| Objectives | Students will be able to: (1) identify nouns, verbs and pronouns in text; (2) replace repeated nouns with suitable pronouns; (3) explain the job of each word class. |
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| Materials | Colour-coding key (noun blue, verb red, pronoun green), review passage, grammar sort cards, notebooks. |
| Key vocabulary | noun, verb, pronoun, antecedent, word class |
| Engage (starter) | (10 min) Clunky paragraph read-aloud where a name repeats in every sentence (Keisha woke up. Keisha ate. Keisha ran for the bus.). Children groan and propose the fix. Name the fix: pronouns. |
| Develop (main) | (35 min) 1. Rapid review of nouns and verbs with class examples; add pronouns (he, she, it, they, we, him, her, them) and the idea that a pronoun stands in for a noun already mentioned. 2. Colour-code a short passage about a regatta or agricultural show using the key. 3. Rewrite the clunky paragraph replacing repeats with pronouns, keeping the meaning clear. 4. Sort cards into three word-class columns under time pressure. 5. Independent: write six sentences about a family member using at least three pronouns correctly; label ten words with N, V or P. |
| Plenary (close) | (10 min) Grammar corners: teacher calls a word; children move to the noun, verb or pronoun corner and one explains the choice. |
| Assessment | Colour-coded passage and rewrite; labelling accuracy in independent work. |
| Teacher notes | Watch for unclear pronoun reference (he when two males were mentioned); flag it, it returns in editing lessons. |
| Objectives | Students will be able to: (1) define and identify adjectives; (2) expand plain sentences using precise adjectives; (3) order two adjectives naturally before a noun. |
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| Materials | Feely bag with objects (shell, sponge, tamarind pod), adjective word bank chart, sentence strips, notebooks. |
| Key vocabulary | adjective, describe, precise, noun |
| Engage (starter) | (10 min) Feely bag: blindfolded volunteers describe an object without naming it (rough, curved, hard); class guesses. List the describing words and name them adjectives. |
| Develop (main) | (35 min) 1. Define: adjectives describe nouns, telling which one, what kind, how many. 2. Build the class word bank in categories: size, colour, texture, feeling, number. 3. Sentence stretching: The boat sailed. becomes The old wooden boat sailed. Pairs stretch four plain strips. 4. Precision talk: nice vs cool and refreshing; big vs towering. Class upgrades three lazy adjectives. 5. Independent: describe a fruit stall or fishing boat in five sentences using at least six precise adjectives; underline them. 6. Order note: we say a small red boat, not a red small boat, opinion/size before colour. |
| Plenary (close) | (10 min) Guess my noun: children read only their adjectives; class guesses the noun described. |
| Assessment | Five sentences with six underlined adjectives, at least three beyond common words (big, nice, good). |
| Teacher notes | The word bank feeds directly into tomorrow’s descriptive writing; leave it displayed. |
| Objectives | Students will be able to: (1) plan descriptive writing using the five senses; (2) draft a paragraph rich in precise adjectives and strong verbs; (3) read work aloud to test its effect. |
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| Materials | Sense-planning grid (see, hear, smell, touch, taste), photos of Caribbean markets, adjective bank from Day 2, drafting books. |
| Key vocabulary | describe, senses, draft, imagery |
| Engage (starter) | (10 min) Eyes closed: teacher paints a market in words (the slap of fish on ice, ripe pineapple sweetness, vendors calling prices). Children share which sense each detail touched. |
| Develop (main) | (35 min) 1. Plan: children fill the five-senses grid for a market they know, at least two details per sense. 2. Model: teacher drafts three sentences aloud, thinking through choices (crowded or bustling? shout or bellow?). 3. Draft: children write a descriptive paragraph (6-8 sentences) about market morning, drawing on the grid and the adjective bank. 4. Strong-verb sweep: reread and upgrade at least two verbs. 5. Partner read-aloud: the listener names the detail they could picture most clearly. |
| Plenary (close) | (10 min) Author’s chair: two writers share; class responds with one star (a vivid detail) and one wish (a sense not yet used). |
| Assessment | Draft rubric: senses used (3+), precise adjectives (5+), strong verbs (2 upgraded), paragraph shape. |
| Teacher notes | Drafts are kept for revision next week; do not grade spelling heavily at draft stage. |
| Objectives | Students will be able to: (1) state the main idea of a paragraph in one sentence; (2) list details that support it; (3) reject details that do not belong. |
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| Materials | Three short nonfiction paragraphs (hurricane preparedness, coral reefs, school gardens), main-idea umbrella graphic organiser, odd-one-out detail strips. |
| Key vocabulary | main idea, supporting detail, topic, relevant |
| Engage (starter) | (10 min) Show five images (shutters, batteries, tinned food, radio, water bottles) and ask what one big idea joins them. Draw out the umbrella metaphor: main idea covers the details. |
| Develop (main) | (35 min) 1. Model with the hurricane-preparedness paragraph: teacher thinks aloud, states the main idea in one sentence and lists three supports on the umbrella organiser. 2. Guided: class works the coral reef paragraph together, children propose the main idea and defend supports. 3. Odd one out: groups get detail strips for one topic with an intruder detail; they find and evict it, explaining why it does not belong. 4. Independent: read the school garden paragraph, complete the organiser alone. 5. Extension: write your own three-detail paragraph, then hide the main idea sentence and challenge a partner to state it. |
| Plenary (close) | (10 min) One-sentence summaries: three volunteers state main ideas from today; class shows agreement with hand signals. |
| Assessment | Independent organiser: accurate main idea in own words plus three relevant details. |
| Teacher notes | This skill anchors Day 5 comprehension and future summary work in Grade 6. |
| Objectives | Students will be able to: (1) read a nonfiction passage on the Atlantic hurricane season; (2) answer literal, inferential and vocabulary-in-context questions; (3) identify the main idea of each paragraph. |
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| Materials | Passage on hurricane season (June to November) and how island communities prepare, question sheet, dictionaries from Grade 4 sets if needed. |
| Key vocabulary | hurricane season, prepare, shelter, forecast, context |
| Engage (starter) | (10 min) KWL start: what do we Know about hurricane season, what do we Want to know? Record on the board. |
| Develop (main) | (35 min) 1. First read silently; second read in pairs, paragraph by paragraph. 2. Paragraph pit-stops: after each paragraph, pairs jot its main idea in the margin (using Day 4 skills). 3. Question sheet: six questions, two literal, two inferential (Why would families store water before a storm?), two context-clue vocabulary items. 4. Answers in full sentences with evidence: encourage the frame I know this because the passage says... 5. Return to KWL: fill the Learned column together. |
| Plenary (close) | (10 min) Week 1 exit ticket: write one main idea from today and two precise adjectives you used this week. Collect at the door. |
| Assessment | Question sheet (aim 5 of 6) with evidence-based answers; margin main ideas checked. |
| Teacher notes | End of Week 1: exit tickets guide Monday’s regrouping. The storm topic connects to the Science Caribbean climate wave, cross-reference it for students. |