Weekly Lesson Plan (Five Net working Days)

Subject: English Year: 4 Teacher: Shaimaa Adbel Monem

Week: Date: From 17th to21 st Duration: 90 mins.

of March 2024

Focus Standards of this Week:

Grammar quiz: Conjunctions

vocabulary: suffixes and prefixes in addition to the target words (graceful –

grumpy – delicate – starving – dung – nimbly )
Grammar: adverbs
Scholastic: Reading and quiz 1session each class

Writing : Play script

Learner's book: from pages 99 to 103

Day1: Sunday 17th of March : scholastic (reading and quiz) (Oliver Twist) : (1 session each class)
Day 2: Monday18th of March , 2024. Grammar Adverbs
.

Learning Objectives:

Identify and use adverbs as modifiers to express time, place,

manner, degree, and frequency.
Hook:
Displaying ppt on adverbs

Procedure/Instructional Strategies: Resources/Materials:

● Modeling Ppts

1. Introduce the adverbs – do the "Train Ride" activity

To begin, get everybody standing in a long line with their hands on the
shoulders of the student in front of them – forming a train (it is worthwhile
moving all desks and tables to the edge of the classroom before doing this).
I can go at the front of the train. Start off by choo-chooing around the worksheets
classroom at a nice, easy pace.
Then stop and say, "Let's go again! This time count 1 and 2". As you snake
around the classroom, everyone shouts, "1, 2, 1, 2, ." together in time.

Now comes the fun part – introducing the adverbs. As the train is moving
around the classroom, shout out the following commands and have
everyone follow what I do:

"Let’s go quickly!" – speed up - also speed up chanting "1, 2, 1, 2, …".

"Let’s go slowly!" – slow right down to a very slow pace and also slow down
chanting "1 … 2 … 1 … 2 …".
"Let’s go high!" – put your hands high up in the air as the train moves
around the class.
"Let’s go low!" – bring your hands down low and stoop your head low as the
train moves around the class.
"Let’s count loudly!" – shout "1, 2, 1, 2, …" as the train moves around the
class.
"Let’s count quietly!" – whisper "1, 2, 1, 2, …" as the train moves around the
class.
"Let’s stomp hard!" – stomp your feet as the train moves around the class.
"Let’s walk softly!" – walk as softly as you can as the train moves around the
class
Guided Practice

Students will likely have questions about adverbs, so answer them as needed
and be prepared to give examples. The “Types of Adverbs” chart above lists
many.
1. Ask students if they know what an adverb is.
2. Explain and define what an adverb is, and teach some tricks for how to
recognize adverbs (Example Tip: if the word answers the questions of
when, where, how much, it’s probably an adverb).
3. Ask the students if they can provide their own examples of adverbs.
4. On the board, write any examples of adverbs they provide.
5. Provide additional examples of adverbs.
6. Introduce the five categories of adverbs: manner, degree, frequency,
place, and time.

● Differentiation:
Different worksheets

Checking for Understanding:

What is an adverbs ? what are the categories of adverbs?

● Assessment:

On line game on adverbs

● Closure/Feedback:

Homework:
Adverbs worksheets (differentiated)

Day 3: 19th of March , 2024.

 Learning objectives:
1) Define the suffix and prefix

2) Use them correctly in the words

Hook:
Display a ppt on suffix and prefix

Procedure/Instructional Strategies: Resources/Materials:

Modeling:
Ppt
The students use their dictionaries the meaning of some words with suffix and prefix
then highlight the root word and try to put them in sentences of their own.

Worksheets

● Guided Practice:
Provide each student with a short story or poem that contains examples of suffixes
and prefixes then instruct the students to identify and underline the suffixes and
prefixes in the text. Then have them write a short paragraph using some suffixes and
prefixes they learnt
● Differentiation:

● Checking for Understanding:

Asking students to write down one example suffix and prefix they learned today
and explain its meaning.
● Assessment:
● On line games on suffix and prefix

Homework:
Worksheets (differentiated )

Reflection:

Day 4: Wednesday 20th of March ,2024. 90 minutes

Learning Objectives:

Learning objectives:

To identify and understand the features of playscripts

Hook:
Display ppt on features o f play script

Procedure/Instructional Strategies: Resources/Materials:

PPT
● Modeling:

Pages 99 to 103 (read the passages, answer questions,

highlight the features, extract different types of adverbs)
Learner's book
&workbook

● Checking for Understanding:

● Asking the students what are the features of playscripts
● Discussing(scenes – script – acts and characters – stage direction)

Homework :

Workbook pages 45 - 46

Reflection:

Day 5: 21st of March , 2024. 90 minutes

Learning Objectives:
1-Recall the features of writing a playscript
2-Plan an effective playscript
Hook:
Display a video on the features of playscript Ppt
Class work
copybook
Learner's book and
workbook
Modeling :
Recap on what was learnt last lesson - what did we learn about the differences between the way a novel and a
play tell a story? What are the differences in presentation between the two? What are the purposes of the two
formats? • Show images of famous characters from film/TV (e.g. Darth Vader, Snow White, Willy Wonka, Marge
Simpson.) Get students to discuss what these characters are like. • Ask students to think about voice and
character. Do they know any famous characters who adopt different dialects to accentuate character traits: i.e.
Gollum from Lord of the Rings? Ask them to consider how and why particular voices and dialects can be important
in building characters.

Explain that students are going to write their own play, based on their own ideas.
Ask students to suggest a setting for an interesting play, which they then write on their mini whiteboard and hold
up. Make a list of these suggestions on the board.
Show students images that could inspire them to write the scene of a play: paintings, photos and film stills can all
be used to great effect.
Displaying a PowerPoint presentation or put images on the walls around the room.
Students pick one and, referring to page 99of the student book, mind map/bullet point ideas for their plot, either
on plain paper or a mini whiteboard.
Discuss ideas as a class and ask students to explain the inspiration behind their ideas.
• In pairs or small groups, students should pick one idea and plan their scene, using the student worksheet.
• Based on their plans, students should begin to write their scripts.

Ask students to write, on the A3 piece of paper, one thing that they learnt from this unit and one thing they
enjoyed about it. Then discuss this in class