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Focus skill: writing Aspect of literature: linguistic development Content standard: 3.

1 by the end of the 6 year primary schooling, pupils will be able to form letters and words in neat legible print including cursive writing. 3.2 by the end of the 6 year primary schooling, pupils will be able to write using appropriate language, form and style for a range of purposes. Learning standard: 3.1.1 able to write in neat legible print: (c) Simple sentences 3.2.4 able to spell common sight words Procedure Set induction (5 minutes) Content Recall Activities 1. Teacher presents pictures of the characters from the story (appendix A) 2. Teacher asks pupils to identify the adjectives to describe the characters. 3. Pupils get to recall back the similes that they had learned in the previous lesson. 4. Teacher pastes the simile alongside of the characters after pupils have given the similes correctly. Comment Appendix A

Presentation (15 minutes)

Dicto-comp

1. Teacher tells the story and pupils are

MI: verbal linguistic

required to listen. 2. Teacher retells the

Discussion Information sharing

story for the second time and pupils need to jot down the important information about the story. 3. In pair, pupils get to discuss and share information that they have jotted down. 4. Pupils in pairs take turns to present their information to the class.

Practice (20 minutes)

Sighting words Writing skills

1.

Teacher distributes task sheet (appendix B).

Appendix B

2.

Pupils are required to complete a substitution table by: - fill in the missing vowels and words in the similes - match the character with the simile correctly.

3.

Pupils have to rewrite the matched

sentences.

Production (15 minutes)

Aesthetic value Creativity Guided writing

1. Pupils are instructed to write a letter for one of the character in the story. 2. Teacher provides guidance by giving WH-questions. 3. Pupils are allowed to create and decorate their letters with draws and colourings.

Wh-questions: 1. Who do you like the most in the story? 2. Why do you like the character? 3. What messages do you want to tell the oak tree/ the grass? 4. Where do you wish to meet the oak tree/ the grass again?

Closure (5 minutes)

Moral development

1. Teacher highlights the moral value of the story. 2. Teacher asks for other moral values that pupils can think about. 3. Teacher discusses the suggestions to improve the characters bad attitude and relates it to pupils life.

Moral values: We should be humble We should accept other peoples differences Different people have different abilities We should not underestimated others We should not judge people by their appearance.

APPENDICES

APPENDIX A

As small as an ant

As proud as a king As tall as a giant

As brave as a lion

As strong as an ox

APPENDIX B A. Fill in the correct vowels and words.

The oak tree It

is as pr

d as a .

is as t_ll as a st d f rmly. lays fl t on the gr

nd.

B. Rewrite the sentences. 1. The oak tree 2. It _________________________________________________________________________________ 3. __________________________________________________________________________________ 4. ___________________________________________________________________________________

The grass It

is as sm ll as an sw yed and sh k.

bowed until it touched the g

d.

1. The grass _____________________________________________________________________

2. It _____________________________________________________________________________

3. ______________________________________________________________________________

The storm It

is as str ng as an . Blew down the _ _ k tree.

1. The storm _________________________________________________________________

2. It ________________________________________________________________________

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