VILAC INTERNATIONAL SCHOOL
LESSON PLAN - 1
WEEK ENDING: GRADE: 1 TERM: SECOND TERM SUBJECT: READING AND
27/01/2025 to COMPREHENSION
31/01/2025 WEEK:4
Timing Framework Learning Objectives Success Criteria Activities T Resources Evidence of
Reference Achievement
Description W/G/I
60 1Rv.05,1Ri.12 Learners can; Learner’s book, session 3.3 Corresponding
Mins 1Ra.02,1SLp.01 The learner will be able to; 1. Answer INTRODUCTION Activity 1. track 17, Activity books
1SLp.02 1. Answer questions Workbook session 3. 3 session 3.1
questions about 1.Teacher introduces
(Nonsense about words words the lesson by saying
rhymes) and meanings. and that they are going
meanings. to hear a nonsense www.primaryresource.com.uk
rhyme. Teacher then
2. Talk about the 2. Talk asks learners to
order of a about the listen out for what
rhyme that order of they think is odd or
tells a story. the funny.
rhyme Expected Response
3. Say and act a that tells by Learners.
rhyme in a a story.
group. a. It has some
3. Say and people with
act a funny names
rhyme in in it.
a group. b. They are in a
panic
because
they are
trying to put
out fire.
c. They are
saying silly
things that
rhymes
Teacher asks
learners to read the
rhyme in pair.
2. teacher asks
learners to read or
listen to the rhyme
again. She then asks
learners to talk
about joining the
character picture to
each line in the
rhyme; who said
each line and in
what order?
Teacher asks
learners to talk
about the idea in the
rhyme.
Question; If you do
not have a bucket to
put water in, can
you use your shoe or
it is nonsense?
3.teacher asks
questions about the
rhyme to test
learners
understanding.
Teacher asks
learners to look at
the questions in the
learner’s book.
First; teacher models
how to write the
answer to each
question and then
ask the learners to
write the answers in
their notebooks.
4.Teacher tells
learners to listen to
the rhyme again.
teacher plays the
audio or read the
rhyme with a
different voice for
each character.
Teacher exaggerates
the sense of
emergency.
Teacher then splits
the class into groups
(ideally of seven one
for each character
plus a narrator).
Teacher asks each
group to practice
saying and acting the
rhyme. Teacher uses
this opportunity to
encourage peer
assessment and offer
positive comments
and suggestions for
things to improve
Organization: Details of differentiation / groups / adult role Notes / extension opportunities / homework
(Linked to activities) Key vocabulary
1. Challenge learners by asking them to read and pronounce just the
unusual names of the characters in the rhyme.
2. Challenge learners to find the rhyming pairs in the rhyme. HOMEWORK
3. Challenge learners to improvise and use props. Learners complete the wordbook session 3.3 activities if not
complete in class.
VILAC INTERNATIONAL SCHOOL
LESSON PLAN
WEEK ENDING: GRADE:1 TERM: SECOND TERM SUBJECT:P S V (phonics spelling
27/01/2025 and vocabulary)
WEEK; 4
Timing Framework Learning Objectives Success Activities Resources Evidence of
Reference Criteria Achievement
Description W/G/I
1 1psv3 Learners will be able to: 1.Learners can
HOUR 1ps 1. Identify the /ue/ alternative identify the Introduction C/w
sounds. /ue/ alternative Teacher begins the lesson by Jolly phonics flash 1. Jolly phonics
sounds. reviewing all the 42 sounds W cards bearing the book
Alternative 2. Understand the with learners sight cards.
sounds (ue, /ue/alternative sounds Teacher the introduce the
ew.u-e and associated with each letter. 2.learners can /ue/ alternative sounds
u) understand through a story; a magician 2.phonices
3. Learner can read and write the /ue/ goes to a boy’s birthday teacher’s book.
words with the /ue/ alternative party. He brings a huge magic I
alternative sounds. sounds box with a unicorn on the Jolly phonics word
associated with side,,,,,,, work.
each letter.
Demonstration
3.Leaners can
read and write 1. Teacher explains to
words with learners that, there
the are 4 different ways
/ue/alternative of writing the / ue/
sounds. sound to make a
different meaning.
2. Teacher then writes
the alternative
sounds on the board
for learners to
differentiate between
them.
3. Teacher pairs the
/ue/ alternative
sounds to other
sounds for learners to
blend new words.
4. Encourage learners to
form words with
the /ue/ alternative
sounds. Teacher then
pairs students ask
them to form
sentences with some
the words.
Organization: Details of differentiation / groups / adult role Notes / extension opportunities / homework
(Linked to activities) Key vocabulary
1. Challenge the above average learners to form and write sentences using Homework
the /ue/ sound. Leaners to complete class exercises at home if not completed
in school.
2. Support average learners to read more words.
3. Challenge below average learners blends simple words using consonant
blends.
LESSON PLAN
WEEK ENDING: GRADE:1 TERM: SECOND TERM SUBJECT: ENGLISH
27/01/2025 Week ;4 (GRAMMAR AND
CONSTRUCTION)
Timing Framework Learning Objectives Success Criteria Activities Resources Evidence of
Reference Achievement
Description W/G/I
Learners can; Revise the prior knowledge c/w
1 The learners will be able to: 1.Understand of the learners on naming W 1. Jolly
HOUR GRAMMAR what words (nouns) grammar1 Activity A and B
Pronouns 1. Understand what pronounce pronouns 2. New
are. are. INTRODUCTION OF THE enriched
2. Identify pronouns. NEW STRUCTURE English
2.Identify (pronouns) grammar
3. Use them correctly in a pronouns
sentence. 1. Teacher explains to
3.Use them leaners that, a www.primary
correctly in pronoun refers to or resource.co.uk
a sentence. takes the place of a
nouns. They are HE,
SHE, IT, WE, THEY work sheet with
and YOU. I picture illustration
Example;
a. Kofi is three
years old.
Ans; He is three
years old.
Teacher explains to learners
that, in the sentence above
the word /HE/ has been
used in place of Kofi.
2. Techer together
with learners look G
into their reading
books to identify
pronouns the help
of the teacher.
3. Teacher then writes
some sentence on
the board and asks
learners to replace
them with the right
pronouns.
I
I
Notes / extension opportunities / homework
Key vocabulary
1. Challenge the above average learners to change nouns with pronouns in a
sentence. SUMMARY NOTE
2. Encourage average learners to identify and underline pronouns sentences. Pronouns is any word that takes the place of a noun.
3. Guide below average learners to complete given assignments according to They are; he, she, it, we, they and you.
their abilities / provide oral answers to given questions.
VILAC INTERNATIONAL SCHOOL
LESSON PLAN
WEEK ENDING: GRADE:1 TERM: SECOND TERM SUBJECT: CREATIVE WRITING
27/01/2025
WEEK :4
Timing Framework Learning Objectives Success Criteria Activities Resources Evidence of
Reference Achievement
Description W/G/I
1HOUR 1Rv.01, 1Ra.02 Introduction
1Ra.03,1SLp.0 Learners will be able to: Learners can; Teacher asks learners to
1 1. Talk about the story 1. Talk talk about traditional tales Cambridge Classwork
characters and what they about or stories and characters W primary book Work sheet
(Off to tell the say. story they know. Teacher explains session 4.1
King) characters to learners that, this unit is
2. Listen to a story and point to and what all about traditional tales Activity 2 track
the matching pictures. they say. and stories where we can I 19.
join in.
3. To read and join in with part 2. Listen to a
of a story. story and
point the
matching
pictures.
s
3. Read and
join in
with part
of story.
Organization: Details of differentiation / groups / adult role Notes / extension opportunities ss/ homework
(linked to activities) Key vocabulary
1. Support learners in paired reading or ask some ask some learners to read
in groups. HOMEWORK
2. Support a group of learners to write their answers in their notebooks. Learners to complete the workbook session 2.11at home if
3. Challenge learners to work without the writing framework and think not completed in class.
about the layout of their poem and any design.
