TANE CRESCENT SCHOOL

30 Godwin Okigbo off Masha Road, Surulere, Lagos.

Tel: 080555288820, 08027317870, 09064467178
Website: www.tanecrescentschools.com

LESSON PLAN FOR ENGLISH WEEK FIVE

Date: MONDAY 22nd – FRIDAY 26TH MAY 2023

Class SUBJECTS TOPICS REFERENCE PERIOD

RESOURCES

Year 1 English Grammar Punctuation (Capital Classbasic.com/ 2

Letters)

Comprehension The Circus comes to Town English Skills Book 1 1

Spelling New Words from ‘The English Skills Book 1 1

Fox and the Goat’

Creative Writing What if… (Things that Chat GPT 1

could possibly happen)
Year 3 Grammar Question tags https://classbasic.com/ 2

Comprehension The Salmon of Knowledge English Skills Bk 3 1

Spelling Silent k words English Skills Bk 3 1

Creative Writing My favourite food edudelight.com 1

Descriptive essay

Year 4 Grammar Direct and Reported British Grammar 2

Classbasic.com/
 Speech

Comprehension The Marrog English Skills Bk 4 1

Spelling Puzzle: Unscramble words English Skills Bk 4 1

https://www.scribbr.com/
Creative Writing Expository Essay II

Year 5 Grammar Comparison of Adverbs Enrich your Grammar 2

Primary 5

Comprehension The Submarine English Skills Bk 5 pg. 82

Spelling New words in “The English Skills Bk 5 pg. 82

Submarine”

Creative Writing My favourite food – edudelight.com

Descriptive Essay

LESSON NOTE

Date: MONDAY, 22ND MAY, 2023. Class: YEAR 1

Subject: GRAMMAR Lesson: 1

Topic: Capital Letters Period: 3rd and 4th

Duration: 90 MINUTES Average Age: 6 YEARS

Learning Objectives: At the end of the lesson, learners will be able to:

1. Get an understanding that uppercase letters are the same as capital letters

2. Use capital letters correctly.

Key Vocabulary Words:

1. Abbreviation: Short form of long words.

2. Sentence: A group of words that makes a complete sense.

Reference Resources: classbasic.com/

Instructional Resources: Capitalization Worksheets

Building Background / Connection to prior knowledge: learners are familiar with a few punctuation marks

like full stop, comma and question marks.

Content:
Upper case letters are the same as capital letters.

When to use capital letters:

1. For name of persons e.g. Ade, Sarah, Mustapha etc.

2. For names of places e.g. Africa, Lagos, Masha etc.
3. At the beginning of a sentence e.g The fox tricked the goat.
4. In personal pronoun, I.
5. In abbreviations e.g. Local Government Area (LGA), United States of America (USA) etc.
6. For names of God. e.g. God, Allah
7. For names of holy books. E.g. The Bible, The Quran.
8. For days of the week and months of the year. E.g. Monday, May, December etc.

Strategies and Activities: Small group discussion (Teacher groups learners and ask them to ring words

beginning with capital letters)

Activity 1 Teacher reviews previous lesson on word families and ask

questions based on that.

Activity 2 Teacher introduces new lesson by explaining the difference

between small letters and upper case letters/capital letters.

Activity 3 Learners will ring capital letters in sentences given

Activity 4 Learners listen as teacher explains words that must be

capitalized.

Activity 5 Learners will capitalize words that should be capitalized in

sentences given.

Evaluation (Assessment): Learners are to answer the following questions;

English Skills Pg. 55 A No 1- 6 & B No 1 – 6

Wrap up (Conclusion): Capital letters are the same as upper case letters. They must not be used anyhow.

Assignment: English Skills Pg. 67 A No 1- 6

Head Teacher’s Remark / Endorsement:

LESSON NOTE

Date: THURSDAY, 25TH MAY, 2023. Class: YEAR 1

Subject: CREATIVE WRITING Lesson: 1

Topic: What if… Period: 2nd

Subtopic: Things that could possibly happen

Duration: 45 MINUTES Average Age: 6 YEARS

Learning Objectives: At the end of the lesson, learners will be able to write a guided composition on

things that could possibly happen.

Key Vocabulary Words:

1. Possibilities: Things that may happen.

2. Permanent: Lasting or something that remains unchanged.

Reference Resources: Chat GPT

Instructional Resources: Learners

Building Background / Connection to prior knowledge: learners have been taught or are familiar with

writing guided compositions.

Content:

What if I could find the cure to cancer, HIV and AIDs? What if I could create cars that make use of

water instead of petrol or diesel? What if our television don’t need electricity to power up? What if

robots become a permanent part of our lives helping us with our daily activities?

All these are things that could possibly happen.

Strategies and Activities: Storytelling and Discussion method

Activity 1 Teacher reviews previous lesson on a visit to the zoo and

allow the learners to revise the key points.
 Activity 2 Teacher introduces new lesson by asking them to mention
things that they would love to do when they grow up

Activity 3 Learners are encouraged to talk about things that do not

exist now but could possibly happen.

Activity 4 Learners tell stories of things they feel are impossible but
gets done.

Activity 5 Learners copy a short composition on “What if…”

Evaluation (Assessment): Learners are encouraged to talk about their personal What ifs.

(Oral Composition)

Wrap up (Conclusion): In the realm of possibilities, countless events may unfold. We just need to think

beyond what we can see.

Assignment: Write about things that could possibly happen. (5 lines)

Head Teacher’s Remark / Endorsement:

LESSON NOTE

Date: MONDAY, 22nd MAY, 2023. Class: YEAR 3

Subject: GRAMMAR Lesson:2

Topic: Question Tags Period: 6th and 7th

Duration: 90 MINUTES Average Age: 7 YEARS

Learning Objectives: At the end of the lesson, learners will be able to:

1. Define question tags.

2. Identify and use question tags in sentences.

Key Vocabulary Words:

Question Tag: A question tag is a small question at the end of a sentence.

Reference Resources: https://classbasic.com/

Instructional Resources: Strip of cardboards with different questions

Building Background / Connection to prior knowledge: learners have been taught how to use question

marks.

Content:

A question tag are short questions at the end of statements. They are mainly used in speech when we
want to confirm that something is true or not, or to encourage a reply from the person we are speaking
to.

POSITIVE

A positive statement is followed by a negative question tag.

Tomorrow is Monday, isn’t it?

You are wondering who I am, aren’t you?

She is quite attractive, isn’t she?

I’m rather late, aren’t I?

We shall see each other again, shan’t we?

NEGATIVE

A negative statement is followed by a positive question tag.

You didn’t come this morning, did you?

This one isn’t yours, is it?

They aren’t funny, are they?

She shouldn’t say things like that, should she?

Strategies and Activities: Brainstorming

Activity 1 Teacher reviews previous lesson and ask questions based on

that.

Activity 2 Teacher introduces new lesson and discusses in detail.

Activity 3 Learners are given different questions on stripes of

cardboard and they provide the appropriate question tags.

Activity 4 Learners generate more statements using question tags.

Activity 5 Learners practice a dialogue using question tags.

Evaluation (Assessment): Learners are to answer the following questions;

 1. She has been here before, __________? (hasn’t she, has she)

2. Edward has a guitar, ________? (has he, doesn’t he)

3. You can’t drive a car, _________ ?(can’t you, can you)

4. Jane went to school, ____________? (did she, didn’t she)

5. You are tall, ____________? (aren’t you, did you)

Wrap up (Conclusion): Question tags can be used in rhetorical questions and to make an emphasis of the

subject matter been discussed.

Assignment: Learners will answer these questions matching to the right tag viz:
You are mad about playing chess, isn't it?

He isn't working now, had he?

They won't visit New York, does it?

He hasn't done his job, are they?

She found a necklace, don't they

She isn't an honest girl, won't they?

They do an excellent job is she?

It doesn't matter, didn't she?

They'll fail, has he?

They are coming, will they?

He hadn't read the book before, is he?

This is amazing, aren't you?

Head Teacher’s Remark / Endorsement:

LESSON NOTE

Date: THURSDAY, 25TH MAY, 2023. Class: YEAR 3

Subject: CREATIVE WRITING Lesson:1

Topic: Descriptive Essay – My Favourite Food Period: 7TH

Duration: 45MINUTES Average Age: 7 YEARS

Learning Objectives: At the end of the lesson, learners will be able to:

1. Comprehend the guidelines

2. Use the guidelines to write a composition on their favourite food.

Key Vocabulary Words:

Attitude: your approach to something or your personal views on it.

Favourite: The one you like best.

Reference Resources: eduidelight.com/

Instructional Resources: Writing materials, flashcards, dictionary, texts, learners.

Building Background / Connection to prior knowledge: learners have been taught how to write

compositions.

Content:

GUIDELINES

Paragraph one

Write About your Attitude towards food.

Paragraph two

Write about your favourite food like the name of food, nutrients that can be gotten by eating the food

and who prepares it.

Paragraph Three

Write the recipe for your favourite food and why you like it best.

Strategies and Activities: Small group discussion and questioning.

Activity 1 Teacher draws out sentences from learners about their favourite
food.

Activity 2 Teacher writes and explain the guidelines written on the board
 Activity 3 Learners listen to a sample on the same topic to be read by the
one of the learners.

Activity 4 Learners discuss about their favourite food and what it means to
them.

Activity 5 Learners write a descriptive essay on “My Favourite Food”.

Evaluation (Assessment): Learners are to answer the following questions:

Using the guidelines, write a descriptive essay on “My Favourite Food”

Wrap up (Conclusion): Writing descriptive essay makes it easy to carry people along especially when

they are reading your work of art.

Assignment: Learners are given take home assignment.

Write a descriptive essay on “The Places I love to visit”

Head Teacher’s Remark / Endorsement:

LESSON NOTE

Date: MONDAY, 22ND MAY, 2023. Class: YEAR 4

Subject: GRAMMAR Lesson: 1

Topic: Direct and Reported Speech Period: 3rd and 4th

Duration: 90 MINUTES Average Age: 8 YEARS

Learning Objectives: At the end of the lesson, learners will be able to:
 1. Define direct speech and reported speech
2. Distinguish between direct and indirect speech

Key Vocabulary Words:

Speech: the communication or expression of thoughts.

Report: a spoken or written account of something that one has observed, heard, done, or

investigated.

Clause : A clause is a part of a sentence that contains a subject and a verb.

Reference Resources: British Grammar, Classbasic.com/

Instructional Resources: Learners

Building Background / Connection to prior knowledge: Learners have been taught pronouns.

Content:

Direct speech is a representation of the actual words someone said. A direct speech report usually has a
reporting verb in the simple past tense. The most common reporting verb is  said. The reporting clause
may come first or second.

reporting clause
reporting clause first reported clause
second

Jimmy  said, ‘Let me have a look.’

Then the child  asked, ‘Are there any toys?’

‘Hand it over at once!’ he  demanded.

The reporting clause may sometimes come in the middle of the reported clause, especially in literary
styles:

“No,”  she said, “I’ve never seen it before.”

‘Was it,’  he asked, ‘the first time you had spoken to Mrs Dalton?’

We can use adverbs with the reporting verb to describe the way someone said something. This is more
common when the reporting clause comes second:

“I will not accept it!” he said  angrily.

‘Can I speak to the doctor?’ she asked  rather nervously.

More examples on Direct and Reported Speech

1. “I am hungry,” said Seun.(Direct Speech)

Seun said that he was hungry. (Reported speech)

2. “My uncle gave me a book yesterday,” Sammy said. (Direct Speech)

Sammy said that his uncle gave him a book the previous day. (Reported speech)

3. “Where have you been?” she demanded. (Direct Speech)

She demanded about where he had been. (Reported speech)

4. “You will be punished if you don’t do your homework,” the teacher said. (Direct Speech)

The teacher threaten to punish them if they did not do the home work. (Reported speech)

Strategies and Activities: Role play, Dialogue, Discussion

Activity 1 Teacher reviews previous lesson and ask questions based on

adverbial phrases.

Activity 2 Teacher creates a true to life activity where dialogues will

take place.

Activity 3 Learners are allowed to report the things said by those

dialoguing.

Activity 4 Learners dramatize a few speech and another learner

reports the speech.

Activity 5 Learners are applauded or corrected as the case may be.

Evaluation (Assessment): Learners are to answer the following questions;

Rewrite the direct speech as reported speech to complete the sentences.

Use contractions where possible.

1. 'The police have found the missing girl.' They say that the police

the missing girl.

2. 'Can I borrow your newspaper?' He asked me my newspaper.

 3. 'I don't feel very well.' She says that very well.

4. 'We had a great time' They say that a great time.

5. 'Why are you late?' My boss asked me late.

6. 'It's been hot here.' Mike says that .

7. 'Do you think the Prime Minister will resign?' They asked me if I thought that the Prime

Minister .

8. 'I'd never been to Spain before.' Julie said that to Spain before.

Wrap up (Conclusion): Direct Speech refers to the literal repetition of the words spoken by

someone, using a quotation. On the other hand, indirect speech is one that reports something

said or written by another person, without making the use of exact words.

Assignment:

Refer to the attached Reported Speech worksheet.

Head Teacher’s Remark / Endorsement:

LESSON NOTE

Date: THURSDAY, 25TH MAY, 2023. Class: YEAR 4

Subject: CREATIVE WRITING Lesson: 1

Topic: Expository Essay II Period: 2nd

Subtopic: How to create expository essay outline

Duration: 45 MINUTES Average Age: 8 YEARS

Learning Objectives: At the end of the lesson, learners will be able to:

1. Understand the function of an outline for an essay.

 2. Create an outline for an essay topic.

Key Vocabulary Word(s):

Expository: to explain or describe something

Thesis: a statement or theory that is put forward as a premise to be maintained or proved.

Reference Resources: Expository Essay Outline

Instructional Resources: A sample of an expository essay outline

Building Background / Connection to prior knowledge: Learners have been taught

Content:

Outlines are the framework on which your essay is built. Without a strong outline, your essay will be

meaningless and also uninteresting.

An outline comprises of Introduction, Body and Conclusion.

Introduction: Your introduction should have your hook, background and thesis.

Body : The body can have about three paragraphs.

Give the first fact, evidence and analysis. Do this for the remaining two paragraphs.

Conclusion: Summarize the thesis, discuss the significance of the topic and answer all unanswered

questions.

Strategies and Activities: Reading Information and Discussion

Activity 1 Teacher reviews previous lesson on poetry.

Activity 2 Teacher introduces new lesson by reminding the learners

about the types of essays.

Activity 3 Learners are given a sample of an expository essay and

outline template for research.

Activity 4 Learners are encouraged to identify the three parts of the

essay, i.e the introduction, body and concluding paragraphs.

Activity 5 Learners are guided to fill in an outline in class.

Evaluation (Assessment): Learners are to answer the following questions;

 1. What is the function of an outline?

2. Write an outline for the essay – Unemployment as a social problem in Nigeria.

Wrap up (Conclusion): It is important to learn how to write an expository essay because it helps you to

present facts in a logical manner.

Assignment:

Write an outline for the essay – The role of the Nigerian culture in the development of a Nigerian child.

Head Teacher’s Remark / Endorsement:

LESSON NOTE

Date: MONDAY, 22ND MAY, 2023. Class: YEAR 5

Subject: GRAMMAR Lesson: 1

Topic: Comparison of Adverbs Period: 6th and 7th

Duration: 90 MINUTES Average Age: 9 YEARS

Learning Objectives: At the end of the lesson, learners will be able to:

1. State the three degree of comparison.

2. Identify the different ways adverbs are compared

3. Use them correctly in sentences.

Key Vocabulary Word(s):

Modify: to change, make different

Reference Resources: Enrich your Grammar Primary 5,

Instructional Resources: Chart on adverbs, video on comparative adverbs

Building Background / Connection to prior knowledge: Learners have been taught adverbs the previous
week.

Content:
Adverbs have three degree of comparison e.g. positive, comparative and superlative.

Adverbs formed by adding –ly to an adjective take ‘more’ and ‘most’ for their comparative and
superlative respectively e.g.
Positive Superlative Comparative
Kindly More kindly Most kindly
Loudly More loudly Most loudly
Happily More happily Most happily

Some add –er or –est at the end of the positive to make their comparative and superlative
respectively e.g.

Positive comparative Superlative

Fast Faster Fastest
Soon Sooner Soonest

Irregular adverbs make their comparative and superlative differently

Well Better Best

little Less Least
Badly Worse Worst
Much More Most
Strategies and Activities: Collaboration

Activity 1 Teacher introduces the lesson by revising previous lesson on

adverbs and types of adverbs

Activity 2 Teacher shows learners the different ways adverbs are

being compared.

Activity 3 Learners give sentences using the comparative forms of

adverbs.

Activity 4 Learners are corrected or applauded as the case maybe.

Activity 5 Learners fill blanks spaces with suitable adverbs.

Evaluation (Assessment): Complete the table below

 Positive Comparative Superlative

1 Cleverly

2 More brightly

3 Farthest

4 Little

5 More bitterly

6 Ill

7 Early

Most Carefully

Wrap up (Conclusion): Correct use of adverbs are quite important and useful while expressing yourself

either in speaking or writing.

Assignment:
Fill the blanks with the correct comparative adverbs
1. She treats the animals’ ___________ than her brother. (kindly)
2. Patty worked _________ than any other actor in the play. (hard)
3. The remote works _____________ when you pint it at the TV. (good)
4. The girl dances _____________ of all. (graceful)
5. Could you write _______ (clear)
Head Teacher’s Remark / Endorsement:

LESSON NOTE

Date: THURSDAY, 25TH MAY, 2023. Class: YEAR 5

Subject: CREATIVE WRITING Lesson: 1

Topic: Descriptive Essay – My favourite food Period: 3rd

Duration: 45 MINUTES Average Age: 9 YEARS

Learning Objectives: At the end of the lesson, learners will be able to:

1. Comprehend the guidelines

2. Use the guidelines to write a composition on their favourite food.

Key Vocabulary Words:

Attitude: your approach to something or your personal views on it.

Favourite: The one you like best.

Reference Resources: edudelight.com/

Instructional Resources: Learners

Building Background / Connection to prior knowledge: Learners are familiar with writing composition.

GUIDELINES

Paragraph one

Write About your Attitude towards food.

Paragraph two

Write about your favourite food like the name of food, nutrients that can be gotten by eating the

food and who prepares it.

Paragraph Three

Write the recipe for your favourite food and why you like it best.

Strategies and Activities: Direct instruction, Guided Practice and Independent Practice

Activity 2 Teacher writes and explain the guidelines written on the board

Activity 3 Learners listen to a sample on the same topic to be read by the

one of the learners.

Activity 4 Learners discuss about their favourite food and what it means to
them.

Activity 5 Learners write a descriptive essay on “My Favourite Food”.

Evaluation (Assessment): Learners are to answer the following questions:

Using the guidelines, write a descriptive essay on “My Favourite Food.”

Wrap up (Conclusion): Writing descriptive essay makes it easy to carry people along especially when

they are reading your work of art.

Assignment: Learners are given take home assignment.

Write a descriptive essay on “The Places I love to Visit”