Spelling Reading Grammar Group Activities Plenary
Group task Whole class teaching Group task Group A Pair task
• Remind pupils that they • Ask the class the meaning • Write on the chalkboard, • Ask this group to draw the • Ask pupils to work in
have been learning to of the first three words/ ‘Kolapo’s family presented following words in their pairs to provide plural
change irregular nouns phrases on the chalkboard. what they brought among exercise books forms of singular
from singular to plural which were a bottle of gin, irregular nouns written
• Show the next three set of --Tubers of yam
using different formats. kolanut, bitter kola and on the chalkboard.
word/phrase flash cards and --A flower
salt.
• Write ‘sheep’ on the explain them. --A face covered with • Ask the class to go
chalkboard. • Distribute a sentence strip veil through the passage
• Ask the pupils to name the
to each group and ask Group B and identify the
• Explain that some irregular four characters in Traditional
them pout the commas in clauses and write
nouns don’t change their Marriage: Part 1 Show • Sit with pupils for guided
the correct places in the them in their exercise
forms in the plural e.g. pupils the questions on the reading.
sentence. books.
sheep/sheep. chalkboard. Ask them to
answer the questions. • Ask each group to read Group C
• Show the sets of flashcards
out their completed
containing the singular • Choose some pupils to role • Ask the pupils to describe
sentence, pausing to show
and plural forms of these play the scene and become the scene using the
where the commas are.
irregular nouns and ask the characters. pictures of marriage
the pupils to observe the ceremony.
differences.
Group D
• Ask pupils to provide more
examples of irregular • Give the group a set
nouns that do not change of word/phrase cards
their forms in the plural. and ask them to make
sentences with them in
their exercise books.
71
Literacy
lesson plans Our wedding day Learning outcomes • Write these new words on
the chalkboard: demanded,
Primary 6 couple, nodded in affirmation.
Term 3 able to: • Write these questions on the
chalkboard:
• change irregular nouns ending in “-is” and
“-es” to their plural form. 1. Who came with the bride-
• Identify errors of punctuation and correct groom?
them in selected clauses. 2. Who was referred to as a
beautiful flower?
Preparation
Week 25
Our wedding day
Before the lesson
Learning outcomes
Day 3 • Write these irregular nouns in their pairs:
crisis/crises, analysis/analyses, diagnosis/
diagnoses on the chalkboard.
1. Our country has one crisis/crises after
another.
2. Our teacher helped us to write up our
analysis/analyses of the experiments.
3. The doctor gave us his diagnosis/diag-
noses.
72
10 15 15 15 5
Whole class teaching Whole class teaching Group task Group A Whole class teaching
• Remind the pupils that they • Read the second set of • Write the following • Sit with pupils for guided • Invite some pupils to
have learnt about plurals of three word/phrases on the incorrect sentences on the reading. write the grammar
irregular nouns that do not chalk and ask pupils to say chalkboard: sentences on the
change from the singular them after you. Group B chalkboard with the
1. He walked all the way
form. • Ask the pupils to describe commas in the correct
• Show the word/phrase home and he shut the
the scene using the place.
• Tell the pupils that they flash cards containing: door.
are going to learn about demanded, nodded in 2. My sick mother pictures of marriage
irregular nouns that the affirmation, couple and jumped out of bed and ceremony.
singular forms change explain them to the pupils. started dancing Group C
from –is to –ese crisis/ 3. If you are not sure
• Show pupils the two
crises, analysis/analyses, about this let me know • Give the group a set
questions on the
diagnosis/diagnoses. now. of word/phrase cards
chalkboard.
4. Having finally arrived and ask them to make
• Show pupils the sentences
• Ask them to read the in town we went shop- sentences with them in
on the chalkboard.
Traditional marriage: Part 2 ping. their exercise books.
• Ask them to choose the and answer the questions.
correct form of the noun. Group D
• Ask the groups to identify
• Ask selected pupils to read the errors in the sentences • Ask this group to draw the
out their answer. on the chalkboard. following words in their
exercise books
• Ask the groups to put
comma in the sentences Tubers of yam
to make them correct. A flower
A face covered with veil
73
Literacy
lesson plans A Bride and Learning outcomes • Write these words on the
chalkboard: destination,
Primary 6
Bridegroom By the end of the lesson, most pupils will be
memorable day, veil
Term 3 able to: • Write these questions on the

chalkboard:
• Change irregular nouns from singular form
ending in –f to their plurals ending in –ves 1. What do you think a let-
ter of marriage proposal
• Write a short description of a bride and
would contain?
bridegroom using commas correctly
2. Mention two of the items
brought by the bride-
Preparation groom’s family.
Week 25
A Bride and
Bridegroom Before the lesson
Day 4
• Write these irregular nouns in their pairs
yourself/yourselves, thief/thieves, wife/wives
on the chalkboard.
1. I hope you enjoy yourself at the
wedding.
2. A thief broke into my house last night.
3. My neighbour has one wife.
74
10 15 20 15 5
Group task Whole class teaching Pair task Group A Pair task
• Remind the pupils that they • Ask the pupils to read • Tell pupils that they are • Ask the pupils to describe • Invite some pupils to
have learnt about plurals of the words/phrases on the going to write a short the scene using the read their description
irregular nouns that change chalkboard. description of a bride and pictures of marriage of a bride and
from the singular form bridegroom using commas ceremony. bridegroom.
• As them what the three
ending in-is to plural ending correctly.
words/phrases mean. Group B
in -es.
• Draw a picture of a
• Show pupils the questions • Give the group a set
• Tell the pupils that they bride and groom on the
on the chalkboard. of word/phrase cards
are going to learn about chalkboard.
irregular nouns that the • Ask the pupils to answer and ask them to make
• Ask pupils to brainstorm sentences with them in
singular forms change the questions about the
words to describe the their exercise books.
from –f to –ves e.g. the passages Traditional
couple and write them
yourself/yourselves, thief/ marriage: Part 1and Part 2.
around the picture. Group C
thieves, wife/wives on the
chalkboard. • Ask pairs to write a • Ask this group to draw the
short description of the following words in their
• Show groups the sentences
bride and groom using exercise books.
on the chalkboard.
the words on the board.
Tubers of yam.
• Tell them to change the Remind them to use
A flower.
noun from singular to plural commas correctly.
A face covered with veil.
and change the number
• Ask pairs to exchange Group D
from ‘one’ to ‘two’ or ‘three’.
their descriptions with
another pair and check • Sit with pupils for guided
that the commas are reading.
correct.
75
Literacy
lesson plans A memorable Learning outcomes
3. The plural of potato is:
Primary 6
day By the end of the lesson, most pupils will be
a) Potatois b) potatoes
c) potatos
Term 3 able to:
• Change irregular nouns from singular form • Write this question on the
ending in –o to their plurals ending in –oes. chalkboard:
• Answer comprehension questions on the 1. What do you think would
passges they have read. be Adunni’s mood that
day?
Preparation
Week 25
A memorable day
• Write these irregular nouns in their pairs:
echo/echoes, tomato/tomatoes, potato/
potatoes on the chalkboard.
• Write these questions on the chalkboard:
1. The plural of echo is:
a) Echos b) echoes c) echoes
2. The plural of tomato is:

a) Tomatoes b) tomatos c) tomato
76
10 15 20 5
Pair task Group task Group task Group task

• Remind the pupils that • Give each group a • Remind the class that • Invite group leaders to • Ask the pupils to choose the
they have learnt about set of words/phrase they have been reading visit another group to best option to fill in the gaps
plurals of irregular flashcards. the passage ‘A Traditional check the answers to the from the following sentences:
nouns that change Marriage’. questions Ask the class 1. They have four----- all are
• Read some of the
from the singular form to divide themselves into
words and ask the • Ask groups to select a girls
ending in from –f to – two groups: Group A to
groups to hold up the leader. a) childes b) childs
ves. act as the families of the
matching cards. c) childre n
• Give each group different bridegroom and GroupB
• Tell the pupils that they 2. You must remember to
• Show the pupils comprehension questions to act as the bride’s
are going to learn about brush-----after eating
the question on the and ask them to discuss families meeting together
irregular nouns that the a) tooths b) teeth
chalkboard. their answers: for a traditional marriage.
singular forms change c) toothes.
from –o to –oes. • Ask pupils to read 1. How do the bride and Pair task 3. My---- hurt! We walked
the last paragraph of bridegroom feel on for hours today!
• Show pairs the • Ask pairs to role play
the passage with the their wedding day? a) feet b) feets c) foot
statements on the a short conversation
class and answer the 2. What is the best pre- 4. There were a lot of
chalkboard and ask between two characters at
question. sent you can give a -----shopping this morn-
them to choose the the wedding.
correct plural form for married couple? ing
3. Why do people cry at • Select some pairs to a) persons b) peoples
each word.
weddings? perform their role play for c) people
4. Do you think marriage the rest of the class. 5. Fatima caught some-----
is important? Why? from the river
a) fishs b) fish c) fishes
77
Primary 6
Term 3, weeks 26-30
78
Primary 6
Term 3
Introduction

Weeks
26— 30
79
Primary 6
Term 3
Group Reading
Weeks
26— 30
80
Group Reading
Make reading an enjoyable Tell them new words Help with spellings (‘Look,
experience. Talk to them about Say, Hide, Write and Check’)
the story. Ask questions. Make If a pupil mispronounces
a word do not interrupt • Look at the word carefully. • Looking at the picture.
flash cards of new words and
talk about them. Play matching immediately. Instead allow • To think of another word that
• Say or sound it out.
games with the new words. opportunity for self-correction. looks like it?
It is better to tell a pupil some • Hide the word so that you
cannot see it. The Matching Game
unknown words to maintain
the flow rather than insisting • Try to write the correct • Write the key words on small
on trying to build them all up spelling down. cards. Make two sets.
from the sounds of the letters.
• Check and see if you are • Shuffle the small cards. Turn
If a pupil does try to ‘sound
correct. them face down on the desk.
out’ words, encourage the use
of letter sounds rather than Help with tricky words • Each pupil, in turn, picks up
‘alphabet names’. two cards. If they match the
Tell them to try: pupil keeps them.
Be positive • Sounding it out. • Continue until all the cards
If a pupil says something • To think -what does it begin are used up.
nearly right to start with, with?
that is fine. Don’t say ‘No.
• Splitting the word up. Is
That’s wrong,’ but ‘Let’s read
there a small word within the
it together’ and point to the
word?
words as you say them. Boost
your pupil’s confidence with • Reading the whole sentence
constant praise for even the and thinking about the
smallest achievement. meaning of the word.
81
Primary 6 Grammar Using conjunction Writing
Term 3 Using ‘If’ to express Conjunction is used to join A Report on Graduation Day
conditions words, pharases, clauses (adapted from Macmillan New Primary
and sentences. ‘and, but, English 6 pages 108-109)
An ‘if’ clause is used to so, because, or, when’ are
express condition. They are usualy used as conjuntion The graduation ceremony at Katsina
used to express that the action in between words, Model Primary School took place on July
in the main clause (without if) pharases and sentences. 28th 2016. The hall was decorated with
can only take place if a certain E.g. banners and balloons and looked attractive.
condition (in the clause with if) Teachers, members of the Parents
Weeks is completed. Amina is going to school Teachers Association and the Guest of
26— 30 and Abdul playing football. Honour MalamSanifrom the Ministry of
If can be placed in the first Education were seated on the stage.
condition. E.g. If I have money, Amina is going to school
I will buy a car. but Abdul is not going to Many events were organised for the day. A
school. troupe of dancers performed some dance
If can also be used at the routines that made everyone clap. The
second part of the sentences Amina is not going to head teacher made a speech about the
followed by ‘will’. E.g. I will school because the school importance of education and how it was
write a letter, if I have a biro. is off today. necessary to achieve something in life.
She congratulated the graduates on

their success and wished them luck in
their new secondary schools. Then the
82
Primary 6 Writing
Term 3 Chairperson of the Parents Nigeria’s attractions for enjoy our traditional festivals that take
Teachers Association announced tourists place all over the country. However, our
the winner of the PTA prize for the tourist industry is very young. That is why
(adapted from Longman Nigeria
best student in this year’s common our federal government is busy making
Primary English 6 pages 154-
entrance examination. The winner improvements to transport and telling
155)
was Jamilah who took home ten people in other countries about us.
thousand naira. She was the Where do you go at holiday
happiest girl in the school. So what can tourists see in this beautiful
time? Perhaps you stay with a
country of ours? Yankari Game Reserve,
Weeks relative or friend in another town
Everyone enjoyed the day and Obudu Ranch, Ibeno Beach and Owu Falls.
26— 30 or village. Many people from
agreed that it had been a success. A trip to Nigeria would not be complete
other countries have holidays
They are very much looking without a visit to Kukuruku Highlands and
in a different country from their
forward to graduation day next Lokoja at the place where the Niger and
own. We call these people
year. Benue rivers meet.
‘tourists’.
Tourism is becoming more and more

Nigeria is a wonderful place
important for Nigeria because it brings
for tourists because our
foreign money into our country and many
geography produces astonishing
job opportunities as well. We benefit from
differences. There are many
contact with people from other cultures
stunning places to visit in
and tourism allows us to take pride in our
our country such as forests,
landscapes and cultures.
magnificent waterfalls and
beautiful beaches. Visitors can
83
Primary 6 WOW words Brainstorm
Term 3 WOW words are words that A Brainstorm is when you
make writing more interesting. gather ideas for writing.
Words like ‘said’, ‘good’ The ideas can be words or
and ‘nice’ are often over- phrases. Pupils can then
used and make writing dull. use these ideas to help
Encourage pupils to collect them write independently.
more interesting words. Write the title in the
Eg: ’answered’, ‘replied’, middle of the chalkboard.
‘shouted’, ‘whispered’ are Ask them questions and
Weeks more interesting than just as they reply write their
26— 30 ‘said’. Examples for WOW answers around the title to
words are given in the lesson make a spider diagram.
plans and should be displayed
Ask:
so the pupils can see them
and use them in their writing.
Encourage them to think of
their own WOW words and
add them to the WOW display.
84
Week
26
Honesty is the best
policy
85 85
Resources for Learning expectations Spelling words Key words Honesty is the Best Policy
the week (adapted from Macmillan Brilliant Primary English
By the end of the week: Change – money exchange Problem,
6 page 17)
Primary 6 Nation,
Change – be different
All pupils will be able to: Leaders, Last week, Mr Bako visited his friend Mr Bello,
Just – now the headmaster of Brilliant Stars Primary School,
• Distinguish between Created,
common homonyms. Just – exactly Abuja. The two friends discussed many interest-
Do the right thing, ing topics including their country…
Kind – generous, helpful
Most pupils will be able to: Corruption,
Kind – a particular variety Mr Bello: Nigeria is a great nation of many
• Form conditional Agree,
Lie – to be in a flat position Honest, people.
sentences.
Lie – not to tell the truth Honesty, Mr Bako: Yes, but there are a lot of problems.
Week 26 Some pupils will be able Mr Bello: True! Most of our problems are created
Key – padlock key Country,
to: by our leaders.
Key – computer key board Policy,
• Give their opinion Mr Bako: If our leadersdo the right thing then
about a subject. Key – key of a map or diagram Get rid of, there won’t be any problems.
Book – written work published Mr Bello: Well, corruption is a national problem
in printed form and we have to get rid of it.
Book – to arrange for Mr Bako: I agree. If our leaders are honest then
somebody to have a seat on a other people won’t tell lies.
train, plain/bus or hotel Mr Bello: Honesty is always the best policy. If
Bank – side of a river we’re all honest then our country will become
Bank – financial organisation truly great.
Bark – outer covering of a tree
Bark – sound made by dogs
86 86
Literacy
lesson plans Honesty is the Learning outcomes
Primary 6
best policy By the end of the lesson, most pupils will be • Write the passage ‘Honesty
Term 3 able to: is the best policy’ on a poster
• Spell 2 homonyms correctly paper from the resource page
• Identify ‘if’ conditional sentences • Write the following gapped

sentences on the chalkboard:
1. …….the teacher comes,
Preparation we…..tell him the good
news.
Week 26 2. ……..it rains, we…..get
Honesty is the best Before the lesson wet.
policy 3. I……go to JSS one …..I
Day 1 • Write this list of words on a poster pass my exams.
Change – money exchange 4. My brother…...see the
Change – be different headmaster….he comes.
Just – now
Just – exact
• Write these key words on the chalkboard:

problem, nation, leaders, created, do the
right thing, corruption.
87 87
10 15 15 15
Spelling Reading Grammar Group Activities
Whole class teaching Whole class teaching Individual task Group A

• Tell the class that they are • Ask pupils to say 3 reasons • Write the following sentence on • Sit down with the pupils for
going to practise homonyms. why Nigeria is a great the chalkboard: guided reading. After reading
country. ask them to explain why
• Ask pupils if they can explain If our leaders do the right
honesty is the best policy.
what a homonym is. • Ask pupils to list 3 problems thing then there won’t be any
in the country. problems. Group B
• Present the pairs of
homonyms on flash cards. • Tell pupils they are going to • Tell these pupils to choose
read a conversation about • Ask the class if this sentence
three words from the passage
• Ask them to read the flash refers to the present, the past
a problem in Nigeria. and role play them to the
cards. or the future (the future).
group.
• Read all the key words and
• Tell them to say the • Ask the class if the result (there
phrases on the chalkboard Group C
meanings. won’t be any problems) is very
and ask the pupils to say
likely or quite likely (quite likely). • Tell these pupils to complete
• Explain the second meanings. them with you.
the following sentences on the
• Explain the words on the • Choose some pupils to point to
• Ask them to make sentences chalkboard in their exercise
chalkboard. other sentences in the passage
with both meanings. books:
containing ‘if’.
• Read the passage ‘Honesty 1. If our leaders fear
is the best policy’ on the • Show pupils the gapped
God…….
poster and ask pupils some sentences on the chalkboard
2. If we love our country…….
questions. and tell pupils to complete
3. The headmaster will
them by filling in the gaps.
• Explain to the class that this praise you…………
passage is a conversation
on the importance of
honesty in Nigeria.
88
5
minutes
Group D Group task

• Tell these pupils to • Write on the chalkboard,
choose three new words ‘If our leadersdo the right
and write sentences with thing then there won’t
them. be………………………’
• Read the sentence and ask
pairs to complete it.
• Ask some pairs to read out
their sentence.
89
Literacy
lesson plans Conversation Learning outcomes
Primary 6
Term 3 able to:
• Spell 2 homonyms correctly.
• Give examples of ‘if’ clauses in sentences.
Preparation
Week 26
Conversation Before the lesson
Day 2
• Have ready this list of words but do not write
them on chalkboard:
Kind – generous, helpful.
Kind – a particular variety.
Lie – to be in a flat position.
Lie – not to tell the truth.
• Write these key words on the chalkboard:

agree, honest, honesty, country, policy, get
rid of.
90 90
10 15 15 15
Whole class teaching Whole class teaching Pair task Group A

• Write: kind, lie on the • Ask pupils what they • Remind the pupils that an • Tell these pupils to choose
chalkboard without the two remember about the ‘if’ clause is used to express three new words and write
kinds of meanings for each. conversation on honesty conditions. sentences with them.
from yesterday’s lesson.
• Ask pupils what their • Write the following pairs of Group B
meanings are. • Read the word/phrases on sentences on the chalkboard:
• Sit down with the pupils for
the chalk board and ask the
• Tell pupils the other meaning guided reading. After reading
pupils to say them with you. You will ….you read
of each word. ask them to explain why
fall… this book
• Explain the meaning of the honesty is the best policy.
• Ask them to make sentences
words. Your English …. you eat
with these words for both Group C
will be too much
meanings. • Ask the class to think of a
good… • Tell these pupils to choose
corrupt situation: a police
three words from the passage
officer and a driver. You will …. you run
and role play them to the
• Elicit ideas from pupils. have consti- too fast
group.
pation
• Help pupils with simple
language they need to use.
• Put them in pairs and
allocate roles to them. • Ask pairs to use ‘if’ to join each
• Tell them to role play the of the sentences correctly.
conversation.
91
5
minutes
Group D Pair task

• Tell these pupils to • Ask the pairs to mention two
complete the following importance of honesty.
sentences on the
• Ask them to mention two
chalkboard in their
effects of corruption.
exercise books:
1. If our leaders fear
God…….
2. If we love our coun-
try…….
3. The headmaster will
praise you…………
92
Literacy
lesson plans Dialogue Learning outcomes
Primary 6
Term 3 able to:
• Use 2 homonyms appropriately.
• Use if clause in sentences.
Preparation
Week 26
Dialogue Before the lesson
Day 3
• Prepare a set of homonyms on flash cards.
• Prepare example of ‘if’ and ‘will’ in
conditional sentences.
• Write the passage ‘Honesty is the best
policy’ on a poster paper from the resource
page.
93
10 15 15 15
Whole class teaching Whole class teaching Pair task Group A

• Choose pupils to help you • Ask the pupils if they can • Ask the class to say why ‘if’ is • Sit down with the pupils for
write these words (without the remember the meanings used between two sentences. guided reading. After reading
meanings) on the chalkboard: of the new words/phrases ask them to explain why
• Tell the class that ‘if’ is also
from the reading text. honesty is the best policy. Ask
Key – a small metal object to followed by ‘will’ in the second
them to give some example of
open a door or padlock • Say the words and ask part of a sentence.
honesty.
Key – single button on a pupils to give the meanings.
• Remind the class that when ‘if’
computer keyboard Group B
• Divide the class into two comes second, ‘will’ appears
Key – meaning of symbols halves. Tell one group they in the first sentence e.g: if I • Tell these pupils to choose
on a map or diagram are ‘Mr Bello’ and tell the have money, I will buy a biro; I three words from the passage
Book – written work other group they are ‘Mr will write my home work if I go and role play them to the
published in printed form Bako’. home. group.
Book – to arrange for • Read each line of dialogue • Tell them to copy these Group C
somebody to have a seat on and ask either ‘Mr Bello’ or examples into their exercise
• Tell these pupils to complete
a train, plain/bus or hotel. ‘Mr Bako’ to repeat it after books.
the following sentences on the
you.
• Ask pairs to write the beginning chalkboard in their exercise
• Ask the pupils the meaning • Ask the class what three of an ‘if’ sentence in their books:
of the homonyms. Help them things Mr Bello is talking exercise books.
by telling them that ‘key’ has 1. If our leaders fear
about?
three meanings and ‘book’ • Ask pairs to exchange books God…….
has two. • Ask the class, ‘Do you and finish each other’s 2. If we love our country…….
agree with these things? sentences with an appropriate 3. The headmaster will
• Say the meanings of the Why?’ phrase. praise you…………
words and ask pupils to call
out and spell the correct 94
word.
5
minutes
Group D Whole class teaching

• Tell these pupils to • Invite a few pairs to read the
choose three new words ‘if’ sentences they completed
and write sentences with for each other.
them.
95
Literacy
lesson plans Corruption as a Learning outcomes God will answer
us….
…if we pray
sincerely.
Primary 6
national problem By the end of the lesson, most pupils will be If we are all …the teacher
Term 3 able to: honest… will punish you.
• Explain different meanings of simple
Our parents will …you will see
homonyms.
love us… the plane before
• Match main and subordinate clauses using it takes off.
appropriately.
Week 26 Preparation
Corruption as a
national problem
• Write these homonyms on the chalkboard:
bank, bark.
• Write the following table on the chalkboard:
A B
If you tell lies… …our country

will be great.
If you come …if we obey

early… them.
96
10 15 15 15
Pair task Group task Pair task Group A

• Choose some pupils to read • Invite two pupils to come to • Write the beginning of this • Tell these pupils to choose
the homonyms. the front of the class. sentence on the chalkboard: I’ll three words from the passage
see my friend tomorrow if…. and role play them to the
• Tell pairs to make sentences • Tell them one is Mr Bello
group.
with them. and the other is Mr Bako. • Ask the class to see how many
Ask them to read the different suggestions they Group B
• Choose some pairs to write
dialogue to the class. can make for finishing this
their sentences on the board • Tell these pupils to complete
sentence.
and ask the class if they are • Ask the class if they agree the following sentences on the
correct. with what Bello and Bako • Show the clauses A and B on chalkboard in their exercise
are saying. the chalkboard. books:
• Ask groups to write down • Select pairs to match the 1. If our leaders fear
1 statement that disagrees clauses A and B. God…….
with what Bello and Bako 2. If we love our country…….
• Ask pupils to say whether the
are saying. E.g. Corruption 3. The headmaster will
match is correct.
is not a national problem, praise you…………
juts the fault of a few • Choose some pupils to read
Group C
people. the sentences.
• Invite each group to read
three new words and write
out their statement and ask
sentences with them.
the class what they think
about each statement.
97
5
minutes
Group D Whole class teaching

• Sit down with the pupils • Choose some pupils to give
for guided reading. After the different meanings off the
reading ask them to following homonyms: book,
explain why honesty is key, bank, change, just.
the best policy.
98
5. Could you _______ me a
Literacy
lesson plans Conversation Learning outcomes
seat on the bus?
Primary 6
on Nigerian By the end of the lesson, most pupils will be
6. The _______ of some
trees is very valuable.
Term 3 corruption able to: 7. If you’re tired, why don’t
you ________ down?
• Identify conditional sentences in their
reading. 8. It’s dangerous for chil-
dren to play on the
• Describe some problems of Nigerian ___________ of the river.
leadership.
• Make a set of words/phrases
for each group from the key
Week 26 Preparation words.
Conversation on
Nigerian corruption
1. I need to go to the ____________ office
to get some dollars for these naira.
2. Thank you for helping me – that was
very _________ of you.
3. The ‘w’ _______ on my computer key-
board is broken.
4. Where’s Zainab? Sorry, she’s gone –
you ________ missed her!
99
15 15 20 5
Individual task Group task Group task Whole class teaching
• Show the class the • Write ‘Honesty is the best • Tell the class they • Ask groups to write • Ask a few pupils to read
sentences on the policy’ on the chalkboard. are going to suggest down 3 solutions to out their sentences with the
chalkboard. solutions to the problem of solve this problem. correct homonyms in the
• Divide the class into two gaps.
corruption in Nigeria.
• Ask them to fill in the halves (A and B). Then • Write these headings
gaps with the correct divide the As into smaller • Ask the class to give on the chalkboard:
homonym. groups and the Bs into some examples of corrupt
-- Leaders
smaller groups. practices and write their
ideas on the chalkboard, -- Ordinary
• Tell the groups in Ato
eg: putting wives and
discuss the challenge for -- People
children on the pay roll,
leaders to be honest and
paying for non-existing -- Pupils
write down 3 ideas.
projects, inventing
• Tell the groups in B to ceremonies and wasting • Invite groups to
discuss the challenge for funds on them while suggest their
Nigerian people to make children in schools have no solutions and write
sure their leaders are chairs. them under the
honest and write down 3 heading according
• Ask the class to agree on
ideas. to who can solve this
one example of corrupt
• Invite group leaders to practice. problem best.
share their ideas with the
rest of the class.
100
Week
27
Reading
101
Resources for Learning expectations Spelling words Key words It is Difficult to Decide
the week Exciting (adapted from Nigeria Primary English Longman Book 6 pages
By the end of the week: Although
Primary 6 54-55)
Though Overseas
All pupils will be able to: Olympic Games
Cough Part 1
• Write and say a variety Expensive Bala and Musa were sitting under a mango tree. They were
of words spelt with Through talking about their favourite topic - sport.
‘ough’. Favourite
Fought ‘It would be great to go overseas and take part in the Olympic
Staduim Games.’ Bala said.
Drought
Most pupils will be able to: Tourist ‘But then again it would be more exciting to have the Olympics
Enough here in Nigeria,’ replied Musa.
• Use‘even if’ and Benefit
‘although’in simple Rough ‘The games would be too expensive to organise and our country
Week 27 Famous needs money for more important things like medicine and
sentences. Dough Down the hill schools’.
Some pupils will be able Plough ‘No, Bala I don’t agree. Even if it’s too expensive I think it’s worth
to: Brought spending the money to show pride in our nation. What’s more,
after the Games we would have good training clubs and modern
• Present both sides of Bought stadiums.’
an argument clearly.
Part 2
‘That’s true Musa. However, if they build lots of stadiums they
won’t be used as local teams don’t have money to use them.’
‘Nevertheless, what about all the visitors that would come to
Nigeria? Wouldn’t that be a good thing?’
‘On the one hand, if more tourists came to our country that
would be good. On the other hand, where will the money to
build new roads and hotels come from?’
102
Resources for the ‘Although it will cost a lot, it would benefit Every day
week our country and make Nigeria famous!’ • Check the meaning of the key
Then both boys realised it was late so words before each lesson.
Primary 6
they ran as fast as they could down the hill
to their homes. • Write the key words and the
spelling words on the chalkboard.
• Write each keyword on large card.
Situation table:
• Arrange your class into four
groups: A, B, C and D.
I am
• Read the instructions for the
hungry I can
Matching Game and Group
I am strong still play
Week 27 Even if Reading in the Introductory
I take football.
Although Booklet.
the last I remain
position in head girl • Read and prepare the passages in
class the week resource pages.
103
Literacy
lesson plans It is Difficult to Learning outcomes
Primary 6
Decide 1 By the end of the lesson, most pupils will be • Write these keywords on a
Term 3 able to: chalkboard -
• Spell words with ‘ough’, ‘though’, ’although’, Exciting
‘cough’. Overseas
• Introduce a text passage on sports. Olympic
Games
Expensive
Preparation Favourite
Week 27
It is Difficult to Before the lesson
Decide 1
Day 1 • Write these words on flash cards: ‘although’,
though’ and ‘cough’.
• Write these words/phrases on flash cards:
‘although, even if---, on the one hand,
nevertheless, however, then again, what’s
more’.
• Write the passage It is Difficult to Decide –
Part 1 on a poster paper.
104
10 15 15 15 5
Whole class teaching Whole class teaching Pair task Group A Whole class teaching
• Tell the pupils that this • Ask the pupils the following • Show these words/ • Sit down with the pupils • Choose some pupils
week they are going questions:- phrases for contrast on for guided reading. After to role-play Part 1 of
to learn about ‘ough’ flash cards: ‘although, reading ask them to draw the text ‘It is Difficult to
a. What sports do you like best?
words. even if…, on the one hand, thought bubbles for Bala Decide 1’.
b. Who among the Nigerian Foot-
nevertheless, however, and Musa expressing what
• Flash the ‘ough’ words ball players do you like best?
then again, what’s more’. Bala and Musa are thinking.
to the pupils. c. Who is the fastest runner in
this class? • Ask the pupils to say the Group B
• Explain the three ‘ough’
meanings of the words
words: ‘although’, • Tell pupils to choose three
• Read the key words from the and explain further to the
though’ and ‘cough’. new key words and make
chalkboard and ask pupils to say pupils.
• Ask the pupils to spell them with you. sentences with them.
• Ask the pupils to read
the words and write
• Explain the words to the class. the text again and find Group C
them in their exercise
the words/phrases for
books. • Show the class the reading text on • Tell the pupils to write down
contrast.
the poster. all the reasons they can
• Ask the pupils to read
• Write the meaning of the find in the text for having
the words and make • Read the passage to the pupils. words on the chalkboard. Olympic Games in Nigeria.
sentences.
• Ask these questions to the pupils:- • Ask the pupils to write the Group D
a. How many children are in- words and the meanings
volved in the discussion? in their exercise books. • Tell the pupils to write down
b. What are they talking about? all the reasons they can find
inthe text against having
Olympic Games in Nigeria.
105
Literacy
lesson plans It is Difficult to Learning outcomes
• Look up the meaning of these
Primary 6 Decide 2 By the end of the lesson, most pupils will be
expressions in the dictionary
and write the meanings on a
Term 3 able to:
large poster:
• Spell these words; ‘through’ ‘fought’ ‘drought’
correctly. Contrast word Meaning
• Describe activities that took place in the text. Although
Even if…
Preparation
On the one
Week 27 hand
It is Difficult to Before the lesson Nevertheless
Decide 2
• Write these sentences on the chalkboard: However
Day 2
1. The girl walked _____________ the Then again
open door into the principal’s office.
2. The two boys who_________ in class What’s more
yesterday have been expelled.
3. Many children died from thirst because • Write the passage It is Difficult to
of the ________ in Sudan. Decide: Part 2 on a chart.
4.
• Write these keywords on the chalkboard:
tourist, benefit, famous, down the hill.
106
10 15 10 15 5
Whole class teaching Whole class teaching Group A Whole class teaching
• Tell pupils they are • Read the key words from the • Show these words/ • Tell the pupils to write down • Choose some pupils
going to spell more chalkboard and ask pupils to say phrases used for contrast all the reasons they can find to help you role play
words with ‘ough’. them with you. on flash cards: ‘although, in the text against having Part B of the text ‘It is
even if---, on the one Olympic Games in Nigeria. Difficult to Decide 2.
• Write ‘ through’ ‘fought’ • Explain them to the class.
hand, nevertheless,
‘drought’.on the Group B
• Show the class the reading text on however, then again,
chalkboard.
the chart (Part 2). what’s more’. • Sit down with the pupils
• Explain that these are for guided reading. After
• Write these questions on the • Ask the pupils to match
‘ough’ words and ask reading ask them to draw
chalkboard: the words with their
the pupils help you use thought bubbles for Bala
meanings on the poster.
them in sentences. 1. What would make Nigeria fa- and Musa.
mous according to their discus- • Choose some pupils to
sion? say their answers to the Group C
to pick the flash card
2. How the conversation did end? class.
words and spell for the • Tell pupils to choose three
pupils to write in their new key words and write in
exercise books. • Ask pupils to read the passage and
sentences.
find the answers to the questions.
Group D
• Tell the pupils to write down
all the reasons they can
find in the text for having
107
Literacy
lesson plans Plan a debate Learning outcomes • Write these sentences on the
chalkboard:
Primary 6
By the end of the lesson, most pupils will be 1. ----------- she is twelve years,
Term 3 able to: she looks much older.
2. ------------- he sleeps early,
• Spell these words ‘rough’,’ enough’, ‘dough’.
he still wakes up late.
• Plan for a class debate. 3. We had seen the video
drama before, _____ my
Preparation sister wanted to watch it
again.
4. I prefer to watch football
Week 27 Before the lesson --------------because of Musa
Plan a debate I agreed to watch wrestling.
Day 3 • Make a set of these words on flashcards 5. ------------------you run you
‘rough’,’ enough’ ‘,dough’. still be late.
• Find out the meaning of the contrast 6. ------------ my friend wants
expressions in the dictionary and your to be a doctor, yet he can’t
colleagues before the lesson. stand the sight of blood.
7. She was early for the test,-
• Make sure you understand them and that ----------- she always forgets
you can use them to make sentences her pens at home.
appropriately.
108
10 15 15
Whole class teaching Group task Whole class teaching

• Show these flash • Ask pairs to discuss ‘what is a • Ask groups to select three • Read and explain the phrases used
cards: ‘rough’, ’enough’ debate?’ speakers each. for contrast: ‘even if…, although,on
‘dough’to the class. the one hand, nevertheless,
• Tell the pupils that they are going • Write on the chalkboard the
however, then again, what’s more’
• Summarise their to plan for a debate on the topic names of groups, topic and
on the chalkboard.
explanations, making ‘Should girls be allowed to play speakers.
corrections were football?’ • Explain the meaning of the phrases
• Ask each group to make
necessary. to the pupils
• Ask the pupils to help you decide four sentences using the
• Ask some pupils to the rules for the debate: four phrases for contrast. • Use the first phrase as an example.
read the words and you
1. Each group to select three • Tell them their sentences • Choose some pupils to help you.
help them explain them.
speakers to represent them. should show the side the
• Ask the class to list the contrast
• Ask pupils to write them 2. Select debate officials: Time group is speaking on: for or
words they have practised and write
as you dictate. keeper, Record keeper, against.
them on the chalkboard.
Judge
• Ask the speakers to
3. Decide time for each • Ask the class to look at the gapped
read out their sentences
speaker: 3 minsIst speaker,2 sentences on the chalkboard.
following the scheduled
mins 2nd speaker and 1 min time. • Ask pupils to copy the sentences
3rd speaker. into their exercise books and fill in
the missing contrast words.
• Write ‘FOR’ and’ AGAINST’ on a
piece of paper each and ask the
group representatives to pick one
each.
109
15 5
minutes minutes
Group A Group C Whole class teaching

• Tell the pupils to write down • Sit down with the pupils • Ask the pupils to read
all the reasons they can for guided reading. out the proposed
find in the text for having After reading ask them topic, speakers and
Olympic Games in Nigeria. to draw thought bubbles officials for the debate.
for Bala and Musa.
Group B
Group D
• Tell the pupils to write down
all the reasons they can find • Tell pupils to choose
in the text against having three new key words
Olympic Games in Nigeria. and write in sentences.
110
Literacy
lesson plans Practice the Learning outcomes • Prepare the substitution table for
the class:
Primary 6
debate By the end of the lesson, most pupils will be
Term 3 able to:
• Spell ‘ough’ words correctly and understand
their meaning
• Practice how to present a debate
Preparation
Week 27
Practice the debate Before the lesson
Day 4
• Have ready a stop watch
• Write these words on the chalkboard;
‘brought’, bought’ and plough’.
• Write the following sentences on the
chalkboard:
1. She ___________ a nice pair of shoes
for me.
2. Farmers need to _____ their farms be-
fore sowing the seed.
3. I _________ some books for my son
yesterday.
111
10 15 15 15 5
Whole class teaching Group task Pair task Group A Whole class teaching
• Ask the pupils to sound • Tell pupils to get into their debate • Present the substitution • Tell pupils to choose three • Ask some pupils
out the words. groups. table on the chalkboard to new key words and write in to read out their
the class. sentences. sentencesusing ‘even
• Tell them that the • Ask groups to discuss again and
if’ and ‘although’.
‘ough’has different agree on the points to be presented • Tell pairs to use it to form Group B
sounds: ‘or’ and ‘ow’ at the debate for or against the two sentences using ‘even
motion. if’ and ‘although’. • Tell the pupils to write down
• Read and explain these all the reasons they can
‘ough’ words;brought, • Go round to support the groups to • Ask pairs to write two find in the text for having
bought, plough on the organise their points. more of their own Olympic Games in Nigeria.
chalkboard. sentences using even if
• Ask groups to write down their
and although. Group C
• Say each word and ask points in short sentences.
the pupils to write it in • Tell the pupils to write down
• Ask each speaker to present the
their exercise books. all the reasons they can find
points they discussed on Week 28
in the text against having
• Show pupils the Day 3.
gapped sentences on
• Ask the time keeper to practice
the chalkboard and Group D
using the stop watch to time each
ask the pupils to fill in
speaker according to how long he/ • Sit down with the pupils
the spaces with the
she is to speak. for guided reading. After
correct’ough ‘ words.
• Tell the judges to agree on how to reading ask them to draw
• Choose some pupils thought bubbles for Bala
score and note the points made by
to read out the correct and Musa.
each speaker.
sentences.
112
Literacy
lesson plans Conducting a Learning outcomes
Primary 6
class debate By the end of the lesson, most pupils will be
Term 3 able to:
• Use ‘even if-- and ‘although’ to make
sentences.
• Conduct a class debate.
Preparation
Week 27
Conducting a class Before the lesson
debate
Day 5 • Draw this table on the chalkboard:
HOW OR CUP GO POOL
• Get a stop watch, paper and pen.

• Organise the seating arrangements in the
class for the debate session.
113
10 15 30 5
Individual task Group task Whole class teaching Whole class teaching
• Show the class the table • Give each of the two groups a • Tell the debate groups • Tell the class the debate • Ask the pupils to
on the chalkboard. set of word/phrase flashcards and officials to take their can begin. suggest debate topics
(moderator, time keeper, positions and get ready for for the forthcoming
• Ask pupils to read the • Ask each group to write
speaker, judge, stopwatch). the debate. School Sports
words at the top of each out the points made by
Festival.
column in the table. • Read the word/phrase flash • Remind the class that each speaker
cards and pupils repeat after the topic for the debate is
• Tell them that the words • Write the points on the
you. ‘Should girls be allowed to
they have been learning chalkboard as they read
play football?
with ‘ough’ each sound • Hold a word flashcard and them out
the same as one of these choose some pupils to explain • Remind the class that
• Ask some pupils to explain
words. the work of the person or thing. permission to talk will
the points in their own
only be granted by the
• Tell pupils to copy the • Say for other word/phrase flash words.
Moderator and when the
table into their exercise cards.
Time keeper rings the bell,
books.
• Ask each group to say one rule no one should talk.
• Dictate the ‘ough’ words they remember about debates.
• Remember to introduce
and ask pupils to write
the debate officials and the
them in the table under
speakers for and against
the word that sounds
the motion.
the same. E.g. HOW -
plough.
114
Week
28
Writing
115
Resources for Learning expectations Spelling words New words/phrases Nigeria’s attractions for tourists
the week Astonishing (adapted from Longman Nigeria Primary English 6 pages
By the end of the week: Interval
Primary 6 Wonderful 154-155)
Energy
All pupils will be able to: Stunning
Africa Where do you go at holiday time? Perhaps you stay
• Write and say polysyl- Magnificent with a relative or friend in another town or village. Many
labic words. Vegetable Traditional people from other countries have holidays in a different
Impossible Festival country from their own. We call these people ‘tourists’.
Most pupils will be able to: Tourist industry
Communication
• Join sentences together Spectacular Nigeria is a wonderful place for tourists because our
Imagination geography produces astonishing differences. There are
using conjunctions. Attraction
Celebration many stunning places to visit in our country such as
To benefit from
Week 28 Some pupils will be able something forests, magnificent waterfalls and beautiful beaches.
Apologies Visitors can enjoy our traditional festivals that take place
to: To take pride in
Hippopotamus something all over the country. However, our tourist industry is
• Take notes on an exten- very young. That is why our federal government is busy
Mathematical Landscape
sive text. making improvements to transport and telling people in
University Wow! words other countries about us.
Enjoyable
So what can tourists see in this beautiful country of ours?
Exciting
Yankari Game Reserve, Obudu Ranch, Ibeno Beach
Fun and Owu Falls. A trip to Nigeria would not be complete
Educational without a visit to Kukuruku Highlands and Lokoja at the
Relaxing place where the Niger and Benue rivers meet.
To take part in
Water sports
Foreign currency
To make improvements
to something
116
Resources for the Tourism is becoming more and more Syllable table
week important for Nigeria because it brings
foreign money into our country and many 3 syllables 4 syllables 5 syllables
Primary 6
job opportunities as well. We benefit from
contact with people from other cultures
and tourism allows us to take pride in our
landscapes and cultures.
Table with jumbled sentences:

Outline table
1) My
Week 28 a) She laughs in
neighbours Paragraph 1
her sleep.
are friendly.
Topic –
2) Aminu can’t b) There weren’t
Main points:
play football. any seats left.
•
3) My sister •
c) He has hurt his
has funny
leg.
dreams.
Paragraph 2
4) We wanted
d) I have lots of
to go to the Topic –
money.
show. Main points:
•
5) Is Zainab at e) They always
•
home? help us.
6) I’ll visit f) Is she at her
Lagos. friend’s house?
117
Literacy
lesson plans WRITING Learning outcomes • Write these sentences on the
chalkboard:
Primary 6
By the end of the lesson, most pupils will be 1. Nigeria has many
Term 3 able to: beautiful places to visit.
Tourists would love to see
• Spell and write polysyllabic words.
them.
• Join sentences using conjunctions.
2. There are many tourist
sights to see. It is difficult
Preparation travelling from place to
place.
Week 28 3. Tourists want to come to

Before the lesson
Writing Nigeria. It has a long and
Day 1 • Write these words on the chalkboard: interesting history.
interval, energy, Africa, vegetable.
• Write the story ‘Nigeria’s attraction for
tourist’ from the week resource page.
• Write these new words/phrases on
flashcards: astonishing, wonderful,
stunning,magnificent, traditional,festival
• Write these conjunctions on flashcards:
and, but, so, because, or, when.
118
10 25 20 5
Whole class teaching Whole class teaching Pair task Whole class teaching
• Tell pupils that they are • Ask the class if they can name • Write these sentences on • Choose some pairs to
going to practise spelling some tourist places in Nigeria. the chalkboard: say their sentences to
and writing polysyllabic the class.
• Write their suggestions on the 1. Hamisu is going to
words.
chalkboard. school and Aminu is
• Write these words on the playing football.
• Show the pupils first six words/
chalkboard: cat, love, silent,
phrases on flashcards, read 2. Suwaiba wanted
between.
them and explain them. to travel but Jamila
• Ask pupils how many refused to join her.
• Show the class the article on
syllables they can count in
the poster.
each word.
• Ask the class to read the article • Show pupils how to join
• Show the polysyllabic
and write down the tourist them using conjunctions.
words on the chalkboard .
places that it mentions.
• Read and explain the
• Underline the syllables
conjunction flashcards
and count them together
and remind the pupils
(note that vegetable has 3
that conjunctions join
syllables when spoken).
sentences together.
• Rub out the words and
• Show pairs the sentences
dictate them to pupils who
on the chalkboard. Ask
write them in their exercise
them to join them with a
books.
suitable conjunction.
119
Literacy
lesson plans Shared writing Learning outcomes 4. Why is our tourist industry
not fully developed?
Primary 6
By the end of the lesson, most pupils will be 5. Why is the tourism industry
Term 3 able to: important for Nigeria?
• Spell and write polysyllabic words. • Write the table with jumbled
sentences from the resoure
• Take notes from discussions.
page on the chalkboard.
Preparation

Shared writing
• Write these polysyllabic words on the
Day 2
chalkboard:impossible, communication,
imagination, celebration.
• Write these new words/phrases on
flashcards: tourist industry, spectacular,
attraction, to benefit from something, to take
pride in something, landscape.
1. Who is a tourist?
2. Why is Nigeria’s geography suitable for
tourists?
3. Write three reasons why tourists would
enjoy visiting Nigeria.
120
10 25 20 5
Whole class teaching Individual task Group task Whole class teaching
• Read the polysyllabic words • Show the class the passage • Ask the class to say the • Ask a few pupils
from the chalkboard. about Nigeria’s attractions for conjunctions they learnt to read out their
tourists. Ask pupils to say which yesterday and write them sentences with
• Ask class how many
place they wrote down in their on the chalkboard. conjunctions.
syllables are in each word.
exercise books yesterday.
• Show groups the
• Show the pupils the next six sentences on the
identify the syllables.
words/phrases on flashcards, chalkboard.
• Ask the pupils to read the read them and explain them.
• Ask groups to join them
polysyllabic words and
• Show the pupils the questions using the following
explain what they mean.
on the chalkboard. conjunctions: and, but, so,
• Ask them to write the words because, or, when.
• Ask pupils to read the article
in their exercise book and
and find the answers to the • Choose a group leader
underline each syllable.
questions. from each group.
• Ask the group leader to
visit a new group.
• Tell group leaders to
check their answers with
the new group.
121
Literacy
lesson plans Brainstorm Learning outcomes
Primary 6
Term 3 able to:
• Contribute to a brainstorm on how to take
notes.
Preparation
Week 28
Brainstorm Before the lesson
Day 3
• Write these words on chalkboard: apologies,
hippopotamus, mathematical, university.
• Plan how these words can be explained to
the pupils.
• Make sure the passage is written on the
poster.
122
10 25 20 5
Individual task Pair task Whole class teaching Whole class teaching
• Ask the pupils to say some • Flash the first six word/phrase • Tell the class they are • Ask a few pupilsto tell
polysyllabic words that they cards and make sure the pupils going to discuss places the class which place
have learnt. understand them. near where they live that they have chosen
people can visit. from the list on the
• Sound out and read the • Show the class the article on
chalkboard.
words on the chalkboard the poster. • Ask the class to suggest
places that tourists/visitors
• Explain the meaning of the • Ask pairs to think of three
would like to see near
words. wow! words to put on the wow!
where they live.
words wall that can be used
to describe tourist sights in • Write these places on the
to count the number of
Nigeria. chalkboard.
syllables in the words.
• Ask pupils to suggest
• Rub out some letters in the
what people could do/see
words e.g. a _ o l _ _ y, hi
at these places and write
_ _ o p _ t _ _ us.
these on the chalkboard.
• Ask pupils to write down
• Ask pupils to choose one
the words with the missing
place on the chalkboard
letters in their exercise
and copy the suggestions
books.
into their exercise books.
• Ask them to underline the
syllables.
123
Literacy
lesson plans Guided writing Learning outcomes 5. Is it so interesting that
tourists would like to stay for
Primary 6 a week or more?
Term 3 able to: 6. Is it beautiful with many
natural features (e.g.
mountains, animals, etc)?
• Take notes from extensive text.
7. What can people do there?
Preparation
• Have ready the brainstorm from
Week 28, Day 3 (yesterday).
Guided writing
Day 4 • Write the polysyllabic words on the
chalkboard: celebration, interval,
communication, impossible, Mathematical,
energy, Africa, vegetable, university,
imagination, apologies, hippopotamus.
• Draw the syllable table on the chalkboard
(see resource page):
1. Write these questions on the chalkboard:
2. How can people get there?
3. Are there hotels or restaurants?
4. Is it a place that a family would enjoy for
a day or a weekend?
124
10 25 20 5
Pair task Group task Group task Whole class teaching

• Choose some pupils • Show the next 9 words/phrase • Ask groups to make notes • Ask selected pupils to
to read the polysyllabic flash cards and make sure the from their discussion on say which polysyllabic
words. pupils understand them. the best place for tourists words belong in which
to visit in Nigeria. column.
• Ask pairs to copy the • Remind pupils about the
table into their exercise brainstorm and the places they • Remind them to use the
books. wrote down in their exercise words on the wow! words
books. wall to make their writing
• Ask pairs to write each
more interesting.
polysyllabic word in • Show pupils the questions on
the correct column the chalkboard.
according to the number
• Ask pupils to individually write
of syllables.
down answers to the questions
according to the place they
chose.
• Ask groups to discuss the
places by answering the
questions on the chalkboard.
• Ask groups to choose the
best place for tourists to visit
according to their discussion.
125
Literacy
lesson plans Guided writing Learning outcomes
Primary 6
Term 3 able to:
• Use notes to write a simple paragraph.
Preparation

Guided writing
Day 5 • Write these polysyllabic words on
the chalkboard: celebration, interval,
communication, impossible, Mathematical,
energy, Africa, vegetable, university,
imagination, apologies, hippopotamus.
• Write the outline table on the chalkboard
from the resource page.
126
10 25 20 5
Whole class teaching Whole class teaching Individual task Whole class teaching
• Tell pupils they are going to • Tell pupils they are going to • Ask the pupils to write two • Ask some pupils
practise writing and spelling look at their notes from their short paragraphs about to read out their
the polysyllabic words they discussion and organise them. Nigeria’s tourist attractions paragraphs.
have been learning. from the outline they
• Ask the class to look at the
made.
• Ask pupils to look at the outline on the chalkboard.
polysyllabic words on the • Remind the pupils to try to
• Ask the class to fill in the outline
chalkboard and count the use wow! words.
using their notes.
syllables.
• Tell pupils to listen as you
clap words E.g 1) A-fri-ca
2) u –ni- ver-si-ty 3) im-
poss-i-ble.
• Ask pupils to write the
words in their exercise
books according to the
number of syllables and the
main stressed syllables in
each word.
127
Week
29
Graduation day
128
Resources for Learning expectations Spelling New words/phrases Every day
the week words Graduation ceremony
By the end of the week:
Primary 6 Decorated 1. Check the meaning of the key words before
Isn’t each lesson.
All pupils will be able to: Banners
Can’t
Balloons 2. Write 3 key words and 3 spelling words on the
• Know when to use Wouldn’t
Guests of honour chalkboard.
contractions in writing.
Wasn’t A troupe of dancers 3. Write each keyword on large card.
Most pupils will be able to: Mustn’t Congratulated 4. Arrange your class into four groups: A, B, C
• Use commas correctly Won’t Announced and D.
in their writing. Winner
I’ll 5. Read the instructions for the Matching Game
Prize and Group Reading in the Introductory Booklet.
Week 29 Some pupils will be able I’ve Seated
to: They’ve 6. Read the text relevant to the LP.
Attractive
• write a paragraph to We’d
add to the report on
Graduation Day. Who’s
Wow! words
He’s
fantastic, shameful,
Might’ve beautiful, Relevant,
We’ll delicious, Wistful,
joyful, dangerous
amazing, ambiguous,
wonderful, to digress,
to abolish
129
Literacy
lesson plans Banners and Learning outcomes
Primary 6
Balloons By the end of the lesson, most pupils will be
Term 3 able to:
• Define and spell contractions in writing.
• •dentify the purpose of a paragraph.
Preparation

Banners and
Balloons • Write down the following words on
Day 1 flashcards:isn’t, can’t, wouldn’t, wasn’t.
• Get enough rubber bands to give 5 to each
group in the class.
• Write the story ‘Graduation Day’ on a
poster.
• Write new words/phrases on the
chalkboard: graduation ceremony,
decorated, banners.
130
10 15 5
25
Whole class teaching Whole class teaching Whole class teaching Whole class teaching
• Tell the class they are going to • Write ‘Graduation Ceremony’ • Ask the pupils the • Revise the use of commas • Tell the pupils that we
revise contractions. on the chalkboard. questions below in in clauses with pupils. use paragraphs to
brackets to help you organise our ideas in
• Ask the class to explain what a • Ask the class what they know • Write this clause on the
complete each paragraph: writing more clearly.
contraction is. about graduation ceremonies. chalkboard: ‘Although I hit
‘The graduation at--------‘ the ball hard I was beaten • Ask the pairs to
• Give each group five rubber • Show the pupils the first three
(What is the name of the by him’ and ask pupils to identify the main ideas
bands and ask some pupils to words/phrases,read and explain
school?) put commas correctly. of the first paragraph
stretch the rubber band. them.
in the passage.
‘The hall was----------‘ • Write the following clauses
• Ask them what happened when • Explain to them that they are
(What happened to the on the chalkboard and ask
it was stretched and when they now going to learn the purpose
hall? What does it look the pupils to punctuate
let it go. of paragraphs in writing.
like?) correctly using commas:
• Tell them we contract words, • Ask the pupils to brainstorm in
‘Teachers, members of • Musa went to the market
we are making them smaller. pairs the purpose of paragraphs
PTA,--------‘ and bought a pencil a
in writing.
• Demonstrate the concept (Who were there?What ruler a book a pen and a
by writing ‘he will’ on the • Ask the pupils to count the is the name of the guest sharpener.
chalkboard. Cross out ‘wi’ and number of paragraphs in the of honour? Where is he • Ask the pupils to write the
replace it with an apostrophe. passage on ‘Graduation Day’. working?) sentences in their exercise
• Explain to them that an • Ask the pupils to write the first books.
apostrophe always take the sentence of each paragraph • Ask the class to say
place of the missing letters. they have identified. some Wow! Words to
describe the graduation
• Ask the pupils to identify the • Ask pupils to explain the main day and write them on the
missing letters in the contracted idea of each paragraph. Wow!words wall.
words on the flashcards. 131
Literacy
lesson plans Troupe of Learning outcomes
Primary 6 Dancers By the end of the lesson, most pupils will be

Term 3 able to:
• Spell contracted words correctly.
• Write commas correctly in sentences.
Preparation

Troupe of Dancers
• Write new words/phrases on the chalkboard:
Day 2
balloons, guest of honour, troupe of dancers
• Write the following clauses on large
flashcards:
1. The player who joined the club today
has won the game.
2. When the drama began I listened to the
melody.
3. As the clouds were filling the sky we
decided to go home.
132
10 30 15 5
• Write the following set of • Ask pupils what they can • Read and explain • Put the flashcards with • Invite one or two pairs
contracted forms on the remember about the story the next three words/ clauses on the chalkboard. to come to the front
chalkboard: mustn’t, won’t, they read yesterday about phrases. of the class and role
• Ask the groups to copy
I’ll. graduation day. play the conversation
• Revise the shared the clauses into their
writing activities from between the Head
• Choose some pupils to say • Ask pupils to work in pairs exercise books and put
Week 29, Day 1 with master and the PTA
the contracted words aloud. to role play the conversation the commas in the correct
the pupils. chairperson.
between the head teacher and places.
• Ask the pupils to write
the PTA chair person.
down the full versions of • Choose some pupils • Ask each group to
the contracted forms in • Ask pupils to help you to draw a tosay some Wow! read out their correct
their exercise books. picture on the chalkboard of the words to describe the sentences.
graduating pupils according to scene.
• Write them on the board
the story.
and ask the pupils if the
• Ask pairs to think about the sentences are correct.
moods of the graduating pupils
on the graduation day.
• Write down their thoughts in
thought bubbles above their
heads in the picture.
• Show the first three words/
phrases on the chalkboard and
ask the pupils to read them.
133
Literacy
lesson plans The Graduates Learning outcomes
Primary 6
Term 3 able to:
• Use contracted negation in informal writing.
• Identify topic sentences in a paragraph.
Preparation

The Graduates
Day 3 • Draw the following table on the chalkboard:
I’ll
I’ve
They’ve
We’ve
• Write the new words/phrases on the

chalkboard: congratulated, announced,
winner.
134
10 30 15 5
• Write ‘isn’t’, ‘wouldn’t’ • Show the first six words/ • Ask pupils to look at the • Tell the groups that they • Choose some pupils
and ‘mustn’t’ on the phrases and ask the pupils to first paragraph and identify are going to write another to read the ideas form
chalkboard. read them. the topic sentence. paragraph for the report the brainstorm, the
on graduation day. Wow! words wall and
• Invite some pupils to come • Read the new words/phrases • Invite some pupils to
underline the topic the words/phrases.
to the chalkboard and with the pupils and make sure • Write ‘A surprise guest’
write out the full forms of they understand them. sentences in the other two in the middle of the
these words. paragraphs. chalkboard or on a piece
• Write the following topics on the
of card.
• Show pupils the table on chalkboard: • Invite some pupils to
the chalkboard. perform the parts of: head • Ask the groups the
a) People’s responses to the
teacher, Guest of Honour, following questions and
• Ask them to copy the day’s activities
chairperson of PTA, write their ideas on the
table into their exercise
b) Details about the venue members of PTA, teachers, chalkboard:
books and fill in the blank
and the people that dancers, Jamilah. Explain
spaces. -- ‘Who was the
attended that everyone else will act
surprise guest?’
as pupils.
c) The main events of the day -- ‘Why did he/she
• Ask the class: How do you come to graduation
feel? How do you act on day?’
• Ask pupils to read the report
graduation day? - - ‘What did he say and
again and match each
paragraph to one of the topics • Arrange the main do?’
on the chalkboard. performers at the front of - - ‘How did the pupils
the class. feel when they saw
• Explain to the class what a him/her?’
topic sentence is. • Ask them to mime the
activities of the day. 135
Literacy
lesson plans Beautiful Learning outcomes
• Write the new words/phrases on
Primary 6
dancers By the end of the lesson, most pupils will be
the chalkboard: prize, seated,
attractive
Term 3 able to:
• Picture of the pupil receiving
• Spell contracted form of auxiliary verbs
prize.
• Write paragraphs using supporting ideas
• Draw the picture of the guests
and pupils rejoicing with the
Preparation winner. You can use some
pictures from old magazines and
newspapares.
Beautiful dancers
Day 4 • Make flashcards of contracted words e.g.
w h o ‘ s
h e ‘ s
w e ‘ l l
m i g h t ‘ v e
136
10 25 20 5
Pair task Group task Individual task Whole class teaching

• Write the following • Ask pupils to look at the • Remind pupils about the • Ask pairs to exchange
contracted forms on the brainstorm from Week 29 Day 3 ideas they brainstormed paragraphs and check
chalkboard: Who’s, he’s, (yesterday). on Day 3. each other’s work.
we’ll, might’ve.
• Ask the groups to think of the • Tell them to use these
• Ask pupils to say the full topic sentence for the new ideas to help them write
form of each. paragraph they are going to a paragraph to add to the
write for the report. report.
• Give some pupils
flashcards with different • Explain that the pupils need to • Remind them to use the
letters of the contracted find words that will make their wow! words wall to make
words. report writing more interesting. their paragraph more
interesting.
• Ask them to stand holding • Read and explain the meaning
the flash cards to form the of the new words/phrases on • Tell them to use commas
contracted words correctly the chalkboard. in the correct places in
at the front of the class. their sentences.
• Ask pupils to think of any more
• Ask pupils to copy the wow! words to add to the wow!
words into their exercise words wall.
books.
137
Literacy
lesson plans Distinguished Learning outcomes
Primary 6
guests By the end of the lesson, most pupils will be
Term 3 able to:
• Provide the full forms of given contracted
words.
• Develop a paragraph using a topic sentence
and commas.
Preparation
Week 29
Distinguished guests
• Write the following words on the
chalkboard:is not, cannot, would not,
was not, must not, will not, I will, I have,
they have, we had/would, who is/has,
he is/has, might have, we will.
138
10 25 20 5
Group task Whole class teaching Group task Individual task Whole class teaching
• Show groups the full • Choose some pupils to write • Ask the groupsto discuss • Remind the pupils about • Ask some pupils
forms of the words on some of the words/phrases what happened at the topic sentences and to read out their
the chalkboard. on the chalkboard as you say Graduation Day and share paragraphs. paragraphs to the
them. their ideas with the class. class.
• Ask groups to write the • Tell the pupils to look at
list as contractions with • Ask the pupils to write • Write the following the report on Graduation • Ask pupils what they
the apostrophes in the sentences using words/ sentences on the Day and notice how topic have learnt about
correct place. phrases. chalkboard: sentences are written. topic sentences and
paragraphs.
• Ask the groups • Choose some pupils to read 1. A surprise guest at • Ask the pupils to
to choose two and explain the words from the Graduation Day is good complete their paragraph
contractions and make wow! words wall. because… on Graduation Day.
their own sentences
• Remind the pupils of the story 2. On my Graduation day I’d • Tell the pupils to try to
then say them to the
they have written so far. like to….. use wow! words.
class.
• Ask some pupils to explain 3. The worst thing that
what happens in the paragraph could happen on
they are writing. Graduation Day would
be…
• Invite pupils to act out the
activities described in one of • Ask the groups to copy and
the paragraphs. complete the sentences.
• Ask pupils to suggest wow! • Ask a few groups to
words that can be used to read out their completed
describe the scene. sentences.
139
Week
30
A report on my
favourite future
occupation
140
Resources for Learning expectations Spelling New words/phrases Every day
the week words Quarrel
By the end of the week:
Primary 6 Exchange of words 1. Check the meaning of the key words before
Ball each lesson.
All pupils will be able to: Ownership
Back
Insisted on 2. Write 3 key words and 2 spelling words on the
• Use a range of Jacket
Hot exchanges chalkboard.
punctuation marks
correctly. Joke Prevent 3. Arrange your class into four groups: A, B, C
Mother Degenerated and D.
Most pupils will be able to: To no avail
Meet 4. Read the instructions for the Matching Game in
• Use a dictionary to Ugly incident the Introductory Booklet.
Street
check the meaning of Witnessed
Week 30 words. Strong Matter
Yellow Led to
Some pupils will be able
to: Young
• Research and report on Wow! words

a job they would like.
Exciting
Patient
Kind
Skilled
Helpful
Caring
141
Literacy
lesson plans A class report Learning outcomes 3. What tense was used in
the report?
Primary 6
By the end of the lesson, most pupils will be 4. Who wrote the report?
Term 3 able to:
• Arrange words in alphabetical order
• Share their opinion about a report
Preparation

A class report
Day 1 • Write the first two spelling words and the
first three words/phrases, on the chalkboard
• Read the report writing format from the
introductory booklet
• Copy out the punctuation chart on a large
chalkboard
1. What was the report about
2. What was the main message?
142
10 10
30
Spelling Shared writing Grammar

• Tell the pupils that this week’s • Ask the pupils to read the first • Ask pupils what Apostrophe ‘ An apostrophe is I can’t see
spelling words all have pairs four words/phrases. punctuations marks are. used as a show a the cat’s
missing letter or tail.
beginning with the same letter:
• Explain the words to the pupils. • Remind them that they letters in a word (as
Ball, Back.
are simply marks that are in the contraction
• Ask a volunteer to read out the of cannot = can’t). It
• Tell them that words are made on sentences and
passage from the posterpaper/ is also used to show
arranged in alphabetical order phrases to help readers
chalkboard. the possessive case
in dictionaries to make it easy understand sentences
(Jane’s room),
for us to find. • Show the pupils the questions better.
on the chalkboard. Colon : A colon is used There
• Tell them they will spell these • Tell them that some before a list or are many
words using the sounds of • Write the pupils’ responses on examples of punctuation quote. punctua-
the words just like they have the chalkboard in the form of marks are commas, A colon is used to tion marks:
done before and then learn sentences e.g: question marks, quotation separate hours and period,
how to find their meanings in a marks, exclamation marks, minutes. comma,
The report was on.... A colon is used to colon, and
dictionary. semi colon and colon
The main message was that separate elements others.
among others.
• Ask some pupils to sound out students... of a mathematical The time is
the words. This is correct because... • Ask some pupils to read ratio. 2:15.
It was written by... the information on the The ratio
• Ask the class how many
punctuation marks chart. of girls to
sounds in the word Ball (three boys is 3:2.
b-a-ll –long ‘a’).
• Do the same with back.
143
5
minutes
Grammar Plenary

Comma , A comma is used to She bought • Ask Group A to write one • Ask the groups to say
separate phrases or milk, eggs sentence that contains a colon, their new sentences.
items in a list. and bread. Group B to make a sentence
• Write them out on the
that contains a comma,
chalkboard.
Group C to write a sentence
that contains an ellipses and
Ellipsis ... An ellipsis (three 2, 4, 6... ,
dots) indicates that 100
Group D a sentence that
part of the text has contains an exclamation mark.
been intentionally
been left out.
exclamation ! An exclamation It is hot!
mark mark is used to
show excitement or
emphasis.
• Ask the pupils to form four groups A,B,C and D.

• Make two sentences using the apostrophe and the
colon as examples.
• Tell the groups to read the examples given in the
chart in their groups.
144
Literacy
lesson plans Using a report Learning outcomes
Primary 6 writing structure By the end of the lesson, most pupils will be
Term 3 able to:
• Arrange words in alphabetical order.
• Use a report writing structure to draft a
report.
Preparation
Week 30
Using a report writing Before the lesson
structure
• Have four English dictionaries ready, one for
Day 2
each group.
• Copy the punctuation marks chart on a large
poster.
145
10 30
minutes minutes
Spelling Shared writing
Whole class teaching Group task

• Ask some pupils to sound • Tell them that a • Revise the first three words or • Read the class prefect’s • Here is a sample of
out the words. dictionary can help phrases with the pupils and report with the pupils from what your report of the
them to know the make sure they understand Week 30 Day 1 (yesterday). information you get will look
• Ask the class how many meaning of the like.
them.
sounds the word Jacket • Remind them that they
words they spell.
has (five j-a-ck-i-t). • Show the next three words going to work in groups Paragraph 1
or phrases and explain them: to find out about an
• Do the same with Joke • What is the topic sentence
Insisted on, Hot exchanges and occupation and report their
(three: j-o-k a long ‘o’.) or main idea? (This is
Prevent. findings.
Remind them that the ‘e’ is usually a general statement
silent. • Ask pupils to choose a topic • Ask them to describe about the occupation e.g.
(e.g. Occupation). of different aspects of what people think about it.)
• Ask them what people do
the topic in different
with dictionaries. • Ask them in pairs to describe • What do you think about
paragraphs.
the different aspects of the the main idea, Is it true or
• (They use dictionaries for false? Why do you think so?
topic by asking questions about • Tell them they will give you
a range of things- to know
one aspect of the topic. the information you need
meaning of words, to know People think nurses are
and you will be the reporter.
the parts of speech of • Tell each group to write the lazy. This is not true.
words, to know how a word answers to the questions in one • Write their ideas on the I know this because...
is pronounced; how words paragraph. chalkboard as they respond Nurses are hard-working
are related and many other to your questions. and...
• Ask each group to read out
things about a word). They work both during the
their paragraphs as you write • Explain the first four wow!
day and...
them on the chalkboard. words and ask pupils where
they can use them in the
sentences they are writing.
146
15
minutes
Shared writing Grammar
Paragraph 2 Group task

• What do people in this They train for a ... time • Ask some pupils to share the meaning of Full stop . A full stop is used I see the
occupation do? to become good at punctuation marks. some- to note the end of a house.
their jobs. times declarative sen-
• What tools do they • Remind them that there are fourteen called a tence.
need to carry out their They are always... and
punctuation marks but they will learn only a period
job? What will happen ...
few more today.
if they don’t have these Nurses are often question ? A question mark is When are
tools? exposed to ... but they • Tell the groups to read today’s chart on their mark used at the end of we going?
are very brave and... groups and copy the examples into their a question.
• Do they need special I will be a ... in future exercise books.
training? because... Quota- " Quotation marks She said,
• Why will anybody Hyphen - A hyphen is used The
tion are used at the be- "Let's eat."
want to take up that • Save this report. marks. ginning and end of
between parts of sixteen-
job? What are the They a phrase to show
a compound word year-old
advantages and are also that it is being
or name. It is also girl is a
disadvantages of the called written exactly as it
used to split a word full-time
speech was originally said
occupation? by syllables to fit student.
marks or written.
on a line of text.
• Why do you like this
Brackets ( ) brackets are This
job?
curved lines used sentence • Tell them that all dictionaries arrange words in
Nurses help... every- to separate a point (like some alphabetical order.
day so that sick people which is not part of others on
the main point in a this page), • Tell them that they need to know that words
can get well.
sentence. is incor- appear in alphabetical order to be able to use
rect. a dictionary.
147
5
minutes
Grammar Plenary

• Give each group • Ask each group to • Choose the correct
a copy of the arrange their words in punctuation mark for these
dictionary. alphabetical order. sentences: . : ; ? ? !
• Tell them that to • Ask them to look up a 1. Musa loves to play.
find the meaning page in the dictionary
of a word in the and see if their groups 2. It rained all day.
dictionary, you have arranged the 3. We had fun we were
must first follow the words in the correct very tired.
alphabetical order to alphabetical order.
find the word, then 4. Do you like dogs.
its meaning . 5. My mother went to the
• Ask each group to market and bought
suggest five words these fruits mangoes,
for their group game paw-paw, oranges and
bananas.
• Tell the groups
that the words they 6. Adamu, may I play with
choose must all you.
begin with the same
letter e.g. A or B or
C etc.
148
Literacy
lesson plans Compiling Learning outcomes -- A dictionary begins with all
the words that start with the
Primary 6 information By the end of the lesson, most pupils will be
letter A and ends with all
the words that start with the
Term 3 about an able to:
letter Z.
occupation • Look up words in the dictionary.

• Contribute to abrainstorm on a report on
-- Words that begin with all
other letters are found in the
occupation. middle of the dictionary.
-- ‘Guide words’ are found
on top of every page of the
Preparation dictionary.
-- Guide words help to guide
Week 30 users of the dictionary
Compiling information Before the lesson quickly to the right page.
about an occupation
Day 3 • Have four English language dictionaries
ready for the lesson.
• Copy the shared report of Week 30 day 2 on
the chalkboard.
• Have at least two different colours of chalk
• Read the How? Section.
• Write this out on a poster before the lesson:
-- All the words in a dictionary are listed in
alphabetical order.
149
10 15
minutes minutes
Spelling Writing
Group task Group task

• Put pupils in four groups. • Ask them to notice if a • Write ball firstthen show • Put the pupils in four • Tell them to use the
“verb” or ‘n’ is written in “book, boy, brown and groups. report structure and
• Give each group a
the entry beside the word( biscuit”. write the answers to
dictionary. • Ask the pupils to read the
Explain to them that the the guiding questions
• Ask: which letter after ‘b’ second set of four words/
• Allow pupils to use the dictionary states the part for the occupation they
is nearest to letter A (‘o’, phrases.
dictionary to find the of speech a word is ie if a have chosen in two
‘r’, or ‘i’), I is nearer to A
meaning of the words: word is a verb or a noun by • Explain the words to the paragraphs(A general
than ‘o’ and ‘r ‘.
Mother and Meet. writing the abbreviations pupils : Degenerated, To no statement and other
‘vb’, ‘n’) beside the word. • Write ‘biscuit’ next to ‘ball’ avail, Ugly incident. aspects of the topic).
• Give pupils a limited
and continue with the
time (about 5 minutes) to • Ask pupils which letters • Ask the pupils to write the • Ask them to include a
remaining words:book,
work together to find the come first in the alphabet words and their meanings conclusion( summary
boy and brown.
meaning of mother and system. Use: book boy in their exercise books. of all information have
meet (as explained in the brown biscuit ball. collected).
• Ask each group to choose
dictionary).
• Point to each word and tell an occupation to write on.
• Ask the pupils what guiding them they all start with the
• Ask them to choose a
words they should look out same letter ‘b’.
reporter.
for?(m - mother),
• Ask them after b, which
• Ask the first pupil in the letter in all the words is
groups to find “mother” to nearest to letter A? (‘a’ in
read out the meaning from ball.)
the dictionary .
150
30 5
minutes minutes
Brainstorm Plenary
Pair task Whole class teaching

• Show the class the report • Arrange these words
on the chalkboard. in alphabetical order.
Arrange the first set as
• Ask a pupil to read it out to
example.
the class.
• Ask the pupils to
• Write ‘Report’ in the
arrange
middle of the chalkboard.
a) book boy brown
• Ask the pupils to
biscuit ball .
.brainstorm in pairs how
they can make this report b) frog farm father
better (is there something fish friend.
to remove, to add? A
new point to make? Is the
name of the writer in the
report? Punctuation?)
151
Literacy
lesson plans My Favourite Learning outcomes
Primary 6
Occupation By the end of the lesson, most pupils will be
Term 3 able to:
• Play a dictionary game.
• Write about their favourite occupation.
Preparation

My Favourite
Occupation • Have four dictionaries ready for use.
Day 4 • Write out the brainstorm on editing from
Week 30 Day 3 on a poster.
• Have the group reports ready for distribution
to the groups.
• Have a roll of masking tape ready.
• Write these definitions on the chalkboard:
....Having a lot of power and strength. Dif-
ficult to bend (adj).
....A publicroad in a city, town or village with
houses on one side or both sides (n).
152
10 25 20
Spelling Guided writing Independent writing
Group task Group task Individual task

• Ask pupils to sound out • Ask pupils to look at the • Tell them that the first • Ask them to remember • Explain the last three
the words in pairs. passage in Macmillan Brilliant to find the page should to include a conclusion. wow! words and ask pupils
Primary English book 6 page shout out the page to use these words to
• Tell them to spell the • Ask groups to paste
118 and guess the meaning of number and read out the make their reports more
words on their fingers. their reports on the
the words/phrases: witnessed, meaning. interesting.
chalkboard.
• Ask them to write the matter, led to from the
• Hold up the dictionary • Tell pupils to write a
words: Street and Strong surrounding words.
page for all the pupils report individually on an
beside their definitions on
• Ask them to write their own to see the guide word: occupation they would like
the chalkboard.
definitions of these words and ‘witness’. to take up in the future.
• Ask them to find these expressions.
• Tell them that the first • Remind them that their
words in the dictionary.
• Ask pupils to find the meaning to find ‘witness’ should report should have:
of these words/expressions read out the meaning
-- a general statement
in the dictionary in pairs and gains a point for his
where they write.
and compare with their own group.
about the occupation
definitions.
• Do the same with -- a description of dif-
• Put pupils in four groups and ‘matter’, then ‘led to’. ferent aspects of the
ask them to find the meaning of occupation.
• Ask each group to read
these words/expressions in the -- remind them to write
their group reports out in
dictionary in pairs Witnessed, one aspect in one
their groups.
Matter, Led to. paragraph.
• Ask them to use the
• Ask them to find the guide
brainstorm of Week 30
words ‘witness’ (verb).
Day 3 as a guide to edit
their report. 153
5
minutes
Independent writing Plenary
Group task
-- a conclusion • Give each group a
summarising the dictionary.
information in the • Choose two words
report. from the spelling list.
• Remind them that to • Call out a word and
get more information ask pupils to find the
from a dictionary . word as quickly as
possible.
• Remind them to use
some wow! words and • The first person to
phrases which they call out the correct
have practiced during page number wins the
the week. round for the group.
154
Literacy
lesson plans My future Learning outcomes 4. Watch out!
Primary 6
occupation By the end of the lesson, most pupils will be
5. Here is a list of what I
need for school: a pen,
Term 3 able to: two exercise books and an
eraser.
• Navigate through a dictionary using the
alphabetical order.
• Write these wow! words on strips
• Discuss and write a report on an occupation
of cardboard: laughed so hard,
independently.
patient, frustrated, admired.
• Write these sentences on the
Preparation
Week 30 chalkboard:
My future occupation 1. I would like to be a teacher
Day 5 Before the lesson because teachers are very
....
• Have four English dictionaries.
2. I watched an ... movie. It was
• Make a list of all the spelling words on
a comedy. I laughed so ...
the chalkboard (then wipe them off the
chalkboard) 3. The football coach was ...
when a goal was scores
• Make four sets of flashcards of all the
against his team.
spelling words for each group.
4. KanuNwankwois .. by many
football fans.
1. I have a blue pen.
2. What is your mother’s occupation?
3. May I have a glass of water please?
155
10 20 20 5
Group task Whole class teaching Individual task Whole class teaching
• Ask each group to • Ask the pupils to choose which sentences have the • Ask the pupils to discuss their • Choose some pupils
sound out the words on described punctuation marks from sentences 1-5 and favourite occupations in pairs. to read some of their
the flashcards. write them in the correct column reports to the class.
• Ask them to write down important
• Remind them of the Question Full stop Exclama- colon Commas points from their discussions in
meaning of each word. mark tion mark their exercise books.
• Ask each group to mix • Ask them to write a report
up the flashcards. individually on the occupation they
like.
• Ask each group to
sort out their words in • Ask them how we can make sentences a)-d) more • Remind them to use the notes
alphabetical order. interesting with these wow! words: laughed so hard, they made during their pair
patient, frustrated, admired, interesting. discussions and of the report
• Ask them to sort out the
structure.
words in alphabetical
order • Ask them to edit the writing
to make sure the punctuation
a) __________
marks are correct, and that the
b) __________ information is correct.
c) __________ • Ask them to check spelling in
the dictionary and use some
d) __________
wow! words to make their writing
e) __________ interesting.
• Encourage them to use all of the
ideas they have been collecting
156
this week.
Acknowledgment
Special thanks go to all the State We acknowledge the efforts and Disclaimer
Universal Basic Education Board contributions of; the Teachers
(SUBEB) staff for their invaluable Registration Council of Nigeria This document is issued for and
input; the State School Improvement (TRCN), National Education can only be relied upon by the party
Team (SSIT), Teacher Development Research and Development which commissioned it to the
Team (TDT), School Support Council (NERDC), National Agency extent set out in the terms and
Officers (SSOs), Teacher Facilitators for Science and Engineering conditions of the commission.
(TF), and head teachers and Infrastructure (NASENI), Universal These materials were produced
teachers of Enugu, Jigawa, Kano, Basic Education Commission with technical assistance from the
Katsina, Kaduna, Kwara, Lagos and (UBEC), State Universal Basic DFID-funded Teacher Development
Zamfara. Education Boards (SUBEB), Programme (TDP).
Federal and State Ministries of
Education, National Commission Copyright © Mott MacDonald Limited
for Colleges of Education (NCCE) [2016].
as well as Federal and State
Colleges of Education in Jigawa,
Kaduna, Kano, Katsina and
Zamfara states.
157

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Spelling Reading Grammar

Whole class teaching Whole class teaching Pair task

Group Activities (Dividing A,B,C and D) Plenary

Group A Group D Whole class teaching

• Tell these pupils to read

Week 21 Before the lesson

Spelling Reading Grammar

Whole class teaching Whole class teaching Pair task

Group Activities (Dividing Plenary

Whole class teaching Pair task

Group A Group C • Choose some pairs to say

Week 21 Before the lesson

Spelling Reading Grammar

Individual task Whole class teaching Whole class teaching

Group Activities (Dividing Plenary

Whole class teaching Group C Whole class teaching

Week 21 Before the lesson

Spelling Reading Grammar

Whole class teaching Whole class teaching Group task

Group Activities (Dividing A,B,C and D) Plenary

Group A Group D Whole class teaching

Week 21 Before the lesson

• Write 3 poems on the poster paper/

Spelling Reading Comprehension Plenary

Spelling Shared writing Grammar Plenary

Spelling Shared writing Grammar Plenary

Spelling Shared writing Brainstorm Plenary

Week 22 Before the lesson

Spelling Guided writing Independent writing

Independent writing Plenary

Whole class teaching

• Tell groups to write a poem

Spelling Guided writing Independent writing Plenary

Spelling Reading Grammar

Whole class teaching Whole class teaching Pair task

Group Activities Plenary

Group A Group D Whole class teaching

Term 3 able to: • Write the ‘Exercise 1: Are you

• Write these words/phrases on the

Spelling Reading Grammar

Whole class teaching Individual task Whole class teaching

Group Activities Plenary

Group A Group D Whole class teaching

Spelling Reading Grammar

Pair task Group task Whole class teaching

Group Activities Plenary

Group A Group D Whole class teaching

Week 23 Before the lesson

Spelling Reading Grammar

Whole class teaching Pair task Individual task

Group Activities Plenary

Group A Group D Whole class teaching

Spelling Reading Comprehension Plenary

Term 3 Friend By the end of the lesson, most pupils will be

Before the lesson