SAMPLE LESSON NOTES-WEEK 4 BASIC SIX Fayol Inc. 0547824419/0549566881 SCHEME OF LEARNING- WEEK 4 BASIC SIX Name of School…………………………………………….……………………….………………… Week Ending Class Six Subject ENGLISH LANGUAGE Reference English Language curriculum Learning Indicator(s) B6.1.7.1.5. B6.2.6.4.2. B6.3.9.1.1. B6.4.13.2.4 B6.5.9.1.1. Performance Indicator A. Learners can express own opinions about the details of texts B. Learners can recognize the playful use of words in spoken and written language C. Learners can use modals to express a variety of meanings D. Learners can provide a concluding statement that follows from argument presented and pose a rhetorical question on the topic. E. Learners can identify subjects and verb in complex sentences Teaching/ Learning Resources Word cards, sentence cards, letter cards and a class library Core Competencies: Reading and Writing Skills Personal Development and Leadership and Collaboration DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION MINS (New Learning Including 10MINS (Preparing The Brain For Assessment) (Learner And Teacher) Learning) Monday Have learners recite familiar A.ORAL LANGUAGE Give learners task to rhymes. (Listening Comprehension) complete while you go round the class to support those I LOVE LITTLE PUSSY In pairs or groups, learners share the who might need extra help. I love little pussy, knowledge acquired from details of a Her coat is so warm, story, drama or text heard. Have learners to read and And if I don’t hurt her, spell some of the keywords She’ll do me no harm, Put learners into groups to express in the lesson So I’ll not pull her tail, Nor drive her away, personal opinions about details of But pussy and I, texts. Very gently will play. Tuesday Have learners recite familiar B.READING Give learners task to rhymes. (Vocabulary) complete while you go round the class to support those HEY DIDDLE DIDDLE Introduce these(jokes, riddles, puns) who might need extra help. Hey diddle, diddle one at a time. The cat and the fiddle, Have learners to read and The cow jumped over the Provide and discuss examples. spell some of the keywords moon, in the lesson The little dog laughed to see such sport, Learners play games with the activity And the dish ran away with the in pairs/groups. spoon Wednesday Have learners recite familiar C.GRAMMAR Have learners to identify the rhymes. (Modals) modals in the following sentences. THE WHEELS ON THE Revise modal auxiliaries. i. Should I bring waterproof BUS − Shall/will: prediction, intention, clothes? The wheels on the bus goes determination etc. ii. Shall I go by car, or will it be round and round − Should: obligation better to walk? iii. Should I phone the police? Round and round; round and iv. Shall I help you with that heavy round You can use shall and should to ask The wheels on the bus goes bag? for advice, offer something and v. Shall we go home now? round and round suggest something. All through the town. The dog on the bus goes woof, e.g. i. Should I bring waterproof clothes? vi. You should try that new French woof, woof, woof, woof, woof; ii. Shall I go by car, or will it be better to restaurant. woof, woof, woof walk? The dog on the bus goes woof, woof, woof Introduce them in context one or All day long. two at a time. (Continue with sounds made by familiar animals) With examples, assist learners to use the modals in sentences to convey specific meanings such as politeness. Thursday Engage learners to sing songs D.WRITING Give learners task to and recite rhymes (Persuasive Writing) complete while you go round the class to support those Ding dong bell. Have them go through the writing who might need extra help. Pussy's at the well. process to present/state an opinion, Who took her there? explain and justify it so as to persuade Have learners to read and Little Johnny Hare. the reader to accept the opinion or spell some of the keywords Who’ll bring her in? point of view. in the lesson Little Tommy Thin. What a jolly boy was that Teach the features of a debate e.g. To get some milk for pussy vocatives, taking a stand etc. cat, Put learners in groups and have them Who ne'er did any harm? select a controversial or debatable But played with the mice in topic. his father's barn Divide the class into two to prepare using the writing process as a guide, and to debate on the topic. Friday Have learners recite familiar E.WRITING CONVENTIONS & Give learners task to rhymes. GRAMMAR USAGE complete while you go round (Using Simple and Compound Sentences) the class to support those ROW ROW ROW who might need extra help. Row, row, your boat, Revise nouns and verbs by having Gently down the stream, learners identify them and use them Have learners to read and Merrily, merrily, merrily, in sentences. spell some of the keywords merrily in the lesson Life is but a dream. Revise simple subjects and predicates in sentences. Elicit sentences from learners and let them identify the subjects and predicates of their own sentences. Assign pairs of learners to supply extracts from comprehension passages and identify the subjects and predicates of the sentences. Let learners describe an event they had participated in using complex sentences. They edit it to demonstrate their knowledge of subject and predicate F.EXTENSIVE READING Engage learners in the “popcorn Have learners read books of their Encourage them to visit the reading” game choice independently during the local library to read and The rules are simple: One library period. borrow books student starts reading aloud and then calls out "popcorn" when they finish. This prompts the Let learners write a one-page critical next student to pick up where commentary based on the books read the previous one left off. Invite individuals to present their work to the class for feedback. Week Ending Class Six Subject MATHEMATICS Reference Mathematics curriculum Page 128 Learning Indicator(s) B6.1.2.6.2-3 Performance Indicator Learners can solve simple addition and subtraction problems involving integers Strand Number Sub strand Number Operations Teaching/ Learning Resources Counters, patterns made from Manila cards, Bundle of sticks Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal Development and Leadership Attention to Precision DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION MINS (New Learning Including 10MINS (Preparing The Brain For Assessment) (Learner And Teacher) Learning) Monday Engage learners to sing songs Use number line to help learners to Give learners task to and recite rhymes do the following types (addition) complete whiles you go Tooting tutors (1) 9 + -4 = _____ round to guide those who A tutor who tooted a flute (2) -8 + 4 = _____ don’t understand. Tried to tutor two tooters to (3) -3 + -5 = _____ toot (4) 1 + -3 = _____ Give remedial learning to Said the two to their tutor, (5) -6 + 5 = _____ those who special help. Is it harder to toot or (6) 6 + -2 = _____ To tutor two tooters to toot? (7) -6 + 8 = _____ (8) -2 + 9 = ______ Assessment: Have learners practice with more examples Tuesday Engage learners to sing songs Use number line to help learners to Give learners task to and recite rhymes do the following types (addition) complete whiles you go Sleet slitters (1) 9 + -4 = _____ round to guide those who I slit a sheet, a sheet I slit (2) -8 + 4 = _____ don’t understand. And on a slitted sheet I sit (3) -3 + -5 = _____ I slit a sheet, a sheet I sit. (4) 1 + -3 = _____ Give remedial learning to The sheet I slit, that sheet was (5) -6 + 5 = _____ those who special help. it (6) 6 + -2 = _____ (7) -6 + 8 = _____ (8) -2 + 9 = ______ Assessment: Have learners practice with more examples Wednesday Engage learners to sing songs Learners do the following types Give learners task to and recite rhymes (subtraction) complete whiles you go Pease Porridge Hot (9) -5 – 1 = ___ round to guide those who Pease porridge hot. Pease (10) -2 – 1 = ___ don’t understand. porridge cold, (11) 8 – 7) = ___ Pease porridge in the pot, (12) 2 – 6) = _____ Give remedial learning to nine days old: (13) -1 – 7 = ___ those who special help. Some like it hot, some like it (14) -5 – 7) = ___ cold (15) -8 – 8 = ___ Some like it in the pot, nine (16) 4 – 6 = ____ days old. Thursday Engage learners to sing songs Guide learners to solve word Give learners task to and recite rhymes problems; complete whiles you go "Itsy Bitsy Spider" e.g. (i) Some number added to 5 is round to guide those who The itsy bitsy spider crawled equal to -11. Find the number. don’t understand. up the water spout. Down came the rain, and (ii) Ben and Cam are diving. Ben is Give remedial learning to washed the spider out. 15.8 meters below the surface of the those who special help. Out came the sun, and dried water. Cam is 4.2 meters above Ben. up all the rain and the itsy What is Cam's position relative to the bitsy spider went up the spout surface of the water? again" Friday Engage learners to sing songs Learners to perform simple Give learners task to and recite rhymes multiplication with integers complete whiles you go "It's Raining, It's Pouring round to guide those who It's raining: it's pouring.