| Objectives | Students will be able to: (1) identify the subject (who or what) and predicate (what happens) of a sentence; (2) match subjects to predicates; (3) compose sentences with both parts underlined. |
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| Materials | Subject and predicate cards in two colours, sentence strips, notebooks. |
| Key vocabulary | subject, predicate, complete sentence, fragment |
| Engage (starter) | (10 min) Two-word drama: teacher writes The fisherman on the board and freezes. Children complete the thought aloud. Draw out that every sentence has a who/what part and a happening part. |
| Develop (main) | (35 min) 1. Define subject and predicate with three model sentences; class identifies each part chorally (The market ladies / arranged their baskets before sunrise.). 2. Card match: mixed subject cards and predicate cards on desks; pairs create six sensible (or funny but grammatical) sentences. 3. Board sort: label the two parts in five sentences with two colours of chalk. 4. Independent: write five original sentences about a morning in your community; underline subject once, predicate twice. 5. Challenge: expand a two-word sentence (Dogs bark.) three times, keeping both parts clear. |
| Plenary (close) | (10 min) Quick fire: teacher says a subject; a chosen student adds a predicate on the spot. Reverse for the last three. |
| Assessment | Five sentences with parts correctly underlined; card-match sentences checked for completeness. |
| Teacher notes | Fragments diagnosed here inform the support group for the writing lesson on Day 4. |
| Objectives | Students will be able to: (1) define an action verb; (2) identify verbs in sentences; (3) use vivid verbs instead of tired ones. |
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| Materials | Verb charades cards, sentence strips, thesaurus corner chart (tired verb - vivid verbs), notebooks. |
| Key vocabulary | verb, action, vivid, precise |
| Engage (starter) | (10 min) Verb charades: volunteers act out sweep, climb, whisper, paddle; class guesses. Ask what kind of word all the answers were. |
| Develop (main) | (35 min) 1. Define: a verb shows action, what the subject does. Link to yesterday: the verb is the heart of the predicate. 2. Verb hunt: underline verbs in six board sentences about a track meet. 3. Tired verb surgery: the class improves went, said and got using the chart (The bus went up the hill - The bus crawled/rattled/roared up the hill). Discuss how each choice changes the picture. 4. Independent: write a five-sentence action paragraph about a race, a storm or a football match, using at least four vivid verbs; circle them. 5. Peer swap: partners star the single most vivid verb in each other’s work. |
| Plenary (close) | (10 min) Verb auction: class votes for the three most vivid verbs heard today; they go on the wall chart. |
| Assessment | Paragraph with four circled verbs, at least two beyond the tired list. |
| Teacher notes | The vivid verb wall grows all term; children may add words after any reading lesson. |
| Objectives | Students will be able to: (1) explain that tense shows when an action happens; (2) form regular past tense with -ed; (3) recognise common irregular pasts (go/went, eat/ate, see/saw). |
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| Materials | Tense timeline (yesterday - today), verb flip cards, irregular verb chart, cloze passage. |
| Key vocabulary | tense, present, past, regular, irregular |
| Engage (starter) | (10 min) Teacher narrates today in present (Today I walk to school. I greet my class.) then yesterday, letting children convert the verbs. List the changes on the timeline. |
| Develop (main) | (35 min) 1. Rule: many verbs add -ed for the past (walk - walked, cook - cooked); note spelling tweaks (stop - stopped, carry - carried) briefly. 2. Flip-card drill in pairs: present on one side, past on the other. 3. Rebel verbs: introduce the irregular chart (go/went, eat/ate, see/saw, run/ran, come/came); chant them. 4. Cloze passage: complete a short recount of a school sports day choosing the correct past forms. 5. Independent: write four sentences about yesterday evening, then rewrite two of them in the present tense. |
| Plenary (close) | (10 min) Tense tennis: teacher serves a present-tense verb, class returns the past; irregulars score double. |
| Assessment | Cloze passage accuracy (aim 7 of 9) and sentence rewrites checked for consistent tense. |
| Teacher notes | Creole speakers may mark past differently in speech (mi did go); affirm home language while explicitly teaching the written Standard English forms. |
| Objectives | Students will be able to: (1) identify the topic sentence of a paragraph; (2) explain that supporting sentences develop one main idea; (3) write a paragraph with a clear topic sentence and three supports. |
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| Materials | Model paragraphs (one strong, one scrambled), sentence strips, hamburger or roti paragraph poster, notebooks. |
| Key vocabulary | paragraph, topic sentence, supporting sentence, main idea |
| Engage (starter) | (10 min) Read a scrambled paragraph aloud. Children wince, then rebuild it orally. Ask which sentence had to come first and why. |
| Develop (main) | (35 min) 1. Anatomy of a paragraph with the poster: topic sentence announces the main idea; supports give details; a closer wraps up. 2. Detective work: in two model paragraphs, underline the topic sentence and number the supports. 3. Strip rebuild: groups order five strips into a solid paragraph about mangrove protection and justify the order. 4. Shared writing: class composes a paragraph about our school with the teacher scribing. 5. Independent: write one paragraph on My favourite place in my community with a topic sentence, three supports and a closer. |
| Plenary (close) | (10 min) Two volunteers read only their topic sentences; class predicts what the supports will say. Discuss whether the topic sentence did its job. |
| Assessment | Paragraph rubric: clear topic sentence (2), three relevant supports (3), closer (1), conventions (2). |
| Teacher notes | Keep these paragraphs; Day 5 dictionary work and next week’s editing lesson reuse them. |
| Objectives | Students will be able to: (1) order words to the second and third letter; (2) use guide words to locate entries; (3) find a word’s meaning and use it in a sentence. |
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| Materials | Class dictionaries (share per pair), word cards, guide-word game sheets, mystery word list. |
| Key vocabulary | dictionary, entry, guide words, alphabetical order, definition |
| Engage (starter) | (10 min) Race: two teams order five word cards A-Z. Then a twist: five words all starting with c (cane, crab, cell, coast, cudjoe pea). Draw out second-letter ordering. |
| Develop (main) | (35 min) 1. Teach ordering to the 2nd and 3rd letter with worked examples on the board. 2. Guide words demo: open a dictionary page, show the two guide words, and test whether sample words belong on the page. 3. Game sheet: given guide words market/mongoose, tick which words appear between them. 4. Mystery word hunt in pairs: locate five curriculum words (harvest, vessel, drought, festival, current), copy the meaning of two, and write one in an original sentence. 5. Speed challenge: first pair to find a called word wins a point. |
| Plenary (close) | (10 min) Week 1 wrap: each child states one skill from the week (subject/predicate, vivid verbs, tense, topic sentence, guide words) and where they will use it. |
| Assessment | Game sheet and hunt accuracy; sentence using a located word checked for correct meaning. |
| Teacher notes | End of Week 1: note pairs who struggled with 2nd-letter ordering for a starter drill Monday. |