SCHEME OF WORD : STD 4 -TERM 3

Name of school:
STANDARD FOUR
SCHEME OF WORK
3RD TERM

WEEK TOPIC OBJECTIVES TEACHING/LEARNING RESOURCES

ACTIVITIES
1 Part of Speech – Identify simple tenses. Present pupils with a short story. Sentence strips, word
Simple Tenses of Have pupils use the tenses of the cards.
Verbs: Present, Classify verbs by tenses. verbs appropriately in sentences.
Past and Future Have students engage in behavior
Tense Use the tense forms in context. of their choice and relate what
happened.
Tom kicks the ball.
Ann danced to a tune.
I will eat a lollipop.
Pupils note the change in the verb
and state the tense.

2 Part of Speech- Identify the continuous/progressive Present pupils with a short story. Word cards, story chart
Tenses of Verbs: form. Have pupils use the tenses of the
The Continuous verbs appropriately in sentences.
Tense Use the tense forms in context. Have students engage in behavior
of their choice and relate what
happened.
Tom is kicking the ball.
Ann is dancing to a tune.
 SCHEME OF WORD : STD 4 -TERM 3

I am eating a lollipop.
Pupils note the change in the verb
form, ‘to be’ and endings in ‘ing’.

3 Part of Speech – Identify the perfect tense. Present a short story using Story chart, sentence
tenses of Verbs: sentences which indicate that strips.
The Perfect Tense Use the perfect tense correctly in events were completed over a
oral and written work. period in the past to the present.
Eg. I have taken Maths lessons for
the past six months.
Have students identify the verb
and note the tenses.
Discuss how the tense is used.
Compare present with present
perfect tense.

4 Active/Passive Explain the terms active and passive Have students relate action –
Voice voice. active voice- and change to
passive voice. Guide pupils to
Identify whether the voice of the note the differences.
verb. Tom cleaned the blackboard.
Active: subject – doer of the
Write sentences to show the voice of action.
verbs. The blackboard was cleaned by
Tom.
Passive: subject – receiver of the
action.

5 Active/Passive Explain the terms active and passive Have students relate action –
Voice voice. active voice- and change to
 SCHEME OF WORD : STD 4 -TERM 3

Identify whether the voice of the passive voice. Guide pupils to

verb. note the differences.
Tom cleaned the blackboard.
Write sentences to show the voice of Active: subject – doer of the
verbs. action.
The blackboard was cleaned by
Tom.
Passive: subject – receiver of the
action.

6 Interjections Define the term interjection. Role play emotive situations. Sentence strips.
Write appropriate sentences
Identify interjections. Hurrah! We won the match.
Ouch! That hurts.
Use interjections correctly in oral Have pupils note interjection
and written work. mark as well as the function of the
word. Pupils create their own
sentences.
7 Adjectives Identify adjectives. Present an object to the pupils and Object/toy
have the pupils describe the
Explain that some nouns are used as object. Use a semantic map to
adjectives. complete the exercise.

Use adjectives in sentences.

Define the term adjectives.

8 Types of Identify the various types of Present pupils with a list of Word lists
Adjectives adjectives. adjectives. They work in groups
to classify the adjectives as:
Explain each type of adjectives. Descriptive, Quantitative,
Interrogative, Demonstrative,
Classify adjectives according to Possessive, Distributive or Proper.
type.
 SCHEME OF WORD : STD 4 -TERM 3

Pupils explain why each adjective

was placed in each group.
9 Parts of Speech Identify the various parts of speech Pupils work independently to Worksheets.
(Review), Word in sentences. complete exercises on parts of
Building speech.
Justify why they say a word is a
particular part of speech.

Form nouns, verbs, adjectives and

adverbs from given words.

Form words and state their part of

speech.

Use appropriate words to complete

sentences.

10&11 Revision and Review the topics done during the Completion of evaluation scripts.
Evaluation term.
 SCHEME OF WORD : STD 4 -TERM 3

STANDARD FOUR
SCHEME OF WORK
PHONICS
3RD TERM
WEEK TOPIC OBJECTIVES TEACHING/LEARNING ACTIVITIES RESOURCES
1 Diphthongs – oi, Associate the diphthong with its Present words with the diphthong ‘oi’ Pictures, objects,
oy sound. e.g. coil, toil, voice etc. Have pupils word cards,
read these words. Let them indicate the worksheets.
Pronounce words that contain the sound that is common to the words. Let
diphthong correctly. them note that the sound is neither /ō/
nor /ŏ/. Write other words e.g. spoil
void, coin etc. Ask pupils to read them
and say how these words look alike.
Let pupils note that when the two
vowels ‘o’ and ‘i’ come together they
make the sound /oi/. Do word building
exercises e.g. oil, soil, spoil, foil, toil
etc. Allow pupils to use words in
sentences.
Activity: Pupils will be given two lists
of words containing the diphthong ‘oi’.
They will match the words in the right
column with those on the left that have
the same diphthong. They will identify
matching words by drawing a line to
connect them.
Similar activity for ‘oy’.
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2 Diphthongs – ou, Associate the diphthong with its Present words with the diphthong ‘ou’ Pictures, objects,
ow sound. e.g. house, mouse etc. Have pupils read word cards,
these words. Let them indicate the worksheets.
Pronounce words that contain the sound that is common to the words. Let
diphthong correctly. them note that the sound is neither /ō/
nor /ŏ/. Write other words e.g. blouse,
grouse etc. Ask pupils to read them and
say how these words look alike. Let
pupils note that when the two vowels
‘o’ and ‘i’ come together they make the
sound /ou/. Do word building exercises
e.g. rouse, arouse etc. Allow pupils to
use words in sentences.
Activity: Pupils will be given two lists
of words containing the diphthong ‘ou’.
They will match the words in the right
column with those on the left that have
the same diphthong. They will identify
matching words by drawing a line to
connect them.Similar activity for ‘ow’.
3 Vowel Digraphs – Identify vowel digraphs in initial, Select words within pupils’ experience Text, word cards,
‘ai’, ‘ay’, ‘oe’ final and medial positions, where that contain vowel digraphs. Have writing paper,
applicable. pupils read words and identify vowel sentence strips,
Make sentences with words. sound heard. Guide pupils to discover worksheets.
generalisation that a vowel digraph
comprises two vowels placed next to
each other, in which the first vowel
usually carries a long sound and the
second vowel is silent. E.g. rain, play,
 SCHEME OF WORD : STD 4 -TERM 3

toe.Follow Up: Have pupils complete

cloze exercises.
4 Vowel Digraphs – Identify vowel digraphs in initial, Select words within pupils’ experience Text, word cards,
‘ea’, ‘oa’, ‘ie’ final and medial positions, where that contain vowel digraphs. Have writing paper,
applicable. pupils read words and identify vowel sentence strips,
Make sentences with words. sound heard. Guide pupils to discover worksheets.
generalization from the previous week
and allow pupils to identify digraphs.
E.g. meat, coat, cried. Have pupils
compose sentences using the words.
Follow Up: Have pupils complete
cloze exercises using words which
contain vowel digraphs.
5 Hard c Pronounce words with the hard c Select words within pupils’ experience Text, word cards,
sound. that contain the hard c sound. Have writing paper,
pupils read words and identify vowel sentence strips,
Differentiate between words with sound heard. Have pupils distinguish worksheets.
the hard and soft c sounds. between c sounds.
6 Soft c Pronounce words with the soft c Select words within pupils’ experience Text, word cards,
sound. that contain the soft c sound. Have writing paper,
pupils read words and identify vowel sentence strips,
Differentiate between words with sound heard. Have pupils distinguish worksheets.
the hard and soft c sounds. between c sounds.
7 Hard g Pronounce words with the hard g Select words within pupils’ experience Text, word cards,
sound. that contain the hard g sound. Have writing paper,
pupils read words and identify vowel sentence strips,
Differentiate between words with sound heard. Have pupils distinguish worksheets.
the hard and soft g sounds. between g sounds.
8 Soft g Pronounce words with the soft g Select words within pupils’ experience Text, word cards,
sound. that contain the soft g sound. Have writing paper,
pupils read words and identify vowel sentence strips,
Differentiate between words with sound heard. Have pupils distinguish worksheets.
the hard and soft g sounds. between g sounds.
 SCHEME OF WORD : STD 4 -TERM 3

9 R controlled Associate the sound /ar/ with the Do an Auditory Discrimination Word cards,
Vowel as in ‘far’ letters ‘ar’ in words ending with exercise, e.g. Ask pupils to listen to a pictures, paper,
‘ar’. set of words and then repeat only the reader.
words that end with the sound /ar/ e.g.
Pronounce words ending with ‘ar’ far, bar, near, pear, car etc. Ask them to
correctly. identify the final sound in these words.
Let pupils supply words ending with
Identify words with the r the /ar/ sound. Play a game ‘/ar/’ or not
controlled vowel. ‘/ar/’. Provide a set of objects whose
names end with ‘ar’ and some without
the ‘ar’ sound e.g. jar, tear. Do visual
discrimination activity with these.
Pictures can also be used. Do word
building exercises and ask pupils to
complete sentences with words
constructed.
Word Search: Ask them to compile a
list of words ending with the /ar/ sound
from the basal reader and lessons in the
content area.

10&11 Revision and Review the topics done during the Completion of evaluation scripts.
Evaluation term.
 SCHEME OF WORD : STD 4 -TERM 3

STANDARD FOUR
SCHEME OF WORK
STRUCTURAL ANALYSIS
3RD TERM
WEEK TOPIC OBJECTIVES TEACHING/LEARNING RESOURCES
ACTIVITIES
1 Sight Words Identify words from the Dolch Read sight words in sentences. Sentence strips,
Sight Words list. Use sight words in sentences of crossword puzzles.
their own.
Pronounce words from the Dolch Complete crossword puzzles
Sight Words list correctly. using sight words.

2 Sight Words Identify words from the Dolch Read sight words in sentences. Sentence strips,
Sight Words list. Use sight words in sentences of crossword puzzles.
their own.
Pronounce words from the Dolch Complete crossword puzzles
Sight Words list correctly. using sight words.

3 Prefix ‘un’ Explain the term prefix. Review the concept of root Word cards, sentence
words. Use a series of examples strips, worksheet.
State the meaning of the prefix that involve adding ‘un’ before
‘un’. the root word, e.g. clean –
unclean, happy – unhappy. Ask
Explain the meaning of words with suitable questions, e.g. What was
the prefix ‘un’. added to the root word? Is the
meaning changed? What is the
Add the prefix ‘un’ to appropriate new meaning? Elicit from pupils
root words.
 SCHEME OF WORD : STD 4 -TERM 3

that ‘un’ is prefix. Let pupils use

the given words in sentences.
Follow Up: present cloze
exercises in which pupils add
‘un’ to the root word e.g. This
water is dirty. It is _______ for
drinking. (fit)

4 Prefixes ‘dis’ Discover the meaning of the prefix Use a series of examples that Word cards, worksheets.
‘dis’. involve adding ‘dis’ before the
root word, e.g. agree – disagree,
Explain the meaning of words with honest – dishonest, appear -
the prefix ‘dis’. disappear. Ask suitable
questions, e.g. What was added
Add the prefix ‘dis’ to appropriate to the root word? Is the meaning
root words. changed? What is the new
meaning? Elicit from pupils the
meaning of the prefix ‘dis’. Let
pupils use the given words in
sentences.
Present cloze exercises in which
pupils add ‘dis’ to the root word,
e.g. He was not alloed to go to
the party. He was __________ (
Ans. disallowed)
Follow Up: Let pupils add the
prefix ‘un’ or ‘dis’ to underlined
root words in sentences.
5 Prefixes – uni Discover the meaning of the prefix Use a series of examples that Word cards, worksheets.
‘uni’. involve adding ‘uni’ before the
root word. Ask suitable
Explain the meaning of words with questions, e.g. What was added
the prefix ‘uni’. to the root word? Is the meaning
 SCHEME OF WORD : STD 4 -TERM 3

changed? What is the new

Add the prefix ‘uni’ to appropriate meaning? Elicit from pupils the
root words. meaning of the prefix ‘uni’. Let
pupils use the given words in
sentences. Present cloze
exercises in which pupils add
‘uni’ to the root word.
Follow Up: Let pupils add the
prefix ‘un’, ‘uni’ or ‘dis’ to
underlined root words in
sentences.

6 Prefixes - bi Discover the meaning of the prefix Use a series of examples that Word cards, worksheets.
‘bi’. involve adding ‘bi’ before the
root word, e.g. sect – bisect. Ask
Explain the meaning of words with suitable questions, e.g. What was
the prefix ‘bi’. added to the root word? Is the
meaning changed? What is the
Add the prefix ‘bi’ to appropriate new meaning? Elicit from pupils
root words. the meaning of the prefix ‘bi’.
Let pupils use the given words in
sentences.
Present cloze exercises in which
pupils add ‘bi’ to the root word.
Follow Up: Let pupils add the
prefixes to underlined root words
in sentences.

7 Suffixes - ish Explain what is a suffix. Provide a series of root words to Word cards, sentence
which the suffix ‘ish’ can be strips, worksheets.
Explain the meaning of the suffix added, e.g. fool-foolish, boy-
‘ish’. boyish, child-childish. Let pupils
 SCHEME OF WORD : STD 4 -TERM 3

note that the part after the root

Add the suffix ‘ish’ to appropriate word i.e. ‘ish’ is called the
root words. suffix. Provide oral and written
activities to arrive at the
meaning of ‘ish’ e.g. The old
man behaves like a child. He is
very _____________. (Ans.
Childish)
Let pupils give the meaning of
‘ish’ after completing this
activity – like a __________
Provide exercises oral and
written to reinforce knowledge
of ‘ish’.

8 Suffixes - ist Add suffixes to root words. Pupils add the suffix ‘ist’ to Word cards
known root words e.g. cycle –
Explain the meaning of newly cyclist, art – artist, cartoon –
formed words. cartoonist. Have pupils read
newly formed words. Place
words in context. Let pupils read
the sentences and state the
change in the meaning of the
word. E.g. The cyclist knocked
down the barrier as he rode past.
The artist has drawn many
pictures.
ist – one who makes or does
something.
 SCHEME OF WORD : STD 4 -TERM 3

9 Suffixes - ness Explain the meaning of the suffix Provide a series of root words to Word cards, sentence
‘ness’. which the suffix ‘ness’ can be strips, worksheets.
added, e.g. kind-kindness, bold-
Add the suffix ‘ness’ to appropriate boldness, cold-coldness. Allow
root words. pupils to use of these words in
context orally e.g. The boys are
happy. There is ___________
(Ans. happiness). Elicit from
them the meaning of ‘ness’- in a
state of. Provide exercises oral
and written as a follow up.

10 Suffixes - ful Explain the meaning of the suffix Provide a series of root words to Word cards, sentence
‘ful’. which the suffix ‘ful’ can be strips, worksheets.
added, e.g. hope-hopeful. Allow
Add the suffix ‘ful’ to appropriate pupils to use of these words in
root words. context orally e.g. The boys are
full of hope that they will win
the match. They are
_________.Elicit from them the
meaning of ‘ful’. Provide
exercises oral and written as a
follow up.
10 & Revision and Review the topics done during the Completion of evaluation scripts.
11 Evaluation term.
 SCHEME OF WORD : STD 4 -TERM 3

STANDARD FOUR
SCHEME OF WORK
COMPREHENSION
3RD TERM
WEEK TOPIC OBJECTIVES TEACHING/LEARNING RESOURCES
ACTIVITIES
1 Sequencing Sequence events in passages, Identify a task within the pupil’s Sentence strips
stories, directions, instructions. experiences e.g. brushing their teeth. Chart with short
Let pupils indicate the order in story, sentence strips.
brushing their teeth Write the steps
on the board in an incorrect order
and let pupils rewrite them in the
correct sequence.
Prepare a short story on a chart.
Have pupils read the story in small
groups. Discuss the ideas with them.
Cut out the story in sentence strips
and place them on the board in
scrambled form. Let pupils
unscramble them.
2 Main Idea Identify main idea in pictures, Build on previous work done and Pictures, sentence
sentences, paragraphs or passages. use material that is appropriate to strips, worksheets.
pupil’s level.

3 Main Idea Identify main idea in pictures, Build on previous work done and Pictures, sentence
sentences, paragraphs or passages. use material that is appropriate to strips, worksheets.
pupil’s level.
4 Relevant and Identify relevant and irrelevant Present pupils with passages and Worksheets, coloured
Irrelevant Details details in passages or paragraphs. have them underline relevant details pencils.
 SCHEME OF WORD : STD 4 -TERM 3

in one colour and irrelevant details

in another.
5 Summarizing State the main idea of a passage. Build on previous work done and Pictures, sentence
use material that is appropriate to strips, worksheets.
Compare and contrast ideas. pupil’s level.

Identify character traits.

6 Cause and Effect Identify cause and effect Build on previous work done and Pictures, sentence
relationships in pictures and use material that is appropriate to strips, worksheets.
sentences. pupil’s level.

Write sentences to show either

cause or effect.
7 Cause and Effect – Identify cause and effect Build on previous work done and Pictures, sentence
Explicit and relationships in pictures and use material that is appropriate to strips, worksheets.
Implicit sentences. pupil’s level.

Write sentences to show either

cause or effect.
8 Drawing Draw conclusions from different Build on previous work done and Pictures, sentence
Conclusions reading materials. use material that is appropriate to strips, worksheets.
pupil’s level.
9 Making Prediction Make predictions. Build on previous work done and Pictures, sentence
use material that is appropriate to strips, worksheets.
Predict what will happen. pupil’s level.
10& 11 Revision and Review the topics done during the Completion of evaluation scripts.
Evaluation term.
 SCHEME OF WORD : STD 4 -TERM 3

STANDARD FOUR
SCHEME OF WORK
VOCABULARY
3RD TERM
WEEK TOPIC OBJECTIVES TEACHING/LEARNING ACTIVITIES RESOURCES
1 Contextual Select and fill in appropriate Present sentences and passages in Worksheets, sentence
Analysis/Cloze words according to context of which key words have been omitted strips
the sentence. and allow pupils to insert appropriate
words.
Explain the reason for selecting Discuss the relevance of particular
he word they chose. words in sentences.

2 Synonyms and Use synonyms or antonyms to Complete sentences using either worksheets
Antonyms complete sentences. synonyms or antonyms.
3 Words Often Use words correctly in Present pupils with words in context. Sentence strips, paper,
Confused sentences. Have them read sentences and explain pencils.
the meaning of the words. Use the
Explain the meaning of words. words in sentences of their own.

Pronounce words correctly.

Differentiate between words.

4 Words Often Use words correctly in Present pupils with words in context. Sentence strips, paper,
Confused sentences. Have them read sentences and explain pencils.
the meaning of the words. Use the
Explain the meaning of words. words in sentences of their own.

Pronounce words correctly.

 SCHEME OF WORD : STD 4 -TERM 3

Differentiate between words.

5 Homophones – Use homophones correctly in Provide pupils with pictures or items Pictures, word cards,
Cloze Exercises sentences. and allow them to name the pictures or sentence strips.
items.
Determine meaning/spelling of Elicit spelling and meaning of the
words by analyzing context in words.
which the word is used. Match words to appropriate meaning.

6 Homophones – Use homophones correctly in Provide pupils with pictures or items Pictures, word cards,
Cloze Exercises sentences. and allow them to name the pictures or sentence strips.
items.
Determine meaning/spelling of Elicit spelling and meaning of the
words by analyzing context in words.
which the word is used. Match words to appropriate meaning.
7 Multiple Meaning Use words in context to show Provide pupils with pictures, elicit from Pictures, word cards,
Words different meanings. them the word and meaning of the sentence strips.
word being displayed. Provide
Use a dictionary to give multiple examples of words used in different
meaning of words. context. Have pupils supply other
words. Encourage pupils to use a
Determine meaning of words by dictionary, if necessary, to determine
analyzing the context. the meaning of words.
8 Multiple Meaning Use words in context to show Provide pupils with pictures, elicit from Pictures, word cards,
Words different meanings. them the word and meaning of the sentence strips.
word being displayed. Provide
Use a dictionary to give multiple examples of words used in different
meaning of words. context. Have pupils supply other
words. Encourage pupils to use a
Determine meaning of words by dictionary, if necessary, to determine
analyzing the context. the meaning of words.
 SCHEME OF WORD : STD 4 -TERM 3

9 Synonyms and Use synonyms or antonyms to Complete sentences using either worksheets
Antonyms complete sentences. synonyms or antonyms.
10&11 Revision and Review the topics done during Completion of evaluation scripts.
Evaluation the term.

STANDARD FOUR
SCHEME OF WORK
SPELLING
3RD TERM
WEEK TOPIC OBJECTIVES TEACHING/LEARNING ACTIVITIES RESOURCES
1 Spelling Rules – Apply the rule to spell words Present pupils with the plural form of the Word cards
Forming the correctly. word and have them discover the rule
Plural of Words: used to form the plural. Apply the rule to
Words Ending Use the correct spelling of the form the plural of words.
with o, ch, sh, x, ss plural form of the word in
writing.

2 Spelling Rules – Apply the rule to spell words Present pupils with the plural form of the Word cards
Forming the correctly. word and have them discover the rule
Plural of Words: used to form the plural. Apply the rule to
Words Ending Use the correct spelling of the form the plural of words.
with f, fe plural form of the word in
writing.
 SCHEME OF WORD : STD 4 -TERM 3

3 Spelling Rules – Add ‘ed’ to words. Present pupils with the past tense form of Word cards
Adding ed the word and have them discover the rule
Apply the rule to spell words used. Apply the rule to form the past tense
correctly. of words.

Use the correct spelling of the

past tense form of the word in
writing.

4 Spelling Rules – Add ‘ed’ to words. Present pupils with the past tense form of Word cards
Adding ed the word and have them discover the rule
Apply the rule to spell words used. Apply the rule to form the past tense
correctly. of words.

Use the correct spelling of the

past tense form of the word in
writing.

5 Words Commonly Spell word correctly. Provide pupils with a word list. Pupils Word lists
Confused learn to spell words and apply it to their
Apply knowledge to writing. writing.
6 Words Commonly Spell word correctly. Provide pupils with a word list. Pupils Word lists
Confused learn to spell words and apply it to their
Apply knowledge to writing. writing.
7 Spelling Rules – Add ‘er’ to words. Present pupils with the ‘er’ form of the Word cards
Adding er word and have them discover the rule
Apply the rule to spell words used. Apply the rule to words.
correctly.

Use the correct spelling of the

word in writing.
 SCHEME OF WORD : STD 4 -TERM 3

8 Spelling Rules – Add ‘est’ to words. Present pupils with the ‘est’ form of the Word cards
Adding est word and have them discover the rule
Apply the rule to spell words used. Apply the rule to words.
correctly.

Use the correct spelling of the

word in writing.

9 Spelling Errors Identify spelling errors in Present pupils with sentences or passages. Passages,
sentences and paragraphs. Pupils will work in groups to identify worksheets
errors and correct them.
Correct spelling errors.
10 & 11 Revision and Review the topics done during Completion of evaluation scripts.
Evaluation the term.
 SCHEME OF WORD : STD 4 -TERM 3

STANDARD FOUR
SCHEME OF WORK
POETRY/ LITERATURE
3RD TERM
WEEK TOPIC OBJECTIVES TEACHING/LEARNING RESOURCES
ACTIVITIES
1 Form of Poetry – Identify the forms of poetry. Present pupils with each form of Various types of poetry,
Rhymes, Jingles, poetry. Have pupils discuss the videos, paper, pencils,
Poems Distinguish between rhymes, features of each and classify them as charts.
jingles and poems. rhymes, jingles and poetry. Pupils
will compose their own rhyme,
Compose their own rhyme, jingle jingle and poem.
and poem

2 Understanding Explain the term mood as it Present pupils with a poem. Have Variety of poems
Poetic Terms – relates to poetry. pupils discuss the mood of the
Mood poem. Present other examples and
Identify the mood of a poem. have pupils identify the mood.
3 Understanding Explain the term tone as it relates Present pupils with a poem. Have Variety of poems
poetic Mood - to poetry. pupils discuss the tone of the poem.
Tone Present other examples and have
Identify the tone of a poem. pupils identify the tone.
4 Figurative Define the term onomatopoeia. Present examples of onomatopoeia. Worksheets, sentence
Language - Have the students read or listen to strips, charts.
Onomatopoeia Identify onomatopoeia. onomatopoeia critically. Question
pupils on the various distinctive
Compose onomatopoeia. features of onomatopoeia. Pupils
select examples from written text
Use onomatopoeia in writing. and compose onomatopoeia. Share
work with peers.
 SCHEME OF WORD : STD 4 -TERM 3

5 Figurative Define the term metaphor. Present examples of metaphors. Worksheets, sentence
Language - Have the students read or listen to strips, charts.
Metaphor Identify metaphors. metaphors critically. Question pupils
on the various distinctive features of
Compose metaphors. metaphors. Pupils select examples
from written text and compose
Use metaphors in writing. metaphors. Share work with peers.
6 Figurative Define the term alliteration. Present examples of alliterations. Worksheets, sentence
Language - Have the students read or listen to strips, charts.
Alliterations Identify alliterations. alliterations critically. Question
pupils on the various distinctive
Compose alliterations. features of alliterations. Pupils select
examples from written text and
Use alliterations in writing. compose alliterations. Share work
with peers.

7 Figurative Define the term idiom. Present examples of idioms. Have Worksheets, sentence
Language - Idiom the students read or listen to idioms strips, charts.
Identify idioms. critically. Question pupils on the
various distinctive features of
Compose idioms. idioms. Pupils select examples from
written text and compose idioms.
Use idioms in writing. Share work with peers.

8 Figurative Define the term idiom. Present examples of idioms. Have Worksheets, sentence
Language - Idiom the students read or listen to idioms strips, charts.
Identify idioms. critically. Question pupils on the
various distinctive features of
Compose idioms. idioms. Pupils select examples from
written text and compose idioms.
Use idioms in writing. Share work with peers.
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9 Figurative Define the term hyperbole. Present examples of hyperbole. Worksheets, sentence
Language - Have the students read or listen to strips, charts.
Hyperbole Identify hyperbole. hyperbole critically. Question pupils
on the various distinctive features of
Compose hyperbole. hyperbole. Pupils select examples
from written text and compose
Use hyperbole in writing. hyperbole. Share work with peers.
10 & Revision and
11 Evaluation
 SCHEME OF WORD : STD 4 -TERM 3

STANDARD FOUR
SCHEME OF WORK
AGRI- SCIENCE
3RD TERM

WEEK TOPIC OBJECTIVES TEACHING/LEARNING RESOURCES

ACTIVITIES
1 Rearing Animals Describe the steps involved in State the importance of rearing rabbits Pictures
Rabbits rearing rabbits Understand/discuss how they are internet
reared
2 Rearing Animals Describe the steps involved in Visit farms pictures
rabbits housing rabbits. Examine pictures
Make your own model of a rabbit Make your own model
farm. Explain its significance
3 Rearing Animals Describe the steps involved in Do and dont’s when holding a rabbit. video
rabbits holding a rabbit correctly.

4 Rearing Animals Describe the steps involved in Name types of food eaten by rabbits Pictures
rabbits feeding rabbits. Explain how and when rabbits should labels
be fed.
5 Food Define agro processing. Class discussion Dictionary
Security Write a definition of agro Find word in dictionary Internet
processing. Research word
6 Food Name three agro processing Research Media:
Security methods used in Trinidad and Class discussion Newspapers
Tobago. Internet research
 SCHEME OF WORD : STD 4 -TERM 3

7 Food Security Report on the use of at least three Understand the use of agro processing research
agro processing methods as they methods to extend the shelf life of
are used to extend the shelf life of agricultural produce
agro products
8 Food security Explain how an agro processing Display team work Research
method is used to extend the shelf Demonstrate responsibility Product
life of an agro product. Work in a safe manner
Use the method explained. Have positive, enjoyable experiences
Adopt good environmental practices

9 Food security Use an agro processing method to Display team work. research
extend the shelf life of an agro Demonstrate responsibility.
product. Work in a safe manner.
Have positive, enjoyable experiences.
Adopt good environmental practices.

10 & 11 Revision and Review the topics done during the Completion of evaluation scripts.
Evaluation term.
 SCHEME OF WORD : STD 4 -TERM 3

STANDARD FOUR
SCHEME OF WORK
SOCIAL - STUDIES
3RD TERM
WEEK TOPIC OBJECTIVES TEACHING/LEARNING RESOURCES
ACTIVITIES
1 Building a Show and recall the major events Use a timeline to show the sequence Timeline
nation. in the political evolution of of events. newspapers
Trinidad and Tobago from Crown
Colony to Republicanism.
2 Building a Explain the importance of the Demonstrate ways of showing Research
nation electoral process and the need to patriotism Role play
exercise one’s franchise Role play: election day scenario

Demonstrate ways of showing

patriotism
3 Building a Identify the form of government in Differentiate amongst central Research
nation Trinidad and Tobago government, local government and newspapers
Outline the structure and function the Tobago House of Assembly
of government in Trinidad and Describe in 2-3 sentences the
Tobago functions of local government
4 Building a Explain the significance of Develop a sense of national pride by
nation national awards recognizing the significance of the
Name the national awards of national awards
Trinidad and Tobago

5 Building a Define constitution Discuss constitution Constitution

nation State the importance of the Recognise the constitution as the Dictionary
constitution supreme law of the land research
 SCHEME OF WORD : STD 4 -TERM 3

6 Understanding List 5 physical changes that take Identify changes the body Research
change place in the body as it matures experiences as it matures Time line
Class discussion
Time line

7 Understanding Explain 3 or 4 factors that Explain factors that contribute to a research

change contribute to a successful family successful family life: physical and
life. emotional maturity, stable
relationships, financial stability,
ability to provide basic needs.

8 Building a State the rights of a consumer Define consumer

nation State the rights of a consumer
Personal budgeting
Office of ombudsman
Consumer Affairs
9 Building a State the rights of a consumer Define consumer research
nation State the rights of a consumer
Personal budgeting
Office of ombudsman
Consumer Affairs
10 & 11 Revision and Review the topics done during the Completion of evaluation scripts.
Evaluation term.

*Public Holidays will be focused on also at appropriate times Indian Arrival Day, Labour Day, Corpus Christi
 SCHEME OF WORD : STD 4 -TERM 3

STANDARD FOUR
SCHEME OF WORK
SCIENCE
3RD TERM

WEEK TOPIC OBJECTIVES TEACHING/LEARNING RESOURCES

ACTIVITIES
1&2 Living things - Identify the parts of the flower. Using a Hibiscus flower, pupils Flower, knife,
growth observe differences between an open sentence strips, word
The flower is the Describe the functions of the parts flower and a bud. They then suggest cards, chart
reproductive of the flower. the function of the sepals. Teacher
structure of the leads discussion on possible reasons
plant. for the presence of coloured or
scented petals. Observe structures
producing pollen. Discuss function of
pollen. Dissection of the flower to
compare the shape of the ovary with
that of the fruit. Discussion on
pollination.
3 Organisms grow Explain that individuals of the Pupils investigate the range of sizes Pictures, measuring
at different same age vary widely in height, of pupils in the class. Carry out tape, paper, pencils
rates. size. activities based on a hypothesis, e.g.
girls are taller than boys; boys’ heads
Identify stages of development of are bigger than girls’ heads. Make
humans. measurements. Tabulate data.
Analyze data. Comment on their
investigations. Pupils and teacher
determine range of heights among
 SCHEME OF WORD : STD 4 -TERM 3

boys and girls. Compare the height of

shortest girl with shortest boy, etc.
Pupils make statements to answer
experimental questions.
4&5 Ecosystems - Describe general characteristics of Pupils are made familiar with the Pictures, charts
Wetlands are wetlands. basic components of wetlands. Use
important as a Name some local wetlands. can be made of videos/pictures of
habitat for many wetland areas.
organisms. Name some common organisms Pupils locate local wetlands on a map
found in local wetlands. of Trinidad and Tobago.
Visit to Wild Fowl Trust or other
Explain the importance of wetland area to observe organisms in
wetlands to man and other a wetland. Class
organisms. discussion on observations made.
Photographic display. Discuss
importance of wetlands as a breeding
ground for many organisms e.g.
shrimp, fish; as a feeding ground for
birds, dragonflies, crabs, oysters, etc.;
as a source for commercial activity
e.g. harvesting of crabs, oysters. Use
models to demonstrate the value of
wetlands in reducing flood damage,
preventing soil erosion etc.
6 Matter and Compare the properties of Pupils provide water samples such as Soap, water samples,
materials - different water samples with rain, pipe borne, spring, bottled and paper, pencils
Water soap. use a soap sample to compare height
Water from of lather formed. Establish whether
different sources Explain the difference between various water samples are different.
have different hard and soft water. Pupils identify samples. Observe and
properties. interpret results.
Define hard and soft water.
 SCHEME OF WORD : STD 4 -TERM 3

7 Form and Measure temperature using a Locate markings on thermometer thermometer

function thermometer. Label thermometer
Meniscus
Measure using thermometer

8 Form and Investigate the factors that affect Explore possible modifications of Models of simple
function the stability of simple structures simple structures to improve its structures
stability

9 Individuals and Represent the dimensions of plants Measure lengths using instruments of Measuring tape, ruler
groups and animals using metric units varying ranges
10 & 11 Revision and Review the topics done during the Completion of evaluation scripts.
Evaluation term.
 SCHEME OF WORD : STD 4 -TERM 3

STANDARD FOUR
SCHEME OF WORK
VAPA
3RD TERM
WEEK TOPIC OBJECTIVES TEACHING/LEARNING RESOURCES
ACTIVITIES
1 Movement Combine movement and language Develop confidence Newspaper clippings
exploration to highlight and comment on social Express themselves adequately Video clips
issues: crime Use interpretive movement to relate
to given topic
2 Movement Combine movement and language Develop confidence Newspaper clippings
exploration to highlight and comment on social Express themselves adequately Video clips
issues: flooding Use interpretive movement to relate
to given topic
3 Movement Combine movement and language Develop confidence Newspaper clippings
exploration to highlight and comment on social Express themselves adequately Video clips
issues: water shortage Use interpretive movement to relate
to given topic

4 Movement Combine movement and language Develop confidence Newspaper clippings

exploration to highlight and comment on social Express themselves adequately Video clips
issues: child abuse Use interpretive movement to relate
to given topic

5 Movement Combine movement and language Develop confidence Newspaper clippings

exploration to highlight and comment on social Express themselves adequately Video clips
issues: kidnapping Use interpretive movement to relate
to given topic
 SCHEME OF WORD : STD 4 -TERM 3

6 Movement Combine movement and language Develop confidence Movement exploration

exploration to highlight and comment on social Use interpretive movement
issues: poverty.

7 Movement Combine movement and language Develop confidence Movement exploration

exploration to highlight and comment on social Use interpretive movement
issues: taxes

8 Movement Combine movement and language Develop confidence Movement exploration

exploration to highlight and comment on social Use interpretive movement
issues: bullying.

9 Movement Combine movement and language Develop confidence Movement exploration

exploration to highlight and comment on social Use interpretive movement
issues.

10 & 11 Revision and Review the topics done during the Completion of evaluation scripts.
Evaluation term.
 SCHEME OF WORD : STD 4 -TERM 3

STANDARD FOUR
SCHEME OF WORK
VCCE
3RD TERM
WEEK TOPIC OBJECTIVES TEACHING/LEARNING RESOURCES
ACTIVITIES
1 Caring: Describe ways to demonstrate Share ideas that will assist others Newspaper
Considerate use consideration for others while using Consider what needs to be shared Television report
of media media Information/topics of interest
Example: When reporting a crime
2 Caring: Describe ways to demonstrate Share ideas that will assist others Newspaper
Considerate use consideration for others while using Consider what needs to be shared Television report
of media media Information/topics of interest
Example: When reporting a
missing child’s report
3 Caring: Describe ways to demonstrate Share ideas that will assist others Newspaper
Considerate use consideration for others while using Consider what needs to be shared Television report
of media media Information/topics of interest
Example: When reporting a
robbery
4 Caring: Describe ways to demonstrate Share ideas that will assist others Newspaper
Considerate use consideration for others while using Consider what needs to be shared Television report
of media media Information/topics of interest
Example: When reporting a case of
child abuse
5 Caring: Describe ways to demonstrate Share ideas that will assist others Newspaper
Considerate use consideration for others while using Consider what needs to be shared Television report
of media media Information/topics of interest
Example: When reporting a case of
murder
 SCHEME OF WORD : STD 4 -TERM 3

6 Caring: Describe ways to demonstrate Share ideas that will assist others Newspaper
Considerate use consideration for others while using Consider what needs to be shared Television report
of media media. Information/topics of interest
Example: When reporting a case of
kidnapping.
7 Caring: Describe ways to demonstrate Share ideas that will assist others. Newspaper
Considerate use consideration for others while using Consider what needs to be shared Television report
of media media Information/topics of interest
Example: When reporting a case of
child abuse.
8 Caring: Describe ways to demonstrate Share ideas that will assist others Newspaper
Considerate use consideration for others while using Consider what needs to be shared Television report
of media media. Information/topics of interest
Example: When reporting a case of
bullying.
9 Caring: Describe ways to demonstrate Share ideas that will assist others Newspaper
Considerate use consideration for others while using Consider what needs to be shared Television report
of media media, Information/topics of interest
Example: When reporting a case of
child labour.
10 & 11 Revision and Review the topics done during the Completion of evaluation scripts.
Evaluation term.
 SCHEME OF WORD : STD 4 -TERM 3

STANDARD FOUR
SCHEME OF WORK
SPANISH
3RD TERM

WEEK TOPIC OBJECTIVES TEACHING/LEARNING RESOURCES

ACTIVITIES
1 Structure Que media es La computadora Role play
Ask question in Spanish Conversation
Answer question in Spanish pictures
Explain the importance of the form of
media
2 Structure Que media es El internet Role play
Ask question in Spanish Conversation
Answer question in Spanish pictures
Explain the importance of the form of
media
3 Structure Que media es El sitio de web Role play
Ask question in Spanish Conversation
Answer question in Spanish pictures
Explain the importance of the form of
media

4 Structure Que media es La television Role play

Ask question in Spanish Conversation
Answer question in Spanish pictures
Explain the importance of the form of
media
 SCHEME OF WORD : STD 4 -TERM 3

5 Structure Que media es La television por cable Role play

Ask question in Spanish Conversation
Answer question in Spanish pictures
Explain the importance of the form of
media

6 Structure Que media es La radio Role play

Ask question in Spanish Conversation
Answer question in Spanish pictures
Explain the importance of the form of
media

7 Structure Que media es Los diarios Role play

Ask question in Spanish Conversation
Answer question in Spanish pictures
Explain the importance of the form of
media

8 Structure Combine all structures done Combine all structures done Oral work
this term Drills

9 Structure Combine structures Combine structures Oral work

Practise drills

10 & 11 Revision and Review the topics done during Completion of evaluation scripts.
Evaluation the term.
 SCHEME OF WORD : STD 4 -TERM 3

STANDARD FOUR
SCHEME OF WORK
MATHEMATICS
3RD TERM

WEEK TOPIC OBJECTIVES TEACHING/LEARNING RESOURCES

ACTIVITIES
1 Statistics – Data Collect and organize data. Interview others to collect data Paper and pencils
Collection Use a frequency table to using frequency tables.
tabulate data. Summarize data collected and
Calculate mode. identify the mode from the
scores.

2 Statistics – Graphs – Construct pictographs and block Construct graphs using a Reusable grid
pictographs and Block graphs. reusable grid and interpret the
Graphs Interpret data. data.
3 Statistics – Graphs – Gather data. Pupils work in groups to collect Paper and pencils,
Bar Graphs Tabulate data. data and create a table to display Reusable grid.
Construct bar graphs using data. Construct bar graphs using
tabulated data. a reusable grid and interpret the
Interpret data. data.

4 Geometry Develop an understanding of Draw the faces of solids and Shapes

the properties of solids and explore their properties: Computer software
plane shapes Shape of faces
Polygons- regular Number of faces
Polygons- irregular Parallel and perpendicular lines
Parallel lines Angles: right/non right/equal
 SCHEME OF WORD : STD 4 -TERM 3

Perpendicular lines Number of sides

Angles
Number of sides

5 Percent Express hundredths as a Using a whole, divided into 100

percent. equal parts, connect fractions to
Calculate the percent of a percent
quantity. Example: 3/100 = 3 per cent =
3%.

Create problems involving a

fraction of a set, which pupils
can use models to solve.
Extend ideas to percent of a
quantity
Example: 20% of 60 is the same
as
20 × 60
100 1
Apply percent to solve real
world problems.
Example: value added tax
(VAT), discount etc.

6 Percent – Solving Solve word problems involving Solve real life word problems
Word Problems calculation of the percent of a involving the computation of a
quantity. percent of a quantity.
 SCHEME OF WORD : STD 4 -TERM 3

Measurement/ Set up a project where students

Money- Wages Use money in economic can interview members of the
situations, such as, wages. community (including their
relatives) on activities related to
Perform calculations of daily the particular economic situation
wages, weekly wages and forth being studied.
nightly wages. Present findings.

7 Money – Salaries Use money in economic Students can interview their

situations, such as, salaries. relatives on their wages or their
salaries.
Perform calculations of monthly Make a distinction about who
and yearly salaries. receive wages and who receive
salaries.
Students can also determine how
Geometry – Nets of Name pyramids. the wages and salaries were
Pyramids computed.
Explain how pyramids get their
names. Pupils are presented with a
variety of shapes both prisms
Describe properties of and pyramids. They sort the
pyramids. shapes and identify those that
belong to the group of pyramids.
Differentiate between prisms Pupils then examine each
and pyramids. pyramid and record the
properties. Pupils are guided to
Identify the nets of pyramids. discover the shape of the faces of
the pyramid and that the number
of faces of a pyramid is
 SCHEME OF WORD : STD 4 -TERM 3

Determine the number of faces dependent on the shape of the

of pyramids given the base. base.

The pupils are placed in groups,

each group is given a base and
they are required to draw the net
of the pyramid and name the
pyramid.

8 Money – Simple Use money in economic Set up bank where pupils can
Interest situations, such as, loans. carry out transactions involving
loans and savings. Project:
Explain the terms interest, collect from bank, cooperatives,
principal, time, rate and mortgage companies, data on
amount. current rates of interest. Record
and present findings. Encourage
Calculate simple interest using pupils to write problems based
the formula. on the project.
9 Money – Simple Calculate simple interest. Provide pupils with
Interest opportunities to solve problems
Calculate amount after based on the use of money in
calculating simple interest. economic situations.

Statistics – Pie Chart Interpret pie charts.

W.I. cricket team played 40
matches. Display the results
shown on a pie chart. Find out
how many matches were lost.
Present pie charts displaying
- personal budget
- personal time management of
activities
- results of games
 SCHEME OF WORD : STD 4 -TERM 3

- favorite T.V. shows, etc.

Pupils are required to make
comments on the information
displayed.
10 & 11 Revision and Review the topics done during Completion of evaluation scripts.
Evaluation the term.

STANDARD FOUR
SCHEME OF WORK
CREATIVE - WRITING
3RD TERM
WEEK TOPIC OBJECTIVES TEACHING/LEARNING RESOURCES
ACTIVITIES
1 Write an Explore sentence starters: Use sentence starters to write Sentence strips
introductory Explore phrases used to enhance introductory paragraphs
paragraph. writing.
Explain what makes up the
exposition.

2. Write a Use of similies, metaphor, Write narrative/descriptive story rubric

narrative/descriptive personification Edit
story Use of sensory words Revising
Story plan Incorporate phrases Final draft
 SCHEME OF WORD : STD 4 -TERM 3

First draft Story parts: introduction, setting,

plot, conclusion

3 Write a Use of similies, metaphor, Write a narrative/descriptive story Rubric

narrative/descriptive personification Writing process
story. Use of sensory words chart
Use Story plan. Incorporate phrases
Write the First draft Story parts: introduction, setting,
Edit/revise first plot, conclusion
draft
Write final draft.
4. Write a Use of similies, metaphor, Write narrative/descriptive story rubric
narrative/descriptive personification Edit
story Use of sensory words Revising
Story plan Incorporate phrases Final draft
First draft Story parts: introduction, setting,
plot, conclusion
5 Write Use of similies, metaphor, Write narrative/descriptive story Rubric
narrative/descriptive personification Edit
story Use of sensory words Revising
Story plan Incorporate phrases Final draft
First draft Story parts: introduction, setting,
plot, conclusion

6 Write Use of similies, metaphor, Write narrative/descriptive story rubric

narrative/descriptive personification Edit
story Use of sensory words Revising
Story plan Incorporate phrases Final draft
First draft Story parts: introduction, setting,
plot, conclusion
 SCHEME OF WORD : STD 4 -TERM 3

7 Write Use of similies, metaphor, Write narrative/descriptive story Rubric

narrative/descriptive personification Edit
story Use of sensory words Revising
Story plan Incorporate phrases Final draft
First draft Story parts: introduction, setting,
plot, conclusion

8 Write Use of similies, metaphor, Write narrative/descriptive story Rubric

narrative/descriptive personification Edit
story Use of sensory words Revising
Story plan Incorporate phrases Final draft
First draft Story parts: introduction, setting,
plot, conclusion

9 Write Use of similies, metaphor, Write narrative/descriptive story Rubric

narrative/descriptive personification Edit
story Use of sensory words Revising
Story plan Incorporate phrases Final draft
First draft Story parts: introduction, setting,
plot, conclusion

10 & 11 Revision and Review the topics done during the Completion of evaluation scripts.
Evaluation term.
 SCHEME OF WORD : STD 4 -TERM 3

SCHEME OF WORK
PHYSICAL EDUCATION
STANDARD 4 – TERM 3

Unit 7: Flight – Taking Off and Landing

WEEK TOPIC OBJECTIVE
1 Flight Perform combinations of taking off and landing.
2 Flight Vary levels of flight.
3 Flight Vary relationships in flight.

Unit 8: Throwing and Catching

WEEK TOPIC OBJECTIVE
4 Throwing and Catching Throw to develop accuracy.
5 Throwing and Catching Throw for distance.
6 Throwing and Catching Throw and catch.
7 Throwing and Catching Complete assessment.

Unit 9: Running Technique

WEEK TOPIC OBJECTIVE
8 Running Technique Make contact with the ground with the front part of the foot.
9 Running Technique Run with body leaning slightly forward.