Lesson Plans for Years 2-6 April 12-24 (Fasika holiday April 17 & … · 2020. 4. 10. · Home...

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HomeLearningLessonsYear2-6April13–April24 1

LessonPlansforYears2-6April12-24(FasikaholidayApril17&20,2020BelowaretheHomeLearningPlansforYear2toYear6Pleasefollowtheseinstructionstogettheotherpdfdocuments,whichhavepicturesofthenecessarytextbooks,referredtointhelessonsbytheteachersGotowww.riceethiopia.comParenttabResources+April13-24Youwillfindboththelessonplansandallthesubjectpdfsnecessaryforeachsubject

YEAR2LessonPlansLiteracyLessonPlansforYear2(5hoursaweek)Teacher:Wro.Aidaaidadibaba@yahoo.com,0911820573MondayApril13th2020LO:.:WritingsuitableheadingandcaptionsforareportOxfordCambridgePrimaryfromstudentbookpage128-129Note:StudentsorganizesetoffactsintotwosectionsandwriteasuitableheadingandcaptionforareportTuesdayApril14th2020LO:.:PlanningandwritingareportOxfordCambridgePrimaryfromTeachersGuidepage98(Usetheexampleofstudentbookpages122-124)Note:Remindstudentsaboutreportstheyhaveread(title,introduction,subheading,charts,technicallanguage,presenttenseverbs.)Tellthemtoputatitleonthefrontpage,anduseheadingforeachsectionfortheirreport.Whentheyhavefinished,letthemreadittocheckitisclearintheirmindwhattheywanttosay.Theythenwriteafirstdraft.WednesdayApril15th2020LO:UsewordplaytowritepoemsOxfordCambridgePrimaryfromStudentBookpage130-131DoAandB,132DoAandBNote:Readthepoem‘OverMyToes’andtalkaboutthedifferentwaysthatthepoetplaywithlanguage.Readthepoemwithfluencyandexpressionandrecaponthedifferentspellingofthe/oa/vowelsound.Pointouttherhyme‘goes,toes’,andrepeatedwordssounds‘slip,slide,slap’andhowthelinesalternatebetweentalkingabouttheseaandthesand.ShowhowtheauthorhastriedtocapturetheseagoinginandoutasthepoemchangesslightlyasitrepeatslinesandphrasesThursdayApril16th2020WeeklyAssessmentWorksheetfromOxfordCambridgePrimaryworkbookpage74LO:ConcreteorshapepoemOxfordPrimaryCambridgeStudentBookpage133-134Dopage135Aandpage136A,B,CNote:Studentsreadthepoemsandanswerquestionswhichbeginwith‘what’and‘which’.Theyalsocommentonthewordsusedinthepoem.Explain‘treepoem’iswritteninaspecialway–Thetitleatthetopformsthebranches.Itisprintedtolooklikeatree,withthepoemitselfformingthetreetrunk.Thesepoemsarecalled‘concreteorshapepoems.Explainusing‘left’and‘right’intwoways:themeaningofthepoemisthatalltheleaveshavefallenoffthetree(‘left’thetree)butitwon’tdie(itwillbeall‘right.’)butitwon’tdie(itwillbealright)and‘left’and‘right’meansdifferentsides.Forthe‘NameThatDragon’poem,explainthatitisalistpoem.Thepoethascombinedmanyexcitingwordstocreatelotsofdifferentnamesofdragons.FridayApril17th2020Studentspracticestheirspellings’ow’andhandwritingandreadtheirfavouritestorybookList21–‘ow’wordsownthrowgrow blowelbow flowyellow hollowsnow below

LessonPlanforYear2MondayApril20th2020LO:PoemastonguetwisterOxfordCambridgePrimaryfromstudentbookpage139Note:Explainthatthispoemworksintwoways:asapoemabout‘night-lightandasatonguetwister.Atonguetwisterisaseriesofwordsthataredifficulttosayquicklyandcorrectly.Eg.Phraseslike‘Redlorry,yellowlorry,and‘PeterPiperpickedapeckofpickledpeppers’‘shesellseashellsontheseashore’.Readthepoemveryslowlyanddreamilyasifjustbeforegoingtosleep.Askdoesitgivethepoemadifferentfeelwhenitisreadslowly?Whichversionofthepoemdotheyprefer:fastandjokeyorslowandatmospheric?Explainthelong/igh/soundandthedifferentwaysitcanbespelt.TuesdayApril21st2020LO:WritingListPoemOxfordCambridgePrimaryfromStudentBook140Note:Recaplistpoem‘NameThatDragon’andexplainthattheyaregoingtowritetheirownlistpoemaboutadragon.Explainthattheyshoulduseawordfromeachboxtocreatenamesforthedragontheywilluseintheirpoem.Tellthemtotryoutthedifferentcombinationswillworkbetterthanothersbuttheycanchoosewhattheylikebest.Nexttellthemtodecidewhatordertheirdragonnamesshouldgoin.Tellthemtosoundouttheirnameandusephonicstoattempttospellthewordscorrectly.WednesdayApril22nd2020LO:WritingListPoemOxfordCambridgePrimaryfromStudentBookpage141Note:Lookatthesamplepoematpage141.Explainthestructureofthelistpoem:thefirstfourlinesareadjectivesandthelastlinesayswhatitis.Tellthemtochoosetheirsubject.Eg.Afriend,asport,aplace,atelevisionshoworafavoritefood.Tellthemtothinkoffouradjectivestodescribetheirsubjectthensaywhatitisinthelastline.Studentsusephonicsandspellcorrectlystartingandfinishingtheminthecorrectplaces.ThursdayApril23rd2020WeeklyAssessmentWorkBookpage74LO:WritingListPoemNote:Studentsfollowtheexampleof‘NameThatDragon’andwrite‘NameThatTeacher.’Tellthemtothinkofthedifferentteachersintheirschoolandthedifferentthingstheydo.Eg.Markwork,teachstudents,askquestions,readstories,teachfootball,talktoparentsandsoon.Showhowtoeditthelistandmakeitbetterchangingtheorder,changingsomewords,addingsomealliteration,correctingspellingandsoon.Useadifferentsheetofpaper.FirdayApril24th2020Studentspracticestheirspellings’ew’andhandwritingandreadtheirfavouritestorybookList22–‘ew’wordsFew screwflewgrewchewnewcrewblewdrewthrew

MathsLessonPlansforYear2(5hoursaweek)TeacherAtoZelalemzelobeni@gmail.comandWroBerhanbtblessings77@gmail.comApril13–17Lessonone–Estimateandmeasure1litre.• Activitybookpage15,use1litrewateranddifferentcontainers• Revisehowtofindthecapacitycontainersusingnonstandardunitssuchasmugful,cupfuland

spoonful.• Askthechildrenthathowmanycupsfillajug?• Practisewithdifferentcontainersathome.• Showthechildren1litreofwaterbottleorbyjug.• Givethechildrendifferentcontainersandestimatethem.• Usethefollowinglanguage.• Thejugholdsabout1litre.• Thecanholdsmorethan1litre.• Thecupholdslessthan1litre.• Letthechildrendoworksheet.Lesson2–Estimateandcompareinlitres.• Activitybookpage16andusedifferentcontainers.• -Givethechildrenwaterwithdifferentkindsofcontainers.• -Askthemtoestimatefirstandthenmeasurehowmuchwatereachcontainerhold.• Askdifferentquestionslikewhichcontainerholdsmostorleast?• Letthechildrendotheirworksheet.Lesson3–Knowlanguageofmovement.• -Askyourchildtostandandtellthemshowtheirrightandlefthandandthentellthemtoturnright

andturnleft.• -Orderthemagaintomovetwostridesforwardandmovethreestridesbackward.• -Orderthechildrentoturnaroundafullclockwise(meansthesamedirectionasaclock’shands

fromtoptotherightthendownandthentoleftthenbackuptothetop)• -Askthechildrentoturnaroundfullanticlockwise(intheoppositedirectiontothewayinwhichthe

handsofaclockmoveround)• Helpyourchildtopractisedifferentlanguageofmovementasyouorderthem.Lesson4–Knowrightangle.• -Makeasquarefromacardboardandthenaskyourchildhowmanycornersdoesthesquarehave?• -Wecanget4rightanglesinasquare.• -Explainthataspecialnameforsquarecornersarerightangle.• -Tellyourchildtolookfordifferentobjectswithrightanglesintheirhome.• -Explainthatthecornersofdoorsandwindowsareusuallyrightangles.• -Makearectanglefromapaperandaskyourchildhowmanyrightangleswecangetfromthe

rectangle?Theanswerisfourangles.• -Makerightanglesathomeandstickitonacardboard.

April20–24Lesson1–Knowlineofsymmetry.• Activitybookpage6,usecutoutshapes,rulerandmirror.• -ShowthechildrenhowtofoldA4paper.• -Tellhalffitsexactlyovertheotherwhenashapeisbalancedthatisasymmetrical.• -Showsomeotherpicturelikeaheart,diamondandaskyourchildiftheseshapesarebalanced

whenwefoldtheminhalf.• -Askthem,“Isthisshapebalanced?”andalso“Isthisshapesymmetrical?”• -Useacutoutheartshapetoshowthechildrenhowtouseamirrortofindalineofsymmetry/aline

thatshowshalfwayoftheshape/• -Placetheheartonaflatsurfaceandputthemirroratthemiddlesothathalfoftheheartwithits

reflectioninthemirror,togetherlooksthesameasthesameasthewholeoftheoriginal.• -Letthechildrendrawlineofsymmetryondifferentshapesusingruler.Lesson2–Makesymmetricalpatternbycolouring.• Pupilsheet58,usecolorcardsandruler• -Givethechildrenasetof8rectanglescardstwoineachoffourcoloursandyoucanusearulerasa

lineofsymmetry.• -Putredandbluecardsononesideandaskyourchildtosuggestwhatcolourcardshouldbeonthe

othersideofthelineofsymmetrytomakeasymmetricalpattern?• -Askthemtoarrangetherectanglestomakeasymmetricalflageitherhorizontallyorvertically.• Examplered blue blue redgreen yellow yellow green|LineofsymmetryLesson3–Knowten10morethanandlessthananumberfrom100–1000.Pupilsheet19• -Revisebyaskingyourchild10moreandlessthanondifferenttwodigitnumbers.• Example:10morethan44is54and1olessthan44is34.• -Telltoyourchildthatonlythetenthplacewillchangeandtheunitwillstayasitis.• -Write460andaskyourchildtofind10morethanorlessthanthenumber.Recordtheanswer470

or450.• -remindyourchildthatonlythetenthplacewillchangebutthehundredsandtheunitswillremain

thesame.• -Letthechildrendoworksheet.Lesson4–Countinginhundreds.Activitybookpage20.• -Writenumbersinhundredsinasequence(100–900)(100,200,300…..900)• -Telleachnumberis100morethantheonebefore.• -Pointout“tenhundred”butiscalled“onethousand”andhasfourdigits.• -Write120,220,320,letthembuildupthesequenceupto920.• -tellthechildren220isonehundredmorethan120andtheyhavetocountinhundreds.• -Writetheplacevalueatthetopofanumberandtellthehundredsplacewillchangebutthetens

andunitsremainthesame.• -Letthechildrendotheworksheet.

AmharicLessonPlansforYear2(5hoursaweek)Teacher:WroTigisttggetachew5@gmail.com,0913055795Year 2 Amharic ሚያዚያ 5_ 9 የትምህርቱ ዓላማ ሰኞ የኢትዮጲያ ቁጥሮችን ማስለየት ፩_ አንድ ፪_ሁለት ፫_ሦስት ፬_አራት ፭_አምስት ማክሰኞ ተተኮሪ ፊድላት ፊደላቱ በቅርጽ እና በድምጽ ማስለየት ፊደላቱን ደጋግሞ ማፃፍ ፊደል ጰ ፊደል ፐ ፊደል ቨ ረቡዕ ቁጥሮችን ማስለየት ፮_ስድስት ፯_ሰባት ፰_ስምንት ፱_ዘጠኝ ፲_አስር ሐሙስ አንብቦ መረዳት በገጽ 131 ላይ ያለውን ንባብ ማንበብ ( ቤታችን ) ያነበቡትን ምን ያህል እንደተረዱት መጠየቅ ንባቡን ባጭሩ እንዲናግሩ እድል ምስጠት የጎደለውን ፊደል ሙሉ ገጽ 131 ደ ________ ቀ አርብ ፰ የንባብ ቀን ገጽ 130 _131 Year 2 Amharic 1 2_ 16 የትምህርቱ ዓላማ የፊደል ጰ ዝርያዎች የፊደል ፐ ዝርያዎች የፊደል ቨ ዝርያዎች ፊደላቱን በድምጽ እና በቅርጽ ማስለየት ቃላቱን ማንበብ የአ/ነገር ስብስቦችን ማንበብ _ፒያኖ የሙዚቃ መሳሪያ ነው ፡፡ _ፒያሳ መሀል ከተማ ላይ ይገኛል፡፡ _ጳጉሜ አስራ ሶስትኛ ወር ናት ፡፡ _ፓስታ መብላት እወዳለሁ ፡፡ _ፓፓያ ከፍራፍሬ አይነቶች ይመደባል ፡፡ የጎደለውን ፊደል ሙሉ በምሳሌ መሰረት ሰሩ ገጽ 134 አሰ _______ አሰ _______ አሰ _______ አሰ _______ የፊደላቱን ዝርያዎች ፃፉ፡፡

ፐ ____ ፒ ____ ፔ ___ ፖ ጰ ጱ _____ ጳ ____ ______ጶ ____ ቩ _____ ቫ _____ ቭ _____ የንባብ ችሎታን ማዳበር አንድ አጭር የተረት መጽሐፍ በማንበብ ያነበባችሁትን ለሌሎች ተርኩ (ተናገሩ ) ከገጽ 132 _ 134 ITPracticeLessonPlansforYear2(ifyouhaveaccesstoalaptopathome)Teacher:AtoWakenawakenagetacho@gmail.comPleaseseeResourcesfolderontheRICEwebsitetodownloadapdfwithinstructions.

YEAR3LessonPlansLiteracyLessonPlanforYear3(5hoursaweek)Teacher:Wro.Aidaaidadibaba@yahoo.com,0911820573LessonPlanforyear3Monday13thApril2020LO:Writinganon-chronologicalreportOxfordCambridgePrimaryfromstudentbookpage130Studentdrawapictureoftheiranimaltoillustratethetext.Note:Studentslearnthepurposeofnon-chronologicalreportistoprovidefactualinformationaboutthewaythingsare.Thestructureofthisgenrebeginswithageneralstatement,oftenincludingadefinition.Thenasequenceoffactsfollow,groupedlogicallythroughparaphrasingandsubheadings.Illustrationsandlablesmaysupportthewrittentext.Factsareusedtomakelinksbetweenideas.Explaintheprefix‘non’means‘not’sononchronologicalmeans‘notfollowingtheorderinwhichthingshappen.’Studentsuseconnectivestolinkideas,usewordslike‘howeverandsometimes’,openingsentenceswithtimewordlike‘Inthemorning’andphraseslike‘assoonas’tomakemoreinteresting.TuesdayApril14th2020LO:WritingchronologicalreportOxfordCambridgePrimaryfromTeachersGuidepage158-159.Note:Explainthatalimerickisasong-likepoemwithadistinctpattern,oneverseandfivelines.Lines1,2,and5rhymeandline3and4rhymeformingaAABBArhymingpattern.Studentsguessthemeaningsofnewwordsfromthecontext.Theyreadalimerickaloudwithexpression,identifytherhymingpatternandunderstandthatitisfunnypoem.WednesdayApril15th2020LO:LimerickPoemsOxfordCambridgePrimaryfromstudentbookpage133DoAandBWorkBookpage68Note:Explainthatalimerickisasong-likepoemwithadistinctpattern,oneverseandfivelines.Lines1,2,and5rhymeandline3and4rhymeformingaAABBArhymingpattern.Studentsguessthemeaningsofnewwordsfromthecontext.Theyreadalimerickaloudwithexpression,identifytherhymingpatternandunderstandthatitisfunnypoem.ThursdayApril16th2020WeeklyAssessmentCopyofTeachersGuidepages156-157LO:FunnynarrativepoemOxfordCambridgePrimaryfromStudentBookreadpage136-137DoAandBNote:Explainthispoemtellsastory.(TheSoundCollectorinUnit3toldastory)Ittoldaboutamysteriouseventwhenathieftookthesoundsaway.Butthispoemtellsadifferentstory–funnystory.Directstudentsattentiontothefactthatmumanddadareactuallytalkingtoeachotherusinginterestingexpressionlike‘rubbish’.Rubbishmeansthingsthatarethrownaway,butinthiscasemeans‘nonsense’.‘Easyaswinking’mean‘veryeasy’becausewinkingissomethingthatyoucandoquicklyExplainthispoemtellsastory.(TheSoundCollectorinUnit3toldastory)Ittoldaboutamysteriouseventwhenathieftookthesoundsaway.Butthispoemtellsadifferentstory–funnystory.Directstudentsattentiontothefactthatmumanddadareactuallytalkingtoeachotherusinginterestingexpressionlike‘rubbish’.Rubbishmeansthingsthatarethrownaway,butinthiscasemeans‘nonsense’.‘Easyaswinking’mean‘veryeasy’becausewinkingissomethingthatyoucandoquicklyandwithoutanytrouble.Tellthempoemaredifferentfromotherstoriesexample‘storyofAbdullainunit1’

FridayApril17th2020Studentspracticetheirspellings‘ough’and‘uff’andhandwritingandreadtheirfavouritemysterybookList21–‘uff’wordsbought doughtybroughtrufflecoughbluffenoughstufftoughpuffthoughtflufffought throughdoughLessonPlanforyear3Monday20thApril2020LO:FunnyNarrativePoemStudentsworkonaseparatesheetofpapertowritethestoryandplayscript.Note:Studentsfinishreadingthefunnypoemandfinishwritingthetextversionofthestory.Theyconsiderthedifferentwaysthatstoriescanbetoldcomparingnarrativepoemwithfictiontheyhaveencountered.Anddecidewhichonetheylike,thepoemorthestorytext?Theyrewritethepoemasaplayscriptmodelunite6(MauiCatchesTheSun)TuesdayApril21st2020LO:FunnyNarrativePoemOxfordCambridgePrimaryfromstudentbookpage139.Note:Studentsanswerquestionsaboutcharactersandeventsthatarenotdirectlystatedinthepoem.Theyidentifywordsandphrasesthatconveyspecialmeaningandtheylearntoreadthepoemwithfeelingandexpression.WednesdayApril22nd2020LO:UsedictionaryorthesaurusOxfordCambridgePrimaryfromworkbookpage70Note:Explainthatadictionaryisalistofwordsarrangedinanalphabeticalorderandthesaurushelpstoavoidrepeatingthesamewordsoverandoveragain.Explaindictionarygivesthemeaningandclassificationofwords;athesaurusgivesotherwordswithsimilarmeanings.ThursdayApril23rd2020WeeklyAssessmentCopyofWorkBookpage73LO:DictionaryworkandhomonymsOxfordCambridgePrimaryfromworkbookreadpage71Note:Explainhomonymsarewordsthatsoundthesameasanotherwordandoftenhasthesamespellingbutwithadifferentmeaning.FridayApril24th2020Studentspracticetheirspellings‘tion’andhandwritingandreadtheirfavouritemysterybookList21–‘tion’wordsinformationmultiplicationsubtractioncelebrationcreationobservationdecorationcomplicationactionrelationinventiondescription

pollution directioninstructionMathsLessonPlanforYear3(5hoursaweek)TeacherWrt.Rahel&WroFirewonitesfayerahelb@gmail.com,Firewoini2020@gmail.comYear3MathsLessonPlanApril13-17-Dearparentspleasehelpyourchildbasedontheexamplesgivenandcheckiftheyhavedonetheworksheetright.MondayApril13LO-addtwomultiplesof10,bridging100. -NHMTeachingResourcebook–Pupilsheet36.Helpyourchildtomake100andaddtheremainingtomake150.(90+60)90+10=100add50=150-showyourchildbasedonthisexample.-60+90=___6+9=15-------60+90=150TuesdayApril14LO-addtwo-digitnumbersandmultipleof10,bridging100. -NHMTextbookpage-74 -Showthisexample–94+10=___-letyourchildtocountintenitwillbe104or-add6to94tomake100,andthenaddtheremaining4togive104.WednesdayApril15LO-addtwo-digitnumbers,bridging100.(Usingnumberline) -NHMTeachingResourcebook–Pupilsheet37.-NHMtextbookpage75-helpyourchildusinganumberlineEg.83+55=______+50+5 83133138-83+50+5=138ThursdayApril16LO-Knowthehalf-litre(measure) -NHMTextbookpage-95-helpyourchildtomeasurecapacityusingdifferentcontainersandletthemlabelusesomevocabularywordsrelatedtocapacity(writtenonaroughpaper).Eg.Halflitre,about½litre,morethan½litre…

FridayApril17LO-Knowmilliliters(measuringinmilliliterandreadingscale) -NHMTeachingResourcebook–Pupilsheet41-NHMTextbookpage-96 -remindyourchild1litreisthesameas1000ml-½Listhesameas500ml-300mlislessthanhalflitre,900mlismorethanhalflitreTuesdayApril21LO-KnowlineofSymmetry -NHMTeachingResourcebook–Pupilsheet52--LineofSymmetry-islinethatdividesagivenshapeintotwoequalpartshavingthesameshapeandsize.-userectangleshapeandaskyourchildwhethertheshapeissymmetricalornot.-checkbyfoldingtheshape.Askhowmanylineofsymmetryithas. WednesdayApril21LO-KnowlineofSymmetry -NHMTextbookpage111-askyourchildtodrawhis/hernameonapaperandlethim/herfindmanylinesofsymmetryeachletterhas.ThursdayApril32LO-Completesymmetricalpatterns NHMAnswerbook–Activitybookpage41-use8sheetsofcolouredpaperorcard(2blue,2red,greenand2yellow).-attach4ofthesetothewallandtellthechildthatthisisonehalfofadesignandpointtothelineofsymmetry.(Verticalorhorizontallineofsymmetry)-helpyourchildtocompletethepatternusingtheremaining4colouredpapers.(Youmaychooseverticalorhorizontallineofsymmetry).FridayApril24LO-SortandidentifyshapesNHMTextbookpage-105and106-describeashapeandaskyourchildtonametheshape.Forexample-Ithas12edges,6flatfacesandallthefacesaresquares.Whatshapeisit?Cube-givemorepracticeusingdifferent3Dshapes.AmharicLessonPlanforYear3(5hoursaweek)Teacher:WroTigisttggetachew5@gmail.com,0913055795 Year 3 Amharic ሰኞ ሚያዚያ 5-9 የትምህርቱ ዓላማ ባህላዊ የሙዚቃ መሳሪያዎችን ማስለየት በገጽ 107 ላይ ያሉትን መሳሪያዎች በመመልከት ስማችውን ይፃፉ፡፡ *በተሰጡት ቃላት አ/ነገር ስሩ ምሳሌ _ከበሮ_ ከበሮ ከቆዳ የሚሰራ የሙዚቃ መሳሪያ ነው ፡፡

*ቃላቱን ወደ ብዙ ቁጥር መቀየር ምሳሌ _ማሲንቆ ማሲንቆዎች *ፊደላቱን አጣምራችሁ በመፃፍ አንብቡ ምሳሌ_ የ_ዋ_ን_ዛ +እ_ን_ጨ_ት =የዋንዛእንጨት *ግለንባብ (ባለዋሽንቱ ) አንብቦ መረዳት *በምንባቡ መሰረት ለጥያቄዎቹ ምላሽ ስጡ ምሳሌ_ ባለዎሽንቱ መድረክ ላይ ከወጣ በኋላ ምን አደረገ ? ______________________________ *የባህላዊ የሙዚቃ መሳሪያዎችን ስያሜ በየምድባችው ፃፉ ባህላዊ የምት የሙዚቃ መሳሪያዎች

ባህላዊ የትንፋሽ የሙዚቃ መሳሪያዎች

ባህላዊ የክራርየሙዚቃ መሳሪያዎች

*ክራር ለማዘጋጀት ምን ምን ነገሮች ያስፈልጋሉ ? *ደስ ያላችሁን አንድ የባህላዊ የሙዚቃ መሳሪያ ስዕል ሳሉ ከገጽ 107 _ 108 Year 3 Amharic ሰኞ ሚያዚያ 12-16 የትምህርቱ ዓላማ ከቆዳ የሚሰሩ እና ከብረት የሚሰሩ የሙዚቃ መሳሪያዎች በምሳሌው መሰረት ቃላቱን መድቡ ምሳሌ_ ከብረት ያሚሰራ ፟ ___ ቃጭል በምሳሌው መሰረት አጣምራችሁ አንብቡ ምሳሌ_ቆዳ _ ዎች _ =ቆዳዎች ግለንባብ (የማሲንቆ አዘገጃጀት) አንብቦ መረዳት በምንባቡ መሰረት የሚከተሉትን ጥያቄዎች መልሱ ምሳሌ_ማሲንቆ ምን አይነት መሳሪያ ነው ? በምሳሌው መሰረት አዛምዱ ነጋሪት _ ይጎሰማል የስረዓተ ነጥቦቹን ስም አስታውሳችሁ ፃፉ ? ___________________ ፡ ___________________ ፡፡ ____________________ ፣ ____________________ ስርዓተነጥቦቹን በመምረጥ በተገቢ ቦታ ፃፉ፡፡ ምሳሌ_ክራር ፣ማሲንቆ፣በገና፡ የክር፡ የሙዚቃ፡ መሳሪያዎች ፡ናቸው ፡፡ በዚህ መሰረት ገጽ 111 ላይ ያለውን ጥያቄዎች ስሩ ከገጽ 109 _111 ITPracticeLessonPlansforYear3(ifyouhaveaccesstoalaptopathome)Teacher:AtoWakenawakenagetacho@gmail.comPleaseseeResourcesfolderontheRICEwebsitetodownloadapdfwithinstructions.

Year4LessonPlansLiteracyLessonPlanforYear4(5hoursaweek)TeacherWro.Sofiasofia.wahel@gmail.com

MathsLessonPlanforYear4(5hoursaweek)TeacherWrt.Emnet&Wro.Frewoynemnetzr@gmail.comandgedeonlily@gmail.comWeekone.April12-16Maintopic:Toknowstandardmethodusingbridging100.-writeanexamplesuchas561+94thenbuildupanexpandedrecordingshowingtheansweranddisplaytheinitiallayoutofthestandardmethodlikethis:561561+94+945655150500655-Explaintoyourchildtoaddthenumberineachcolumn,inturn.Emphasisehow,whenthetensareadded,a1(for1hundred)is‘carried’forwardandwrittenbelowtheanswerinthehundredscolumn.Thencompletetherecordingasshownontheaboveexample.Repeatforotherexamplessuchas275+593...ActivitiesPupilsheet21.Teachingresourcesbook.Maintopic:Toknowhowtoaddverticallybridging10and100.Frompreviouslessonremindyourchildtobridgehundredmeanswhenthetensareadded,a1(for1hundred)is‘carried’forward.Thistimewearebridging10and100.-writeanadditionwhichinvolvesbridging10and100suchas367+594andwriteitinthestandardrecordinglayoutas367+594Thenaskyourchildtoaddandrecordthetotalsintheunits,tensandhundredscolumnstogivetheanswerwhichis961.-Emphasisehow,whentheunitareadded,a1(fortens)iscarriedandwhenthetensareaddedagaina1(for1hundred)is‘carried’wecallthiswhenweaddtheunitwearebridging10andwhenweaddthetenswearebridging100.Repeatforotherexamplessuchas573+258and429+685.ActivitiesTextbookpage23and24.Maintopic:Toknowhowtoprepareastandardwrittenmethod.-Showthemhowtheycanprepareastandardwrittenmethodusingthisexample368-42=___.Thendiscusswiththechildrenusinganexpandedverticalformofrecording,forexample368whichis300+60+8and42is40+2thenminus40from60andagainminus2from8thenaddthefindingstogetherwhichis300+20+6=326.Record368-42is326.-Discussifbothnumberisthreedigitssuchas368-----300+60+8-242-----200+40+2100+20+6=126-Repeatfor597-66andotherexamplesasnecessary.ActivitiesPupilsheet25.Teachingresourcesbook.

Maintopic:Toknowexchangingatenforunitsandahundredfortens.-Toexchangemeanstoborrowfortheunitfromthetensandforthetensfromthehundreds.-writeanexample645–328=___firstexpandeachnumberwhichis600+40+5wecan’tminus8from5soweexchangeorborrowandextendtherecordingas600+30+15and300+20+8thenminuseachnumberturnbyturnandrecordyouranswer.-Displayathree-digitnumberandpartitionitintohundreds,tensandunitsforexample824is800+20+4thenextendtherecordingtoshow700+____+4andaskyourchildtogivethemissingnumberwhichis120.Whenweexchangeahundredfortens.ForfurtherexplanationlookonTEACHINGpage143–144.-Repeatforotherexamplessuchas824-62,736-51and824-562.ActivitiesPupilsheet27and29.Teachingresourcesbook.WeektwoApril20-24Maintopic:exchangingtenforahundredinexpandedmethodforsubtraction-exchangingmeansborrowingfromthetensfortheunitsandfromthehundredsforthetens.-Firstexchangeatenfor10unitstosubtract8-showexchangingfortheunits536_____500+30+6_____500+20+16-78__70+870+8Nextexchangehundredfortenssothatthe70canbesubtracted.536_____500+30+6_______500+20+16______400+120+16-7870+8_______70+8_______70+8400+50+8=458-forfurtherexplanationreferTEACHINGPAGE145 ActivitiesTextbookpage34Givepupilsheet28asatemplatewhichshouldbeusedtoprovidepracticeinusingexpandedformofrecordingforsubtractionfrom3digitnumbers.Maintopic:Toknowastandardwrittenmethodfoesubtraction.Explain685-32=____600+80+530+2600+50+3=653Thisexampleisthesameforsubtractionofthreedigitnumberfromthreedigitnumber.345_______300+40+5-132_______100+30+2200+10+3=213-furtherexplanationrefersTEACHINGPAGE145and146ActivitiesPupilsheetPAGEand31Teachingresourcesbook.Maintopic:knowexchangingatenforunitsandahundredfortens.Inordertosubtracttheunitsplace,youneedtoborrowtenfromthetensplace.Discussanexamplesuchas943–27943______900+40+3______900+30+13-27_____20+7______20+7900+10+6=916-forfurtherexplanationreferTEACHINGPAGE146

ActivitiesPupilsheet32and31.Teachingresourcesbook.Maintopic:knowexchangingatenandahundredinverticalrecording.Showanexamplesuchas634-58thisiscalledverticalrecording.-askyourchildtocompletetheaboveexampleexchangeorborrowaunitforthetensandatensforhundred.-forfurtherexplanationreferTEACHINGPAGE147Activitiestextbookpage35-37AmharicLessonPlanforYear4(5hoursaweek)TeacherWro.Ayinadisayinyde@yahoo.com,0912096869Year 4 ከገጽ 97-106 1ኛ ሳምንት የትምህርቱ አላማ -የንባብ ችሎታቸውን ያዳብራሉ ገጽ 97 -የቃላትን ፍቺ ይጽፋሉ። ገጽ 98 -አረፍተ ነገሮችን አስተካክለው ይጽፋሉ። ገጽ 98 -ቃላትን በተገቢው ቦታቸው ለይተው ያስገባሉ። ገጽ 99 -ቃላትን በሰዋሰው ክፍላቸው ለይተው ይጽፋሉ። ገጽ – 100 ምሳሌ=የስም ገላጭ ፣ ስም ፣ግስ ና የግስ ገላጭ በማለት ከፋፍለው ያሳያሉ። -የቃላቱን አውዳዊ ፍቺ ለይተው ይጽፋሉ። ገጽ -100 -ጊዜያቸውን በመከፋፈል መርሃ ግብር ያወጣሉ። ባወጡት መርሃ ግብር መሰረት የተከናወኑና ያልተከናወኑ መርሃ ግብሮችን ለይተው ይጽፋሉ። ከገጽ 97- 101 በነዚህ ገጾች ውስጥ የሚገኙትን መልመጃዎች መጽሃፉ በሚያዘው ትእዛዝ መሰረት ይሰሩ። 2ኛ ሳምንት የትምህርቱ አላማ -የንባብ ችሎታቸውን ያዳብራሉ። ገጽ -102 - በቃላት ዓረፍተ ነገር ይሰራሉ። ገጽ 103 - ስሞችን በማስገባት አረፍተ ነገሮችን አሟልተው ይጽፋሉ። ገጽ -103 -የቃላቱን ፍቺ ለይተው ያዛምዳሉ። ገጽ -104 -ዋናውን ቃል ከቅጥያው ጋር አጣምረው ይጽፋሉ። ገጽ -105 የቃላቱን ተቃራኒ ለይተው ያዛምዳሉ። ገጽ -106 - አንቀጽ ይፅፋሉ። ገጽ 106

ከገጽ 102- 106 ለሁሉም መልመጃዎች ምሳሌ መጽሃፉ ላይ ተሰጥቷል ስለዚህ በተሰጠው ትዕዛዝ መሰረት ይሰራ። ITPracticeLessonPlansforYear4(ifyouhaveaccesstoalaptopathome)Teacher:AtoWakenawakenagetacho@gmail.comPleaseseeResourcesfolderontheRICEwebsitetodownloadapdfwithinstructions.Year5LessonPlansLiteracyLessonPlanforYear5(5hoursaweek)TeacherWro.Sofiasofia.wahel@gmail.com

MathsLessonPlanforYear5(5hoursaweek)TeacherWrt.Salem&Wro.Tigistsalemkbro@gmail.comandtgtemef@gmail.comSomeMathsrevisiontopracticefirst1. Writethecorrectsign>,<betweeneachpairofnumbers.

a. 3.4______3.04 c.3.83_________3.38b. 4.5______4.55 d.1.14_________1.2

2. Thereisamissingsignfromeachquestion.Whichsign<,>or=makestheseexpressioncorrect.

a. 2×(3+4)________(2×3)+4b. (10×6)÷2_________10×(6÷2)c. Fivetimesanumberis200.Whatisthenumber?d. Whatisthemissingnumber?

i. 12×5=_______+37iii.________÷5=12ii. _______÷4=6 iv._______×9=0.63

3. Solvethesenumbers.Showyourwork.

a. Findthesumof48.9and34.2.b. Findthedifferencebetween78.56and65.87c. Samsonhas$7.25.Heisgiven$15.50.Howmuchdoeshehavenow?

4. Changetheseimproperfractionsintomixednumber.

a. 7/4____________ b.9/5__________ c.10/3__________ d.6/4___________

5. Completethistableofequivalentfraction,decimalsandpercentage. Fraction Decimal Percentage3/10 10% 0.2

23/100 25% 0.7

6. Roundthesenumberstothenearestwholenumber.

a. 5.01___________b.9.52___________c.6.65____________d.4.35___________

7. Findthemodeforthesedatasets.a. 2,5,3,2,4,10____________b. 2,3,0,10,4,5____________c. red,yellow,blue,red,green___________d. elephant,lion,tiger,elephant,monkey

8. Plantsaresoldintraysof20.

a. Florienbuys6traysofplants.Howmanyplantsisthis?_______________b. Waynewants180plants.Howmanytraysmusthebuy?________________

MathLessonplanforweek1forApril13th–17th

Monday

LO:Divisionofthreedigitnumbers:usinginformalwrittenmethod

MentalMath:reviseonanyoftheformermentalquestionssent

Displayanexamplesuchas119÷7whichhasaquotientintheteens.Discusshowyourchildcanfindthequotientbylinkingdivisionwithmultiplicationandusinginformalrecordingtosupporttheirthinking.

Yourchildcansuggest:seventimesseventy,leavingfortyninetomakeonehundredandnineteen.Seventimessevenisfortynine.Tenaddsevengivesseventeen,soseventimesseventeenisonehundredandnineteenandonehundredandnineteendividedbysevenisseventeen.

Theexplanationfortheabovemethodis7x10=70,leavethe49.Theoriginalnumberis119fromthedivisionquestion.The49ismadeupof100-70=30thenadd30totheremaining19whichgivesyou49.Whatnumbermultipliedby7willgiveyou49?Theansweris7x7=49.Lookattheunderlinednumbers.Thismeans10+7=17so,whenweuseinverseoperation,17x7=119and119÷7=17.

7X10=70and7x7=49.Here,7isthecommonnumberthatmultipliesbothnumbers.Soweuse7toaddthesumofthetwoproductswhichis70+49=119.

Itcanalsobewrittenas:119÷7=(70+49)÷7 10+7=17

Encourageyourchildtocomeupwithalternativemethodstolinkthemultiplicationanddivision.

Repeatalltheaboveforthefollowingquestion.204÷6.Theanswerisatwodigitquotientgreaterthan20.Askyourchildtoanswerthisdivisionwiththesameorsimilarthinking.

Theinitialpartoftheirthinkinghoweverneedstobemodified.Sincethehundredsplaceismorethanonehundred,6x10=60so6x20=120,6x30=180,leaving24tomake204.

204÷6=(180+24)÷6 30+4=34

Practicequestions

1. 135÷9 3.128÷8 5.216÷8 7.462÷72. 102÷6 4.133÷7 6.378÷9 8.318÷6

Tuesday

LO:Divisionofthreedigitnumbers:Developingastandardwrittenmethod,twodigitquotient

Mentalmath:Make360byoublinganumber.Whatisthatnumber?Make1809byhalvinganumber.Whatisthatnumber?Make160bybydoublinganumber.Whatisthenumber?…etc

Showyourchildthisdivision,136÷8.Discussastandardwrittenmethod.

-80 8x10

-56 8x7

Repeatforotherdivisionssuchas144÷9.Alsoworkonadivisionwhichhasatwodigitquotientgreaterthan20suchas215÷5

-200 5x40

-15 5x3

PracticeworkisfromPupilsheet30and32Wednesday

LO:Divisionofthreedigitnumbers:Developingawrittenstandardmethod,threedigitquotients

Mentalmath:Whatis250x50?Whatis200x4?What42x5?600x10?70x20?35x2?84x100?75x4?

Lookbackatthelessonplanforyesterday,Tuesday,using3digitquotients.Divide812÷7.Appropriatedivisorsare5,6,7,and9.

-700 7x100

-70 7x10

-42 7x6

Repeatforotherexamples.595÷5,992÷8and963÷9.Appropriatedivisorsare5,6,7,8and9.

PracticeworkisfromPupilsheet33andfromNHMMathematicstextbookpages53and54.

Thursday

LO:Division:Roundingadisplaytothenearestwholenumber

MentalMath:Askyourchildtofindasmanypairsofnumberswhoseproductis10,000.Askyourchildtofindasmanypairsofnumberswhoseproductis14,000.

Writetwodivisionsinvolvingconsecutivestationsofthemultiplicationtablefor7,forexample:

56÷7and63÷7.Askyourchildtofindtheanswerandchecktheiransweriscorrect.Writedowntheanswersandaskyourchildtoroundthedecimalnumbertothenearestwholenumber.Repeatforotherdivisionssuchas25÷634÷9and22÷3.

*Explaintoyourchildwhenusing2,4,5,or8asdivisorsthenumberinthedisplayterminateswithatmostthreedigits.

Displayaquotientfromabovealongsideanumberlineshowingtenths

8.7142

8 8.7142 9

Askyourchildtomarktheappropriatepositionofthequotient.Throughdiscussion,establishthatthenumber8.7142is

Repeatwithotherexamplesusinganumberline.

PracticeworkwillbefromNHMmathematicstextbookpage55andpupilsheet35.

Friday

Nomathlesson-SikletorGoodFriday

Week2lessonplanforApril20th-24th

Monday

LO:Usingastandardwrittenmethodforaddition

Mentalmath:Whatis10lessthan27.5?10lessthan14.2?Whatis10morethan56.7?10morethan92.8?Whatis0.5+0.8?0.7+0.4?1.2+0.9?2.5+0.5?

Displayanexamplesuchas14.6+23.7.Discusshowyourchildcanrecordtheadditioninanexpandedand/orstandardverticalformatstartingwiththeleastsignificantdigit(tenths,hundredths).Thismeansyouaddpayingattentiontoplacevalues.Addingunitswithunits,tenswithtensandhundredswithhundreds…etc.Makesuretheyclearlyshoweachstepoftheirmethod.

Eightandabit Betweeneightandnine

Nearertoninethantoeight

Ninetothenearestwholenumber

14.6+23.7

14.6 Thisistheexpandedverticalmethod 14.6 thisisbasicstandardmethod

+23.7 +23.7

1.3 38.3

Repeatwithotherexamplesasnecessary.Youcanalsotrywithandwithoutbridging

PracticeworkwillbefromNHMMathematicstextbookpage67

Tuesday

LO:Usingawrittenmethodforsubtraction

Mentalmath:Whatisthedifferencebetween0.7and0.1?0.9and0.4?10.3and0.2?9.8and0.6?15.4and2?

Displayanexamplewhichdoesnotinvolvebridgingsuchas36.8-14.2

*Bridgingiswhenyouusethe“carryon”method.

Discusshowtorecordthesubtractioninanexpandedand/orstandardverticalmethodstartingwiththeleastsignificantdigit.

36.8 30.0+6.0+0.8Expandedhorizontalmethod 36.8-14.2 -10.0+4.0+0.2 -14.2

20.0+2.0+0.6 22.6 22.6Repeatforotherexamplessuchas32.4-17.8

PracticeisfromNHMmathematicstextbookpage68Wednesday

LO:Mentalmultiplicationfordecimals

Mentalmath:Whatis3.2x4?8x0.7?6x2.3?7x4.1?5.1x8?2.5x4?

Drawasetofidenticalcontainersandexplainthateachcontainerholds0.7litersofpaint.Askyourchild,whatisthetotalvolumeofthepaintinthefourcontainers?

Discusshowthetotalcanbefoundbyadding0.7L+0.7L+0.7L+0.7L=2.8L

Youcanalsofindthetotalbymultiplying4x0.7L=2.8L

0.7l 0.7l0.7l 0.7l

And,youcanalsoconvertthedecimalsintofractionsandexplainthateachcontainerholdsseventenths,7/10,0faliter.Fourpaintpotsholdfourtimesseventenths,4x7/10,whichequalstwenty-eighttenths,28/10.Thisistwopointeightliter,2.8L,whenthetwentyeightisdividedtotheten.

Repeatwithotherexamplesasnecessarysuchas,6x0.8,5x0.3,9x0.6

Next,displayanexampleinvolvingatwo-digitdecimalsuchas4x4.2.Discussthestrategyofmultiplyingtheunitsandtenthsplacesseparately.Thenaddingtheproducts.

4x4=16

4x4.2 16+0.8=16.8

4x0.2=0.8

Repeatforotherexamplessuchas6x7.1,3x5.3,8x2.4

PracticeisfromNHMmathematicstextbookpage69

Thursday

Mentalmath:Whatistheequivalentfractionof3/100?18/100?62/100?75/100?½?2/5?

LO:Squareandnumberlines:Introducingdecimalnotationforhundredths

Displayalarge100squareliketheonebelowonasheetofpaperoryourchild’sexercisebookandaskyourchildtocolourin17squares.Ask,whatfractionofthesquareiscoloured?Recordtheiranswer.

Explainthatseventeenhundredths,or17/100,canalsobewritteninadifferentway.

17 0.17100Explainthat,

*0.17meanszerounits(zerowholenumbers)andseventeenhundredths(17dividedtoahundred)

*0.17isreadaszeropointoneseven

*Thepointseparatestheunitsfromthefractions

Repeatforotherfractionsofthe100-square,suchas33/100,70/100,6/100and100/100

Next,displaya0.1to0.2numberlinemarkedinhundredths

0.10 (0.15) 0.20

Askyourchildforthenumberitrepresents.Write0.15onthenumberlineandpointtotheothermarkingssoyourchildcanfillintheappropriatedecimalfractionsuntilthenumberlineiscomplete.

Extendthenumberlinetotherightandcontinuetoaskyourchildtosaytheappropriatefractiondecimals.Thenextendthenumberlinetotheleftandaskyourchildtodothesame.

Whenyourchildgoesbackwardsonthenumberline,remindthemthedecimalslessthan0.1

arewrittenas0.09,0.08,0.07…etc.

Youcangiveoralpracticebygivingyourchildafractionandaskingthemtosaytheequivalentindecimalform.

PracticeisfromPupilsheet44andNHMmathematicstextbookpage70

Friday

LO:comparingandorderingdecimals

Mentalmath:Whatnumbercomesafter2.36?Whatnumbercomesafter4.80?Whatnumbercomesbefore5.99?Whatnumbercomesbefore0.99?Whatnumbercomesafter0.02?

Displaytwofour-digitnumberssuchas45.32and53.46.Pointtooneofthenumbersandaskyourchildaboutthevalueofallthedigits.Forexample;

Whatisthevalueofthedigit2?,Whatisthevalueofthedigit5?,…etc.

Askyourchildtolookatbothnumbersandidentifywhichnumberisgreaterthantheother.Askthemhowtheyknow.Iftheystruggle,explainthattheyhavetofistcomparethewholenumberpartofthenumberfirstandthencomparethedecimals.Repeatasnecessaryaskingyourchildtoexplainhowtheyknowwhichnumberisgreaterorsmaller.

Youcanusethreedecimalnumbercardslike,

Makemorecardsliketheonesshownaboveandaskyourchildtoarrangethenumbersstartingfromsmallerorgreater.Repeatforothersetsuptosixcards.Youcanincludefour-digitdecimals.

Displayanumberlinemarkedintenthsandaskyourchildtolabelallthemarkingswiththeappropriatedecimalfractions.Tomakeiteasierforthem,youcanmarkthemiddleas4.5andworkyourwaytowardsbothends.

Next,askyourchildmarkthepositionofwhere4.29shouldbewrittenbydrawingalineoradot.Thenaskif4.29isnearertofourorfive.Repeatwithsimilarfractionssuchasusingmoneyfraction.Forexample,$7.15,$12.68,$9.84,$3.50

7.38 6.95 7.74

Giveyourchildasetof0to9digitcardsandaskyourchildtomakeasmanythreedigitnumbersaspossible.Makesuretheyrecordtheiranswersonpaper.Next,drawadecimalpointonanothercardandgiveittoyourchild.Askyourchildtomakeasmanydecimalnumbersusingthedecimalnumberinanypositioninthenumber.Asanextensionwork,askyourchildtowritedownthedecimalnumbersinfractionform.

PracticeisfromNHMmathematicstextbookpage71

AmharicLessonPlanforYear5(5hoursaweek)TeacherWro.Ayinadisayinyde@yahoo.com,09120968691ኛ ሳምንት ከገጽ 104 -107 የትምህርትቱ ዓላማ =የንባብ ችሎታቸውን ያሻሽላሉ ቅጥያዎችን ከዋናው ቃል ነጥለው ይጽፋል። የቃላት ትርጉም እውቀታቸውን ያሰፋሉ ሚኒ ሚዲያ የሚለውን ምንባብ ያነባሉ። ከምንባቡ የወጡትን ጥያቄዎች በቃላቸው ለመመለስ ይሞክራሉ። መነጠል 1= ገጽ 105-106 1=መነሻና መድረሻ ቅጥያዎችን ነጥላችሁ ጻፉ። ምሳሌ= 1= ስለመጣ ስለ – መጣ 2=በጋዜጣዎች በ -ጋዜጣ -ዎች 2=ገጽ 106 የቃላቱን ፍቺ መጻፍ ቃላቱን ከቅጥያ ጋር ማዛመድ የቃላቱን ተቃራኒ መጻፍ አረፍተ ነገሮችን መጻፍ ጥያቄዎቹ ላይ ምሳሌ ስለተሰጠ በምሳሌዎቹ መሰረት ይሰሩ። 2ኛ ሳምንት ከገጽ 108-112 የትምህርቱ አላማ = የንባብ ችሎታቸውን ያሻሽላሉ ጥምር ቃላትን ወደ ብዙ ቁጥር ይለውጣሉ። የቃላት ትርጉም እውቀታቸውን ያሰፋሉ። ከምንባብ የወጡ ጥያቄዎችን በቃላቸው ይሰራሉ። 1ገጽ 110 ጥምር ቃላቱን ወደ ብዙ ቁጥር መለወጥ ምሳሌ= ብረት ምጣድ= ብረት ምጣዶች ለተሰመረበት ቃል አውዳዊ ፍቺ ጻፉ። ምሳሌ=ብዙ ትርፍ ሳይፈልጉ መረቅረቅ አድርገው ይሸጣሉ።መልሱ ጨመርመር ገጽ 111 ቅላት እና ማዳመጥ በሚል ስር ያሉት ሁሉም ይሰራሉ። ገጽ 112 መጻፍ ስር ቃላቱን በቅደም ተከተል አስቀምጡ

በተሰጠው ገጽ ውስጥ ያሉ መልመጃዎች በሙሉ ይሰራሉ ITPracticeLessonPlansforYear5(ifyouhaveaccesstoalaptopathome)Teacher:AtoWakenawakenagetacho@gmail.comPleaseseeResourcesfolderontheRICEwebsitetodownloadapdfwithinstructions.Year6LessonPlansLiteracyLessonPlanforYear6(5hoursaweek)MrDavid.david.perkins81@googlemail.comDearparents–pleasefindherethelessonplansforworktobedone13thAprilto24thApril.

Thiswillbe8lessonsintotalaswehavetheEasterweekendinthemiddle:

Week1:Monday13thtoThursday16thApril.

Week2:Tuesday21sttoFriday24thApril.

Lesson1:todaypleasehaveyourchildcompletetheassessmentforworkcompletedpreviously.Thisshouldhavebeensentasaseparateemail.PleaseinformmeifyouhavenotreceivedthisandIcaneasilysendyouacopymyself.

Ihavenoproblemwithyougivinghelptoyourchildoncetheyhavehadagothemselves.BetterthatyouhelpthemimmediatelythenIsendsomecorrectionsinanemailafewdayslater.

Lesson2:writingafirstdraftofour‘Episode’of“FloraandUlysses”.

Lesson3:editingandfinaldraft

Lesson4:revisespellingrules

Lesson5-8:Newunit.Unit8“MAKEITHAPPEN”.

Iwouldstronglyrecommendhavingaveryquicklookthroughthisplanningbeforeyousitdownwithyourchild.ItishowIwoulddoitifIwereteaching.TomakesureIunderstandeverythingcomingupineachlesson–ratherthangettingtoapointwiththeclasswhereIwasn’tsurewhattodo.Iencourageyoutodothesameifyouareableto.

PARENTSPLEASENOTE:inafewweeks’time,thestudentswillbemakingsomething.Forthistheywillneedscissors,rulerandgluebutalsothickandthinpiecesofcardboard,twoshoelacesorstringandfouroldbuttonswithlargeholes.

Thisistoallowyoutimetothinkaboutgettingtheaboveitems,especiallythecardboard,shoelacesandbuttons.

Ifyouareunsureaboutbeingabletogettheseitems,pleaselookaheadatpage135oftheLearners’book.Youareverywelcometothinkofotheritemswhichwillworkinsteadofthesethings.Thankyou.

Lesson1:assessment.Don’tforget–thefirstlessonistocompletetheassessment!☺

Lesson2:writingourfirstdraft(page127) -tobecompletedintheirexercisebook.WALT:writeafirstdraft.

Inthepreviouslesson,thestudentsshouldhavewrittenouttheirplansfortheir‘episode’ofFloraandUlysses.

Inthislessontheywillwriteouttheirstoryproperly.Theyshouldlookovertheirplanstoremindthemselvesofwhattheywantedtohaveintheirepisode.

Irecommendlookingatpage127oftheLearners’bookforhelp,butIwillbedoingmyownversionofthis.Itwillhavealotincommonwithpage127,butusingbothwillbeahelpfulwayforyourchildtocompletethiswork.

Pleaseremindyourchildthatthisistheirfirstdraft.Wehaveusedthisterminschoolbefore–basicallythisistheirfirstattempt.Tomorrow’slessonwillbeaboutwritingthisasneatlyaspossible,withoutanysmallcorrectionsetc.TODAYisaboutmakingmistakes,tryingthingsoutandifnecessaryrubbingoutorcrossingoutthingswedon’twantorrewritingsomething.

Wehavedonesimilarlessonsinschoolbefore.Youcouldremindyourchildaboutthetimeswehavewrittenbiasedandbalancedarguments.Orwhenwewroteastoryaboutgoingtoanewplanet.Wehadafirstattempt(firstdraft)whereweaddedbitsinafterwards,eitherwholesentencesorsomebetteradjectives,adverbsetc,andthenwroteitoutproperlyinthenextlesson.

AnotherthingwedidwastoDOUBLESPACE.Thisiswhereweleavealine’sgapbetweeneachlineofwriting:

Thiswouldmeanthatwhenwedroptothenextline,weactuallyleaveagapbetweenlines.Thisissothat

afterwardswecangobackandaddthingsin.Adjectives,adverbsetc.DOUBLESPACINGallowsroomtodothis!

Somestudentsdoforgettodothisanditisnotabigproblemiftheydo.However,iftheycanremember,thenafterwardstheycanreadthroughandedittheirwork.Wehavedonethisinlessonsbefore.

If your child wants more time to plan their story then this is fine – some students will do this quicker and others will be slower. Please allow them time to finish their plan and then move on to the first draft when they are ready.

Here then is a list of what I want the students to do when writing their first drat. What they will recognise as a WILF.

WILF: Write out your plans from last lesson

DOUBLE SPACE

Mix between ‘normal’ writing (sentences) and comic-book style

Formal voice for written parts – informal voice for comic parts

Use connectives where possible Use different words for said

You have the perfect opportunity here to go through each part of the WILF and check that your child understands what they need to be doing. If they are not sure, hopefully my explanations above will help you explain to them. If not, then please do email me and I will make sure to reply as quickly as possible so they can get going with their work!

Theythenstarttowriteouttheirepisode(story)andthisisthelesson.Somemayenjoyworkingforquitealongtime,whereasothersmayneedmoreencouragement.Theyneed7paragraphs–aspage127shows–thismightbeafewpagesoftheirexercise;itmightbelots.Itwilldependonthechild.

Oncefinished,theycanstartto‘proofread’theirwork–edit.Makinganychangestheymaywantto.Pleaseseethenextlessonbelowforsomehelponhowtheycandothis.

Lesson3:finalcopyWALT:writeourfinalcopy.

Amorestraightforwarddescriptionformetoday.

Simply–thestudentsneedtowriteouttheirplansfromyesterdayasneatlyastheycan.Ifyouareableto,thenitwouldbegreatiftheycandothisonseparatepaperandthenitcouldbeputuponthewallofyourhousesomewhere?ThisiswhatIwoulddoinclass–whenthestudentsknowitcouldgoonthewall,itcanoftenhelpthemfocusmoreanddotheirbestwork–asthenitwillgoonthewall.

Dependingonhowtheygotonyesterday,theymayneedtimetodaytoedittheirwork.ThisiswhereDOUBLESPACINGcomesinasitshouldhaveleftspaceforthemtoaddinextrabitsandcheckinganyspellingswithadictionary(ifyouhaveoneorevenatonlinedictionary–dictionary.comwillwork)

PleasealsoencourageyourchildtochecktheirspellingofsomespecificwordswillIwillrecordbelow.ThesearewordsthatIfrequentlycorrectinmymarking:

• there–sayingwheresomethingis.“Heisoverthere.”• their–sayingwhoitbelongsto.“Theirhouseisverynice.”• they’re–usedtoreplacetheyare.“They’rerunningquicklyawayfromthedog!”(studentcouldcheckthey

haveusedthiscorrectlybysaying‘theyare’instead.Ifitstillworksthentheyarecorrect,if‘theyare’doesnotwork,thentheyhaveused‘their’or‘there’bymistake.

• because–quiteafewspellthiswrong–lookinparticularforthe‘au’andcheckitisnot‘ou’.• where–tosaywheresomethingelse.Somestudentsput‘were’bymistake.

Pleasehavethemlookthroughtheirplansfromyesterdayforanyofthesespellingmistakesandanyothers.Helpthemfindthecorrectspellingsbeforetheythenstartontheirfinalversionoftheirwork.

PleasealsohavethemlookagainthroughtheWILFfromyesterday’slesson.Iftheymissedanythingyesterday,thennowisthetimetonoticeandmakesureitgoesintheirfinalcopy.

Yourchildcanthenworkonwritingtheirfinalcopy–againonseparatepaperifpossible.

Therearenorealinstructionsfrommeinthislesson.Ihavegivenalotofinstructionsonhowtowriteouttheirdraftandwhatneedstogoinit.Thisiswheretheimportantworkneedstobedone.Oncethisiscompleted,actuallycopyingitoutneatlyisreasonablystraightforward.Theymustsimplymakesuretheyincludeanyoftheirchangesmadewhentheyeditedtheirwork.

Lesson4:revisespellingrules(page156–157)Insteadofstartinganewunitrightbeforehavinga3daybreak,Ithoughtwecoulddosomerevisiononspelling.

WALT:revisespellingrules.

ACommonspellingsounds

Readthesmallintroductionbeforequestion1.

1a:simplyreadthroughthewords–asbestasyoucanmakingsuretopronouncethemcorrectly.Again,goingtodictionary.comwillhelphere.Itwillalsohelptounderstandwhateachwordmeans–averygoodidea!

2b:makingsurethewordsarebeingsaid/pronouncedproperlyisveryimportant,tothenthinkofwordswhichsoundthesame(wordswhichrhyme).

Iwillgiveanswersincaseyouarestrugglingwithfindingexamples.However,Iwouldhopethatoncethestudentsknowwhateachwordsoundslike,theywouldbeabletothinkofwordswhichrhymebutthatalsosharethesamespelling.

e.g.‘flake’–amatchingwouldbe‘make’becauseitsoundsthesamebutalsohasthesamespellingrule–“a-e”.However,theword‘eight’alsohasthelong‘a’soundin,butisnotspeltthesame.Sodoesnotworkhere.

flake–make,take,lake,sakeetc.Orwordslike–late,mateetc.Thathavethe‘a’consonant‘e’spelling.

day–say,may,lay,rayetc.

main–pain,gain,plaice(atypeoffish),trail,waitetc.

rein–vein(thepartofyourbodythatcarriesbloodtotheheart),veil,abseiletc.

they–hey(toshoutatsomeone),prey(relatingtoanimals).

eight–freight,weigh,weight,neigh(ahorse),neighbour,sleighetc

agent–insomewordsofmorethanonesyllableyoujustneedtheletter‘a’–asincrazy,acorn,alienetc.

2a:readthemoutloudtofindwhichoneshavethelong‘a’soundinthem.

2b:usingadictionaryhereiskey,unlesstheyalreadyknowwhatthewordsmean.

BRecognisingunstressedsyllable

Readthesmallintroductionbeforequestion1.

1:trytohelpyourchildinsayingeachwordcorrectly–again-dictionary.comwillhelp!

2:helpyourchildtowriteouteachwordandunderlinethepartsofthewordtheystressedthemost.Iwouldsuggestthatinbutterflyyoustressthestart–butterfly.Intriangle–triangle.umbrella=umbrella.alphabet=alphabet.computer–computer.introduce=introduce.

3:thestudentscouldnowunderlinethepartsofeachwordthatarenotclearlyheardwheneachwordissaidoutloud.Again-dictionary.comforpronunciation!!!Asahelp–mostofthemissedsoundsaresomewhereinthemiddleoftheword.

AnexampletohelpunderstandthisquestionwouldbethewordWednesday–youdonothearthe‘nes’partofthewordwhenitissaidoutloud.ItsoundslikeitshouldbespeltWendsday–butobviouslyitisn’t!

CPrefixescangivecluestomeanings

1:helpyourchildreadthroughthewordsandmakesuretheyknowwhateachonemeans.

a:Whatdotheythinktheprefix–mid’means?Whendoeachofthesethingshappen?Inthemiddleofsomething.Thisprefixmeans‘themiddleof’.

b:theprefix‘re’.Whatdoesthismean?Whatdoesitmeantorewritesomething?Itmeanstowritesomethingagain,ortodoitagain.Thisprefixmeans‘doagain’.

c:theprefix‘milti’.Whatdoesthismean?Ifsomeoneisamultimillionaire,whatdoesthismean?Itmeansthattheydonotjusthave1milliondollars,theyhavemultiplemillions.Ifsomeoneismultilingual,theydonotjustspeakonelanguage,theyspeakmultiplelanguages.Thisprefixmeans‘many’.

WEWILLENDTHEREFORTODAY.WEMAYCOMEBACKANDPICKUPATQUESTION4INALATERLESSON.

HAPPY EASTER – HAVE A GREAT LONG WEEKEND!

No school FRIDAY 17th

No school MONDAY 20th

UNIT8:MAKEITHAPPEN.Readthroughtheintroductiontotheunit.Itstarts“Inthisunityou’llfindout….”

AlsolookthroughtheVOCABULARYTOLEARNANDUSEbox.Thesearewordsthatwemaynotbefamiliarwithyetbutwewilllearnaboutduringthisnewunit.

PARENTSPLEASENOTE:inthisunitthestudentswillbemakingsomething.Forthistheywillneedscissors,rulerandgluebutalsothickandthinpiecesofcardboard,twoshoelacesorstring,andfouroldbuttonswithlargeholes.

Thisistoallowyoutimetothinkaboutgettingtheaboveitems,especiallythecardboard,shoelacesandbuttons.

Startingactivity:Ithoughtanicewaytostartthistopicwouldbetocompletethecrosswordonpage119oftheActivityBook.Youarewelcometohaveyourchildwritestraightintothebook,butifyouwouldliketosavethebook(forayoungerbrotherorsistermaybe!)thenpleasesimplyhaveyourchildcopythecrosswordintotheirexercisebook.

Havethemworkthrougheachclueandfillinanyanswersthattheyknowstraightaway.Thentheyshouldhavesomeletterstohelpthemfindtherestofthewords.Theymayneedsomehelp–notalltheanswersareobvious.Andthebookdoesassumeweallhavethesamewordsforcertainthings.IwillincludetheanswersforyouasIknowthiscouldprovequitetricky!Thepointoftheactivityistosimplygetthestudentsthinkingabouttheseterms–astheyareworking(orafterwards)pleasecouldyouchecktheyknowwhateachofthesethingsare.Again,dictionary.comwouldhelphere!

Answers:

Across:1dump.4trash.8environment.9dustbin.10Earth.12plastic.14waste.15recycle.16rubber.17reduce.

Down:2pollution.3conserve.5alternative.6sort.7biodegradable.11discard.13resource.

Lesson1:Weighingupwaste(page128-9)WALT:giveouropinionaboutrecycling.

AShareideas

1-2:Readthroughquestions1and2togetherandhelpyourchildtorecordtheirthoughtsaboutrecycling.Theycansimplywritedowntheirideas.Trytoencouragethemtouseconnectivestogivereasonsforanyopinionsorthoughtstheymaysay.

3a:haveyourchildreadthroughbothstatementsinthespeechbubbles.Havethemwritearesponsetoeachstatement.Onewhichagreeswithbothstatementsandonewhichdoesnotagreewiththem.(sofourintotal!)

b:havethemreadtheirworkoutloudtoyou.

BUsingprefixes

1:simplyrewriteeachwordwith‘re’infront.

2:studentsmustsaywhattheprefix‘re’means–usingthecontextoftheiranswersinquestion1.(Thislinksbacktoquestion1binsectionCofThursdaylessonlastweek.)Theansweristhesame–‘re’meanstodoitagain.E.g.torewashsomethingmeanstowashitagain.Toresupplymeanstosupplysomethingagain.Etc.

3:canthestudentsthinkoftheirownexamplesofwordsthatcanhave‘re’putonthefront?E.g.redo,reopen,regurgitate(!),review,etc.

4:canthestudentsthinkoftheirownexampleofwordsthatstartwiththeletter‘e’thattheprefix‘re’canbeputatthefrontof?

Itissometimesusedinemails.

Lesson2:Readamagazinearticle(page129-131)WALT:readformeaning

AReadaboutarecycler

Readthearticleonpage130.Guidethestudentstotheblueboxatthebottomthatdefinessomewords–contagious,artisanetc–andmakesuretheyunderstandit.Agoodtestwouldbetoaskthemtotellyouaboutitintheirownwords–tosummariseitinafewwords.E.g.“AwomenfromEthiopiahassetupherownbusinesscalledsoleRebels.Itusesrecycledmaterialstomakeshoes.Herproductsaresoldrightaroundtheworld.”

Askthestudentstoreadthroughthearticleandthenreadthroughthequestions.Thenreadthroughthearticleoncemorewithanawarenessofthequestionstheywillneedtoanswer.Theycanmakeakindofmentalnoteeachtimetheyreadananswertooneofthequestions,butreadthewholetextagainbeforestartingtoactuallywriteanswerstothequestions.

Ifable–pleasehaveyourchildanswerinfullsentences.Wehavedonethisinclass.Asanexample:

Theanswertoquestion1couldsimplybe–BethlehemAlemu,founderofsoleRebelsFootwear.Oldcartyres.

Or–theanswercouldbe–ThearticleisaboutBethlehemAlemuwhoisthefounderofashoecompanycalledsoleRebelsFootwear.Themainrecycledmaterialisoldcartyres.

Thedifferenceisthesecondanswerfillsinthegaps–anddoesnotsimplylistwordsbutiswrittenasacompletesentence.Thisisaverygoodskilltodevelop–pleaseaskyourchildtotrythis.

Theseanswersarequitestraightforward;Iwouldcallthem‘findit’answers.Theyaresomewhereinthewriting.Thestudentsdonotneedtothinkoftheiropinionsoranythinglikethat–theysimplyfindtheanswersinthetext.Pleasemakesuretheydothis–somestudentstendtoputwhattheythinktheansweris–especiallywithoutreadingthetextcarefullyfirst.

2:helpyourchildtofindthethreeunderlinedwordsandthentrytoworkoutwhattheymean(iftheydon’tknowalready)byreadingthesentencesaroundthem–usingthecontext.Onehelpwouldbetotryandthinkofawordthatcouldreplaceeachword–thisshouldhelptheminunderstandingwhatthewordsmean.dictionary.com!!

3:findwhat‘global’meansandthenlookthroughthetextforwordswhichmeanthesame(synonyms.)

worldwideanduniversal.

4:Propernounsarethingslikedaysoftheweek,monthsoftheyear,placenames,people’snameetc.Nounswhichstartwithacapitalletter–Monday,February,Ethiopia,AddisAbaba,Benjamin,Hannahetc.

ThetwopropernounsusedareAbyssiniaandEthiopia.Thesearebothpropernounsastheyarebothplacenames.Helpyourchildfindeachoftheminthetext.Theycansimplycopythemdown.

Readthe“Didyouknow?”box.

5:seewhatyourchildthinksofBethlehem.Pleasetrytomakesuretheyaresensibleanswers.E.g.braveisnotasensibleanswer–thearticledoesnottellussheisbrave.Successfulwouldbesensible,aswouldinnovative.Etc.

6:haveyourchildscanthetextuntiltheyfindthepartwhichtalksaboutwhyshestartedhercompany.Itisthetopofthesecondcolumn.“Havinggrownupin….”

7:scanthetextforthewordmotto.Simplyrecorditdown.

8:again–scanthetextforthewordsecret.Readthesentencearoundit–howwouldyourchildsayitintheirownwords?

BParagraphshavepurpose

1:countthroughtheparagraph–useeachindenttoshowwhereanewparagraphhasstarted.Butdon’tforgettocountthefirstone!Thereare8paragraphs.

2:readthepurple‘Tip’boxfirst:someanswerscanbeaseasyasputtingthefirstsentenceintheirownwords.Otherswillneedtobereadcarefullyandthensummarisedinonesentence.

3:concludes–toconcludesomethingmeanstobringittoanend.Likeconclusion.

4:Thereissomeflexibilityhereintheorder.Itisnotasetofinstructionswhichmustbeinperfectorder.Someparagraphswouldneedtocomebeforeothers–seewhatyourchildthinks.Theycanwriteasentencesayingtheiropinion.Somethingsimilartotheunderlinedoneabovewouldbe.

CWordplay

1:Iamnotsurewhatthequestionmeansby‘…thedefinitionsinthebox…’IcannotseeaboxintheLearners’book!

Solereferstothebottomsideofashoe.Rebelsreferstoapersonwhoresistsauthority,controlortradition.

PerhapsrebelscomesintoplayasBethlehemisgoingagainstthenormalwayofmakingshoesandisusingrecycledmaterialstomakethem.Sosheisrebellingagainstthenormalwayofdoingthings.

Perhapssolecouldbesaidtobeplayingwiththewordsoulasinaperson’ssoul.

Doesyourchildthinkitisasuitablenameforashowcompany?Why?Useaconnectivetoaddthereasonfortheiropinion.

2:Thestudentsmaystrugglehereiftheyarenotawareofdifferentexpressionswhichusetheterm‘soul’.Thetitleofthearticleisbasedonacommonexpression:Theheartandsoulofthematter.Meaningthecentralcoreofsomething.

Theanswertothequestionisthatinsteadofbeing“Thesoulofthematter”–whichitshouldbe–theauthorhastriedtobefunnybychangingsoultosole–asthisistodowithshoes!Helpyourchildseethesetwohomophones(wordsthatsoundthesame)andhowtheycanbeswitchedwithouttotallychangingthemeaning.

3:yourchildmaynotknowanyexpressionswhichusethewordsoul.Herearesomeexamples:

Theheartandsoulofthematter:thelifeandsouloftheparty:bareyoursoul:solesurvivor:soleaim.

Donotworryaboutansweringquestion3.Instead,pleasehaveyourchildtrytoexplaineachoftheaboveexamplesintheirownwords–meaningtheydonotneedtousetheword‘sole’.

Homework:ifpossibleIwouldpleaselikethestudentstocompletethisshorthomeworkactivitybeforetheymoveontothenextlesson.Itfollowsonfromthislessonasitlooksbrieflyathomophonesandthenathomographs.

ofLearners’book.ActivityC:HOMOPHONESANDHOMOGRAPHS.

ReadtheLANGUAGEFOCUSbox.Pleasenoticethatquestion1looksatHOMOPHONESandquestion2looksofHOMOGRAPHS.Theyarenotthesame!

Lesson3:Comparetexts(page132)WALT:comparethefeaturesofmagazinesandnewsreports.

AMagazinefeatures

1and2:makeatablesimilartothis:

Features Foundinmagazinearticle? Foundinnewsreports?

Donotdrawabottomlinetothetable.

Havestudentsthinkaboutthefeaturestheywouldexpecttoseeinamagazinearticle.Theymaystruggleheretothinkofwhatthefeaturesofamagazinearticleare.Havethemlookbackatpage130.Whatfeaturescantheyseehere?title,columns,paragraphs,facts,opinions,secondperson(you)andthirdperson(he/she/they),quotations,images,captions,chatty/informalstyle,bothfactsandopinions,

Havethemwritethesefeaturesinaverticallistinthefirstcolumnoftheirtable.

Features Foundinmagazinearticle? Foundinnewsreports?title columns paragraphs etc

Nowtheyneedtothinkiftheywouldseeanymorefeaturesinanewspaperreport.Addthesetothebottomoftheirlist.Theyshouldconsider:formalstyle,onlythirdperson(he/she/they),onlyfacts–noopinions.

Nowtheyneedtoworkthroughthetableandputatickinthemiddlecolumnnexttoeachfeaturethattheythinkwouldonlybeinamagazinearticle.Andthenputatickinthethirdcolumn(ontheright)nexttoeachfeaturetheythinkwouldonlybefoundinanewsreport.

Theyshouldendupwith3things:ticksonlyin“Foundinmagazinearticle?”column,ticksonlyin“Foundinnewsreports?”columnandsometicksinbothcolumns.

3:studentswriteaparagraphtoexplaintheiranswer.

Purpose=whyhasitbeenwritten?Whohasitbeenwrittento?

Style–howhasitbeenwritten?Informalorformaletc.

Theyshouldcoverthat:

Anewsreport:purposeistogivecurrentnewsandinformation.Daily.Itbecomesoutofdateveryquickly.Style-usuallyformalandserious.

Amagazinearticle:purposeifalsotogivenewsandinformation,butnotadailybasis.Oftencomesoutweeklyormonthlysoarticlesarerelevantovertime,notjustoveronedaylikeanewsreport.Style–oftenchattyandinformal.Relaxedandentertaining.Canoftenusethesecondpersonnarrativetospeaktothereader.

4:simplyhaveyourchildlookthroughforthewordsyouasastartingpoint.Thefirstoneyoucometoisinparagraph4–“Youmaybewonderingaboutthesecret…”Andinthefinalparagraph–“Youaresuretocatch…”Simplylookforthesecondpersonpronounyoutohelplocatetheanswersinthetext.

5:asthequestionsays–ashortparagraphtalkingaboutthefeaturesofamagazinearticle.

BRecallbiographies

Askyourchildtolookagainatthemagazinearticleonpage130.CantheyseethatthisarticlecouldalmostbeabiographyaboutBethlehemAlemu?Itfitsalotofthefeaturesofabiography–aboutsomeoneelseandinthethirdperson.Itisnotasdetailedasanactualbiographywouldbeanditonlyfocussesononepartofherliferatherthanherwholelifeasabiographywould–butitisverysimilar.

1:haveyourchildreadthroughthe5statementsontheclipboard–atoe.givethemtimetothinkaboutwhetheranyofthestatementsaretrueaboutabiography.

Theycananswerintheirexercisebook–a=true/false.b=true/falseetc.

Givethemtimetothinkthentellthemthat………………theyarealltrue!!Theymaynotwanttosaytrueforallofthemastheymaythinkthatsomehavetobefalsebutno,allthestatementsaretrueaboutbiographies.Cantheyseethat?

2:beforequestion1theyshouldhavethoughtaboutthesimilaritiesbetweenamagazinearticleandabiography.Nowtheysimplywritethisdowninaparagraphhere.

3:lookthroughthemagazinearticleagainandfindsentencesinthepasttenseandsentencesinthepresenttense.3ofeachwouldbeenough.Forhelp–suggesttheylookfirstforpasttensewordse.g.leftinparagraph2helpsusfindapasttensesentencethere–“In2004,BethlehemTilahunAlemuleftherordinaryaccountancy….”

Dothesamelookingforpresenttensewords.E.g.Lookingthroughyoucometothewordisinparagraph3–“AlemuisoneofAfrica’smost…”andsoone.

4:givethestudentstimetothinkaboutthis.Theanswerisnotbecauseithasn’thappenedyet!Haveyourchildthink–dotheyknowwhattheyaredoingtomorrow?Iftheydothentheycouldwritethisdowninthefuturetense–“Tomorrowwearegoingtomycousin’shouse.”etc.Abiographymayincludeinformationaboutsomeone’sfuture,butthisonedoesnot.Itisfocussingonherpastandpresentaccomplishmentsandhowthecompanyhasdeveloped.

5:timetounleashtheirimagination!Thestudentscanthinkofanythingtheylike–aslongasitlinkedtothearticle.Forexample,theycouldsay“Inthefuture,BethlehemhopestoopenupnewshopsinotherEthiopiancities.”Or“Bethlehemhasbeennominatedforthe2020WorldEconomicForumaward,theresultsforwhichwillbeannouncedinAugust.”Aslongasitiswrittenaboutsomethingyettohappen(thefuturetense)andisrelevanttothearticle–aboutBethlehemandsoleRebelsetc,thentheymaywritewhatevertheylike!

Lesson4:Revisepunctuation(page133/4)WALT:understandtheimportanceofcorrectpunctuation.

APerfectpunctuation

Allofthesequestionsarelookingbackatthemagazinearticleonpage130.

Beginbytalkingaboutwhatitmeanswhenitsaysthatjournalists’workisin“thepubliceye.”Whatdothestudentsthinkthismeans?Itmeansthatwhenajournalistwritessomething,thepublicgettoseeit.Meaningalotofpeoplegettoseetheirwork.Imagineiftheirworkwasfullofmistakes–wouldtheimpactofthisbeapositiveoranegativething?(Negative).

1:lookthroughandfindtwowayscapitallettershavebeenused–1.Inthetitletomakeitclearandattractattention.2.Toshowpropernounslikehername(Bethlehem)andplaces(AddisAbaba.)

2:theyshouldknowthis.Toaddinformation.

LooktogetheratLANGUAGEFOCUSbox.

3:a.therearedifferentexamples:thelast2paragraphsbothcontainquotationswithspeechmarksaroundthem.

b.theyareusedtoshowatitle.

c.theyshowthatthetermisundefined–somethingtheydreamaboutbutcan’texplainspecifically.

4:a.theansweristhesameforallthree.Toshowsurpriseanddelight.

b.ifexclamationmarksarenotnormallyusedinformalwriting,buttherearealotofexclamationmarksinthiswriting–thenthiswritingcannotbeformal!Meaningitmustbeinformal.

5:havealookbackatpage62oftheLearners’bookforaquickreminderabouthyphens.Ahyphenjoinstwowordstogethertomakeanewideaorconcept.Sohand-spun(paragraph6)means“spunbyhand”andageold(paragraph7)means“somethingthathasbeenaroundforalongtime”.

Howeverthestudentexplainswhateachonemeans,theyshouldbeabletoreadtheoriginalmagazinearticleandreplacethehyphenatedwordswiththeirexplanation.Anditshouldstillmakesense!

6:*thisfirstoneseparatesthewordsinalist.*thissecondoneseparatestheopeningofthesentencewiththerestofthesentence.Itistechnicallyseparatingthetwodifferentclausesinthesentence.“hercompanysoleRebels…footwearbrand”isthemainclauseofthissentence.“Today,”isthesubordinateclause.

BUseabiographicalstyle

1:theywillhavetointerviewyouI’mafraid!Oranotherbrotherorsister.Followthestepsinquestion1.

2:havethemwriteoutafirstdraftusingthefeaturesinthetablefromyesterday’slesson.TheycanDOUBLESPACEheretoo.

3:whoevertheyhaveinterviewedwillneedtoquicklycheckthattheyhaveputthecorrectdetailsdown–dates,people’snamesandspellings!etc.

4:makeanychangesnecessaryandwriteoutafinal,neat,copyofthebiography.

Readthroughthe“HOWDIDIDO?”boxtogetheranddecidehowwellyourchildhasdone.

NOTEFORPARENTS–pleasehaveareadaheadtolesson5.Pleaseifyouareabletocanyoumakesureyouhavetheequipmentlistedonpage135tomaketheshoes.

MathsLessonPlanforYear6(5hoursaweek)TeacherWrt.Osayeosa7mak@gmail.comApril13Monday:DotheassessmentApril14–16

Fractionsanddivision" CambridgePrimaryMathematicsLearner’sBookPage96and97.

Objectives:-Tounderstandtherelationshipbetweenfractionsanddivisionandrecognisedifferentwaysin whichadivisionproblemmaybepresented.-Todivideathreedigitnumberbysingledigitand2-digitnumbers.

# Asastartertrythe“Let’sinvestigate”onpage96.Tuesday:Doquestions1and2onpage96.Wednesday:Doquestions3and4onpage96.Thursday:Doquestions5-9onpage97.April21–23

Fractions

Studentswillunderstandtherelationshipsbetweenfractions. Theywillrecognisewhenfractionsareequivalent.Theywilluseacommondenominatortocompareandorderfractionsandsimplifyfractionswhenitisappropriatetodoso.

" CambridgePrimaryMathematicsLearner’sBookPage98and99." CambridgePrimaryMathematicsSkillsBuilderpage62-63.

Objectives:-Toreviseandconsolidatepreviouslearning.-Torecogniseequivalenceandsimplifyfractions.

# Asastartertrythe“Let’sinvestigate”onpage98.Tuesday:Doquestionno.1.(LB)andno.1onpage62onskillsbuilderbook.Wednesday:Doquestion2and3onpage98(LB)andQ.2onp.62(SB).Thursday:Doquestions4–6onpage99(LB)andQ.4and5onp.63(SB).

April24Mixednumbersandimproperfractions

Studentswillchangemixednumberstoimproperfractionsandviceversa.Theywillunderstandwhenitisusefultoworkindifferentforms.

" CambridgePrimaryMathematicsLearner’sBookPage100." CambridgePrimaryMathematicsSkillsBuilderpage64-65.

Objectives:-Toconvertbetweenmixednumbersandimproperfractions.# Asastartertrythe“Let’sinvestigate”onpage100.

Friday:Doquestions1-4onpage100(LB)andquestions1-3onpage64(SB).Year6AmharicMarch30–April10(5hoursaweek)TeacherWro.Senaitsennay002@gmail.comከሚያዚያ 5---ሚያዚያ 9 የትምህርቱ ርእስ ተረትና እንቆቅልሽ የትምህርቱ አላማ - አንብቦ መረዳት

የድርጊት ቅደም ተከተል ማሳያ ሰንጠረዥን በደብተር ላይ በማዘጋጀት ክንውኖችን መፃፍ - ቃላትን በድርጊ መግለፅ ለቃላት ተመሳሳይ ፍቺ መስጠት - የመልመጃ ጥያቄዎችን ባግባቡ መስራት

- ከገጽ 190---193

ከሚያዚያ 12 ---ሚያዚያ 16 የትምህርቱ ርእስ መፃፍ የትምህርቱ አላማ - ድርሰት መፃፍ ተማሪዎ በአሁኑ ሰአት በቤት ውስጥ ምን በማድረግ እያሳለፋችሁ መሆኑን በሚያስረዳ መልኩ ባለ ሶስት አንቀፅ ፅሁፍ ፃፉ ( ከሚከተሉት ርእሶች ባንዱ ባለ 8 ስንኝ ግጥም ፃፉ )

1. የጨዋታ ሰአት 2. ከቤት አለመውጣት 3. ለመማር መቸኮል

ከገፅ 193--194

Year6CivicsMarch30–April10(2hoursaweek)TeacherWro.Senaitsennay002@gmail.comከሚያዚያ 5---ሚያዚያ 9 የትምህርቱ ርእስ ራስን መቻል የትምህርቱ አላማ - ራስን የመቻል ምንነትን መረዳት - ተማሪዎች ራሳቸውን በምን መልኩ መቻል እንደሚገባቸው መረዳት - በራስ የመተማመን ጠቀሜታን መረዳት - አስረጂ ንባቦችን በሚገባ በማንበብ መልመጃዎችን መስራት

ከገጽ 93—95 ከሚያዚያ 12 ---ሚያዚያ 16

የትምህርቱ ርእስ ራስን መቻል የትምህርቱ አላማ - በአላማ መፅናት ጥቅም ማወቅ

- ለራሳችን የሚኖረንን የተሳሳተ ግንዛቤ ባህሪያት መረዳት - የራስን ችሎታ በማወቅ ከሌሎች ለመማር ዝግጁ የመሆን ጠቀሜታን ማወቅ

- አስረጂ ንባባት በሚገባ በማንበብ መልመጃዎችን መስራት -

ከገጽ 95-98 SocialStudiesLessonPlanforYear6(2hoursaweek)TeacherWro.Tsehaytsehayze008@gmail.com,0920126439Day1Topic–Importanceofnaturalvegetationandwildanimals(page71-72)Activity–Readandtakeanotefromthepage• WritetheimportanceofnaturalvegetationandwildanimalDotheactivity–Lesson3.2activityADay2Topic–Howfarmersandwildanimalscanliveinharmony(page73-74)Activity–ReadBandCpartfrompage73and74andanswerthequestioninblue.Exchangetheworddiscusswithexplain.• ReadthecasestudyaboutNetchsarnationalparkActivitydolesson3.2Day-3Topic–Theeffectofrapidpopulationgrowthonnaturalvegetationandwildanimals(page75–77)• Readthenoteandtakeshortnote• Dotheactivityonpage77Day–4Topic–Conservationofnaturalvegetationandwildanimals(page78-82)• Readthenoteandtakeshortnote• Dotheactivityonpage82ScienceLessonPlanforYear6(4hoursaweek)TeacherWrt.Osayeosa7mak@gmail.comApril13–Dotheassessment

Unit3–Materialchanges

" CambridgePrimaryScienceLearner’sBookPage42-and57" CambridgePrimaryScienceActivityBookpage29–36

April14–16

• Readpage42-47fromtheCambridgePrimaryScienceLearner’sBook# Reversibleandirreversiblechanges# Mixingandseparatingsolids# Solubleandinsolublesubstances

• Answerquestionsonpage43Q.1–3,page45Q.1-3,page47Q.1-4.• DoexercisesfromtheCambridgePrimaryScienceActivityBookpage29-31.

April21-24

• Readpage48-55fromtheCambridgePrimaryScienceLearner’sBook# Separatinginsolublesubstances# Solutions# Howcanwemakesolidsdissolvefaster?# Howdoesgrainsizeaffectdissolving?

• Answerquestionsonpage49Q.1–4,page51Q.1-5,page53Q.1-3,page55Q.1-4,page56

and57Q.1-3.• DoexercisesfromtheCambridgePrimaryScienceActivityBookpage32-36.

ITPracticeLessonPlansforYear6(ifyouhaveaccesstoalaptopathome)Teacher:AtoWakenawakenagetacho@gmail.comPleaseseeResourcesfolderontheRICEwebsitetodownloadapdfwithinstructions.

Lesson Plans for Years 2-6 April 12-24 (Fasika holiday April 17 & … · 2020. 4. 10. · Home...

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