PROPOSED SCHEME OF WORK FOR WEEK 3 ENDING 7/10/2022

SUBJECT TOPICS

1. MATHEMATICS LCM and HCF of 2digit number/

Quantitative Reasoning
2. CREATIVE ART Imaginative and Creative drawing

3. HOME ECONOMICS Tools and Agents of cleaning the home.

4. MORAL INSTRUCTION The wages of sin is death, Repentance.

5. P.H.E. Benefits of physical fitness.

6. AGRICULTURAL Reasons for preservation of farm produce.

SCIENCE

7. BASIC SCIENCE The earth and its movement. The sun (Effect of the
interaction between the earth and the sun). The sources
of light for the earth (Sun, Moon and stars).
8. SOCIAL STUDIES Influences from foreign countries on Nigerian family life.

9. COMPUTER SCIENCE
Computer: word processing environment ( title bar, tool
bar and uses)

10. CIVIC EDUCATION Reasons for National Honours Awards.

11. C.R.K. Paul's early life (Son of a Pharisee Acts 23:6)

12. ENGLISH LANGUAGE Reading: Eaters of Dust

Grammar: Pronouns and types
Phonetics: Diphthongs
Writing skills: Informal letter
Lesson note on P.H.E. for week 3 ending 7/10/2022

Class: Primary 6

Topic: Benefits of physical fitness

Sex: Mixed

Date: 20/09/22

Duration: 40minutes

Age of pupils: 10years+

No of pupils:

Specific Objectives: By the end of the lesson the Pupils should be able to:

1. discuss the benefits of physical fitness..

2. mention the benefits of physical fitness.
3. demonstrate the physical fitness exercise.

Instructional materials: Chart of people doing exercises, videos of sample exercises, audio files to
accompany practical physical fitness routines.

Reference materials:

Gankon, B et al (2016). Stan Basic Science and Technology for Primary Schools. Book 6.

U.B.E. Ed.

Entry Behaviour: The Pupils are already acquainted with the use of their bodies to carry out simple
tasks.

Content Development

Introduction: Teacher introduces lesson by carrying out some simple exercises.

Step1: The teacher guides the pupils through the use of agility, balance, flexibility and power to build the
body .

Step2: The teacher guides pupils through the benefits of physical fitness.

Benefits of physical fitness

1. It promotes the ability to move with ease.

2. It prevents structural and physiological problems of posture.

3. It improves stamina.

4. It prevents/reduces the chances of injury.

5. It promotes quick reaction in times of emergency.

6. It makes you looks good and feel better.

7. It prevents minor and major illnesses.

8. It makes sport participation more enjoyable.

Step3: The teacher guides pupils through some physical exercises to further buttress the point of the
lesson.

Pupil’s evaluation: Teacher evaluates learning thus:

1. What is physical fitness?

2. Mention 4 benefits of physical fitness.
3. Write out 4 benefits of physical fitness.

Homework: Teacher gives homework thus:

Briefly discuss the benefits of physical fitness.

Conclusion: Teacher concludes lesson by checking and marking Pupils' notebook.

Lesson note on Social Studies for week 3 ending 7/10/2022

Class:Primary6

Topic: Influences from foreign countries on Nigerian Family Life.

Sex: Mixed

Date: 5/10/22

Duration: 40minutes

Age of pupils: 10years+

No of pupils:

Specific Objectives: By the end of the lesson the Pupils should be able to:

1. define family
2. mention the influences of foreign influences on Nigerian life.
 3. write out the effects of foreign influences on Nigerian life.

Instructional materials: Chart of people living together, video of people dancing to foreign music etc.

Reference materials:

Merry, N. et al (2018). Religion and National Values for Primary School. Book 6. Revised Ed.

Entry Behaviour: The Pupils are already acquainted with family life.

Content Development:

Introduction: Before foreign countries entered our land, the family in Nigeria consisted of man,
wives and children, the system of government was based on the tradition of the people, religion was
also tradition.

Step1: The teacher guides the pupils through the definition of family.

Family

Family is the basic unit of all societies. Every child is born into a family and it is here that every member
of the society recieves first education which is informal in nature. This informal education enables the
child to move into the society to integrate.

Step2:Teacher mentions the influences of foreign countries on Nigerian life.

1. Language

2. Family system

3. Behaviour of family

4. Food

5. Music

6. Education

Step3: The teacher mentions the influences of foreign countries on Nigerian life.

1. Language: English language is not our indigenous language. It is our now our national and
official language. This is because of our interactions with the Europeans and many Nigerians fell
more civilized when they speak the language.

2. Family system: The typical Nigerian family was based on large number of extended Nigerian
family living together in a compound. Foreign influences introduced nuclear family which is
made up of only father, mother and children

3. Behaviour of family members: Family bonds and cohesion are today lacking among family
members. This is caused by migration, separation and divorce.
 4. Food: Most people today do not regard anyone who does not eat, talk, dress and behave like the
Europeans. We now sit at dining tables, use cutleries, kitchen knives, plates etc.

5. Music: Music in Nigeria today is a synchronization of both European and Nigerian styles and
musical instruments. It is like there has been a marriage between Nigerian and European music.

6. Education: Education in the past was informal in nature. The teachers were the elders, parents and
the entire society. Formal education as given by the European introduced reading and writing in a
formal school setting with trained teachers, infrastructure, constructed curriculums etc.

Pupil’s evaluation: Teacher evaluates learning thus:

1. Discuss family life in Nigeria as opposed to European.

2. Mention 4 influences of foreign countries on Nigerian life.
3. Write down 5 influences of foreign countries on Nigerian life and explain any 3.

Homework: Teacher gives homework thus:

Write an essay on the topic: Influences of foreign countries on Nigerian dress sense.

Conclusion: Teacher concludes lesson by checking and marking Pupils' notebook.

Lesson note on Creative Art for week 3 ending 7/102022

Class: Primary 6

Topic: Imaginative and Creative drawing

Sex: Mixed

Date: 5/10/22

Duration: 40 minutes

Age of pupils: 10years+

No of pupils:

Instructional materials: A model of a human, A picture of humans in a market place etc.

Reference Materials:
Specific Objectives: By the end of the lesson the Pupils should be able to:

1. discuss the meaning of imaginative and Creative drawing.

2. mention the components of imaginative and Creative drawing.

3. Draw from imagination.

Entry Behaviour: The Pupils are already acquainted with drawing simple patterns.

Content Development

Step 1: The teacher guides the pupils through the meaning of imaginative drawing

Imaginative Drawing

This is the drawing from memory or imagination. It is a visual representation of past experiences, scenes
or events in the mind of an artist. These scenes could be real or imagined (created by the mind).

Step 2: The teacher guides pupils through the components of imaginative drawing.

Components of imaginative drawing

For effective imaginative composition the artist had to

1. Make use of his knowledge.

2. Make use of his skill in nature drawing

3. Bring his idea of figure drawing to bare.

Step 3: The teacher guides pupils through some examples of creative drawing and assists them to produce
good art works.

Examples of Creative drawing include; the drawing of a rainy day, a bar beach, a market scene, a sunny
and a windy day.
Pupil's Evaluation: Teacher evaluates learning thus:

1. Define imaginative drawing

2. Mention 3 needs to achieving imaginative drawing.
3. Draw a market scene.

Homework: Teacher gives homework thus:

Draw a picture of two people at a beach.

Conclusion: Teacher concludes lesson by checking and marking Pupils' notebook

Lesson note on Moral Instruction for week 3 ending 7/10/2022

Class: Primary6

Topic: The wages of sin is death, Repentance.

Sex: Mixed

Date: 5/09/22

Duration:40minutes
Age of pupils:10years+

No of pupils:

Specific Objectives: By the end of the lesson the Pupils should be able to:

1. discuss how death is the reward for sin.

2. mention the things people must do to avoid death.
3. write out the meaning of repentance and forgiveness.

Instructional materials: Videos of people obey rules and regulations, chart and video of people paying
for their sins etc.

Reference Materials:

Olubunmi, S. (1996). Basic Moral Instruction for Primary School. Book 6.

Entry Behaviour:The Pupils are already acquainted with the idea of God as the supreme power.

Content Development

Introduction: If there were no laws of God, there will be no sin. But God so loved the world that He set
before us aperfect law that does exist, to guide us. Sin is a departure from God and the reward is
punishment.

Step1:The teacher guides the pupils through the wages of sin which is death.

The wages of sin is death

The punishment for disobeying God's laws are severe and we must always try to obey God. Some people
suffer from serious illness, madness, imprisonment and sadness as a result as a result of their own doings
while others die.

Step2:The teacher mentions what we must do to avoid death because of sin.

1. Children must be careful in whatever they do, even when no one is around

2. Children should not think that because they are young, their sins would not be noted.

3. We should be careful of the kinds of friends we keep.

Step 3:The teacher guides pupils through writing down the meaning of repentance and forgiveness.

Repentance

Repentance is when we look back with regret at all the wrong things we have done and feel truly sorry for
them. If possible, we should put right what we have done.

Forgiveness
Forgiveness the act of letting go of whatever wrong was done to you. The best method of getting out of
trouble is to be quick to say I am sorry for anything wrong we did or said. If your offences are not
completely forgiven, it will be very much reduced.

God is willing to let go of whatever we have done, if we genuinely repent of our sins.

Pupil’s evaluation: Teacher evaluates learning thus:

1. Discuss how sin is rewarded with death.

2. Mention 2 ways by which we can avoid sin.
3. Write down the difference between repentance and forgiveness.

Homework: Teacher gives homework thus:

Give a Bible story of someone who was punished by God because of his sin and how God punished the
person.

Conclusion: Teacher concludes lesson by checking and marking Pupils' notebook.

Lesson note on Agricultural Science for week 3 ending 7/10/2022

Class: Primary 6

Topic: Reasons for preservation of farm produce

Sex: Mixed

Date: 23/9/22

Duration: 40minutes

Age of pupils: 10years+

No of pupils: 11

Specific Objectives: By the end of the lesson the Pupils should be able to:

1. Give reasons for preservation of farm produce.

2. Identify the reasons for preservation of farm produce.
3. demonstrate the preservation of farm produce.

Instructional materials: chart of farm produce, videos on the qualities of a good farm produce
preservation etc.

Reference materials:

Mbachu, U. M. et al (2016s). Basic Prevocational studies for Primary School. Book 6.

 Revised Ed.

Entry Behaviour: The Pupils are already acquainted with the uses of farm records.

Content Development

Introduction: Preservation of farm produce helps us keep our farm produce for longer periods thereby
avoiding spoilage.

Step1: The teacher discusses with the pupils about the reasons why farm produce are preserved.

Step2: The teacher mentions the reason for Farm produce preservation while the pupils listen.

Reasons for preservation of farm produce

1. It helps to reduce food spoilage.

2. It makes planting materials available for other seasons i.e. makes farm produce remain good and viable
for planting in the next season.

3. Preserved food lasts longer than fresh produce, refrigerated items and frozen goods.

4. Once preserved, people find preserved foods convenient for consumption.

Step3: The teacher demonstrates preservation of tomato to avoid spoilage.

Pupil’s evaluation: Teacher evaluates learning thus:

1. What is farm produce.

2. Mention 3 farm produce that can be preserved.
3. Demonstrate how to preserve fish.

Homework: Teacher gives homework thus:

In an essay discussing why it is good to preserve farm produce.

Conclusion: Teacher concludes lesson by checking and marking Pupils' notebook.

Lesson note on Home Economics for week 3 ending 07/10/2022

Class: Primary 6
Topic: Tools and Agents used in cleaning the home.

Sex: Mixed

Date: 6/10/22

Duration: 40minutes

Age of pupils: 10years+

No of pupils:

Specific Objectives: By the end of the lesson the Pupils should be able to:

1. describe tools used in cleaning the home

2. identify agents used in cleaning the home.
3. write down the tools and Agents used in cleaning the home.

Instructional materials: Chart showing a healthy home environment, a video of people keeping their
homes clean and healthy etc.

Reference materials:

Mbachu, U. M. et al (2016s). Basic Prevocational studies for Primary School. Book 6.

Revised Ed.

Entry Behaviour: The Pupils are already acquainted with the idea of family.

ContentDevelopment

Introduction: A healthy home environment fosters better child development and overall health.

Step1:The teacher guides the pupils through the description of tools used in cleaning the home.

Tools used in cleaning the home

The tools are those objects we use to clean up our homes. They include:

1. Scrub brushes

2. Toilet brush

3. Multi-purpose duster

4. Sponges

5. Vacuum

6. Spray bottle

7. Microfiber cleaning cloths

8. Broom and dustpan

9. Mop

10. Bucket

11. Cleaning solutions

12. Gloves

Step2:The teacher guides pupils through the cleaning agents used in cleaning the home.

Cleaning agents used in the home.

Abrasives. Abrasives are materials that wear off dirt by rubbing. ...

1. Acids

2. Alkalies
3. Bleaches

4. Detergents

5. Sanitizers

6. Spirit Solvents

Step 3: Teacher guides pupils through writing down the various agents and tools used for cleaning the
home

Pupil’s evaluation: Teacher evaluates learning thus:

1. Give three tools used in cleaning the home.

2. Mention 4 cleaning agents used in cleaning the home.
3. Write out the difference between cleaning tools and cleaning agents.

Homework: Teacher gives homework thus:

Write a short essay describing how you clean your room.

Conclusion: Teacher concludes lesson by checking and marking Pupils' notebook.

Lesson note on Basic Science for week 3 ending 7/10/2022

Class: Primary 6

Topic: The earth and its movement. The sun (Effect of the interaction between the earth
and the sun). The sources of light for the earth (Sun, Moon and stars).

Sex: Mixed

Date: 5/10/22

Duration: 40 minutes

Age of pupils: 10years+

No of pupils:

Specific Objectives: By the end of the lesson the Pupils should be able to:

1. discuss the rotation of the earth.

 2. identify the interaction of the earth with the sun.
3. Write out the difference between the sun, moon and star as light to the earth.

Instructional materials: Pictures of the sun interacting with the moon, model of the earth around the
ssun etc.

Reference materials:

Gankon, B et al (2016). Stan Basic Science and Technology for Primary Schools. Book 6.

U.B.E. Ed.

Entry Behaviour: The Pupils can identify the earth as where humans, plants and animals exist.

Content Development

Introduction: The earth is one of the nine planets of the solar system. The earth interacts with the sun to
give day and night.

Step 1: The teacher discusses the rotation of the earth with the pupils while showing them the
instructional materials.

Rotation of the Earth

The earth rotates from the east to west as if it is being turned to an imaginary line passing through its
center. This imaginary line is called the Earth's axis. The rotation of the earth about its axis causes day
and night.

It was discovered that when the earth rotates, since it is spherical, only half of it faces the sun ad it is day
time in the countries on that part of the earth. The other side which does not receive the light of the sun at
that time, is dark and it is night time in such places. The earth makes one complete rotation about its axis
in twenty-four hours.

The movement of the earth around the sun is called the revolution of the sun. The earth revolves round
the sun in about 365days or in one year. The path of the earth around the sun a geometrical shape called
an eclipse.

Step 2: The teacher guides pupils through the interaction between the sun and the earth.

Eclipse

There are two eclipses.

1. The eclipse of the sun which occurs when the moon comes in between the sun and the earth.

2. An eclipse of the moon which occurs when the earth comes in between the sun and the moon.

Step 3: Teacher guides the pupils through writing down the sun, moon and stars as sources of light for the
earth.
The sun is a huge ball of burning gad. It is about 150million kilometres from the earth.

The brightness of the day, which comes in as the sun rises from the east, shows that the sun is a source of
light and energy. The rays from the sun reaches us by radiation and this radiation heats up the earth.

The Moon gets its light from the Sun. In the same way that the Sun illuminates Earth, the Moon reflects
the Sun's light, making it appear bright in our sky.

They exist in a stable state of nuclear fusion, converting hydrogen to helium and radiating x-rays. This
process emits an enormous amount of energy, keeping the star hot and shining brightly.

Evaluation: Teacher evaluates learning thus:

1. Describe the Earth's rotation.

2. Mention the types of eclipses we have based on the Earth's interaction with the sun.
3. Write out how the sun, moon and stars light up the earth.

Homework: Teacher gives homework thus:

1. What is an eclipse?

2. How long does it take the earth to revolve around the sun?

Conclusion: Teacher concludes lesson by checking and marking Pupils' notebook

Lesson note on Computer Science for week 1 ending 23/09/2022

Class: Primary6

Topic: word processing environment ( title bar, tool bar and uses)

Sex: Mixed

Date: 22/9/22

Duration: 40minutes

Age of pupils: 10years+

No of pupils:

Specific Objectives: By the end of the lesson the Pupils should be able to:

1. discuss title bar.

2. identify tool bar
 3. Write down the uses of the title and tool bars.

Instructional materials: Chart showing the title and tool bars, a laptop, a CD containing the word
processing software etc.

Reference materials:

Gankon, B et al (2016). Stan Basic Science and Technology for Primary Schools. Book 6.

U.B.E. Ed.

Entry Behaviour: The Pupils are already acquainted with the idea that the computer makes life easier.

Content Development

Introduction: Word processing software is very important in our everyday life as it is used in virtually all
spheres of human endeavour.

Step1: The teacher guides the pupils through discussing the title bar

Title bar

The title bar lies next to the Quick Access Toolbar. It displays the title of the currently open document or
application. It is present on almost all windows displayed on your computer. So, if there are several
windows across the screen, you can identify each window by looking at the title bar.

It displays the title of the software, name of the current document or file, or other text identifying the
contents of that window.

Step2: Teacher guides the pupils through one of the tool bar.
The toolbar, also called bar or standard toolbar, is a row of buttons, often near the top of an application
window, that controls software functions. The boxes are below the menu bar and often contain images
corresponding with the function they control.

A toolbar is part of a window, often a bar across the top, that contains buttons that execute commands
when you click them. Many applications contain toolbars that you can customize so the commands you
use frequently are readily available and easily identifiable. Many dialog boxes also contain toolbars.

Step3: The teacher guides pupils on how to practically use a title and tool bar.

Pupil’s evaluation: Teacher evaluates learning thus:

1. What is a title bar.

2. Identify tool bar on a computer.
3. Demonstrate how to use the title and tool bars.

Homework: Teacher gives homework thus:

In an essay, describe the use of the tool bar.

Conclusion: Teacher concludes lesson by checking and marking Pupils' notebook.

Lesson note on Civic Education for week 3 ending 7/10/2022

Class: Primary 6

Topic: Reasons for National Awards

Sex: Mixed

Date: 7/10/22

Duration: 40minutes

Age of pupils: 10years+

No of pupils:

Specific Objectives: By the end of the lesson the Pupils should be able to:

1. discuss national award.

2. identify reasons for national honour award.
3. write down the reasons for national awards that are awarded in Nigeria.

Instructional materials: Chart of National Awards, videos and pictures of people receiving awards, etc.

Reference materials:

Merry, N. et al (2018). Religion and National Values for Primary School. Book 6. Revised Ed.

Entry Behaviour: The Pupils are already acquainted with National awards.

Content Development

Introduction: National awards are conferred on persons who have distinguished themselves in their
chosen careers.

Step1: The teacher discusses the reasons for national awards while the pupils make inputs.

Step2: The teacher shows the pupils some national award recipients on video.

Step3: The teacher writes not on board so the pupils can copy.

Reasons for National Awards

There are a number of reasons why the government usually reward some citizens or members of society
with various National awards. Some of the reasons are discussed below:

1. Reward for hard work, obedience and patriotism: These are avenues through which the government
awards men are women for standing out.

2. Encouragement: The government appreciates great men and women with national honours award in a
bid to encourage them to do more.
3. Excellence: Excellence is the quality of being good and outstanding in one's field or activity which
could be education, sports, music and other profession. A person who show exceptionality at any
profession is usually acknowledged and honoured by the government.

4. Meritorious service and outstanding feat: National Honours Awards are given to people who have
served for a long period and have done well with humility and obedience to all the rules and laws of the
land.

5. Selfless service: People can be honoured when they render a service not minding how such service will
personally affect them. Placing the needs of the nation and other people before theirs. A good example
was late Prof. Dora Akunyili, a Nigerian with over 500 awards of different kinds, and so far the highest in
the world.

Pupil’s evaluation: Teacher evaluates learning thus:

1. Do you think your teacher can have an award from the government?
4. Mention 5 reason for National Honours Award.
5. Write down 5 reasons National Honours Award in Nigeria.

Homework: Teacher gives homework thus:

Mention three Awards given to the following late Prof. Dora Akunyili

Conclusion: Teacher concludes lesson by checking and marking Pupils' notebook.

Lesson note on C.R.K. for week 3 ending 07/10/2022

Class: Primary6

Topic: Paul’s early life (Son of Pharisee Acts 23:6)

Sex: Mixed

Date: 21/05/22

Duration: 40minutes

Age of pupils: 10years+

No of pupils: 11

Instructional materials: Video of people working hard

Reference materials:

Merry, N. et al (2018). Religion and National Values for Primary School. Book 6. Revised Ed.

Specific Objectives: By the end of the lesson the Pupils should be able to:

1. Discuss Paul’s early life.

2. Identify Paul as a son of a Pharisee.
3. Write out the story describing Paul as the son of a Pharisee.

Entry Behaviour: The Pupils are already acquainted with some parts of Paul's early life story.

Content Development

Introduction: Saul, regarded as a short man with an astute knowledge of the laws of the jews was a firm
believer of the jewish traditions and a persecutor of Christians.

Step1: The teacher guides the pupils through an introduction to Paul’s early life as the son of a Pharisee.
They discuss this while the teacher observes.

Step2: Teacher tells pupils about Paul's genealogy.

Paul the son of a Pharisee

Paul's father was a Pharisee, so Paul was born a Pharisee. The pharisees were important group of people
among the Jews. Many of them were experts in Jewish law (Scribes). The Pharisees observed the law and
kept the Sabbath day so faithfully that they never worked nor cooked on that day. They were well
educated and loved to argue. They were proud, greedy, loved money and always showed-off.

Step3: Teacher guides the pupils through discussing the Pharisee status of Paul before he was converted.

Evaluation: Teacher evaluates learning thus:

1. Who was Saul's father?

2. Mention the title of the Jewish Law experts.
3. With vivid illustrations, demonstrate the moral lessons from Saul’s story.

Homework:

1. Mention two people in the bible that encountered the Pharisees in there dealings and how they
dealt with them.

Conclusion: Teacher concludes lesson by checking and marking Pupils' notebooks.

Lesson note on Mathematics for week 3 ending 7/10/2022

Class: Primary6

Topic: LCM and HCF of 2 digit numbers/quantitative reasoning.

Sex: Mixed

Date: 5/10/22

Duration: 40minutes

Age of pupils: 10years+

No of pupils:

Specific Objectives: By the end of the lesson the Pupils should be able to:

1. Define factor and multiple.

2. Solve problems involving LCM.
3. Solve problems involving HCF

Instructional materials: Chart of numbers in millions and billions, video of people counting in millions
and billions etc.

Reference materials:

Lodam, S. D. (2005). Learn Mathematics for Primary Schools. UBE Edition.

Entry Behaviour: The Pupils are already acquainted with counting.

Content Development

Step1: The teacher guides the pupils through factors and multiples.

Factorization

A factor is a number which divides another number exactly, without a remainder while a prime number
can only be divided by one and itself.

Example: 28 can be divided as follows

28 ÷ 1= 28

28 ÷ 2 = 14

14 ÷ 2 = 7

:. The factors of 28 are 1, 2, 7, 14 and 28

Factors of 18 and 45 are

18 = 1,2,3,6,9 and 18

45 = 1,3,5,7,15 and 45

Multiples

Multiples are numbers formed by adding itself to the previous sum, a number of times required.

Hence the multiples of 13 are 12, 24, 36, 48, 60, 72 etc

Multiples of 18 are 18, 36, 54, 72, 90, etc

We observe that there are common multiples between the multiples of 12 and 18, which are 36 and 72.
Hence the lowest among them is 36.

LCM of 1è and 18 is 36.

Step2: The teacher guides pupils through LCM

Examples

1. Find the l.c.m. of 9, 15 and 18

Solution
9 = 9, 18, 27 36, 45, 54, 63, 72, 81, 90 ..........
15 = 15, 30, 45, 60, 75, 90.............
18 = 18, 36, 54, 72, 90,180 .........
Common multiples are 90, 108, 270 etc.
LCM = 90

By continuous division
3 9 15 18
33 5 6
21 5 2
51 5 1
11 1 1
Step3: The teacher guides pupils through HCF
Examples

Find the HCF of 16, 24 and 40

16 = 1,2,4,8 and 16

24 = 1,2,3,4,6,8,12 and 24

40 = 1,2,4 and 8

C.F. = 1,2,4 and 8

Therefore HCF = 8

Using prime factor method

2 16

2 8

2 4

2 2

2 24

2 12

2 6

3 3

2 40

2 20

2 10

5 5

HCF = 2 x 2 x 2 = 8

Using continuous division

2 16 24 40

2 8 12 20

2 4 6 10
 2 3 5

Pupil’s Evaluation: Teacher evaluates learning thus:

1. Briefly define factor and multiple.

2. What is the LCM of 18 and 36

3. Find the HCF of 36 and 72

4. Differentiate between HCF and LCM.

Homework: Teacher gives home work thus:

Questions will be picked from pupil's textbook.

Conclusion: Teacher concludes lesson by checking and marking Pupils' notebook.

Lesson note on English Language for week 3 ending 7/10/2022

Class: Primary 6

Topic: Reading: Eaters of Dust

Grammar: Pronouns and types
Phonetics: Diphthongs
Writing skills: Informal letter
Sex: Mixed

Date: 4/10/22

Duration: 40 minutes

Age of pupils: 10years+

No of pupils:

Specific Objectives: By the end of the lesson the Pupils should be able to:
 1. read, comprehend and answer questions from the given passage.

2. discuss the pronouns and types

3. Mention diphthongs.

4. write an informal letter.

Instructional materials: sample comprehensions and essays, a chart on words with Diphthongs,
a chart of diphthongs etc.

Reference Materials:

Ademola-Adeoye, F. et al. (2000). Nigeria Primary English. Pupils Book 6. 3 rd edition.

Odiaka, M. (2000). Mastering English. Reprinted.

Entry Behaviour: The Pupils are already acquainted with reading and comprehending passages.

Content Development

Period 1: Read the passage "Eaters of Dust" on Page of the Pupils' coursework.

Unfamiliar words and their meaning

1. Fetch: Go for and then bring back (someone or something) for someone.

2. Lagos: A state in Nigeria.

3. Chores: A routine task, especially a household one.

4. Managing: The act of being economical.

5. Use aki: Palm kernel oil, an ointment used on the skin to avoid dried skin.

6. Uguru: Igbo language to describe the dry weather that usually comes up around the end of the
year, into a new year. It is also known as harmattan.

7. Strolled: Walk in a leisurely way.

8. Protest: A statement or action expressing disapproval of or objection to something.

9. Valley: A low area of land between hills or mountains, typically with a river or stream flowing through
it.

10. Pan: A metal container used for cooking food in.

Period 2: Grammar: Pronouns and Types

Pronouns

Pronouns are words used of or in place of a noun.

Examples of pronouns

Singular. Plural.

I. WE

Me. Us

Mine. Ours

Myself. Ourselves

You. You

Yours. Yours

Yourself. Yourselves

She/He They

Her/Him. Them

Hers/His Theirs

Herself/Himself Themselves

It. They

It. Them

Its. Theirs

That. Those

This. These

Other pronouns are:

Either. Neither

Any. All

Some. Many

Each. Something
None. Somebody

Nothing. What

Who. Which. Whose. Whom. That.

The pronouns I, me, she, he him and her are used when we refer to one person. So they are
singular.

The pronouns we, us, they, them are used when we refer to more than one person. They are
plural numbers.

'You' is both singular and plural.

'it' is used for a thing and not a person. The plural of it is 'they' or 'them'.

Types of Pronouns

1. PERSONAL PRONOUNS. However, we also include in this group the pronoun it, although
this pronoun does not usually refer to a person. There are three personal pronouns, and each has
a singular and a plural form:

Person Singular Plural

1st I we

2nd. you you

3rd he/she/it they

These pronouns also have another set of forms, which we show here:

Person Singular Plural

1st me us

2nd you you

3rd him/her/it them

2. Possessive: mine, yours, his, hers, ours, theirs The white car is mine

3. Reflexive: myself, yourself, himself, herself, itself, oneself, ourselves, yourselves,

themselves.

Example: He injured himself playing football

4. Reciprocal: each other, one another.

Example: They really hate each other

5. Relative: that, which, who, whose, whom, where, when.

Example: The book that you gave me was really boring

6. Demonstrative: this, that, these, those.

Example: This is a new car

7. Interrogative: who, what, why, where, when, whatever.

Example: What did he say to you?

8. Indefinite: anything, anybody, anyone, something, somebody, someone, nothing, nobody,

none, no one.

Example: There's something in my shoe

Period 3: Phonetics: Diphthongs

Diphthongs

Diphthongs are vowel sounds that begin as one sound and blend into another when they are articulated.
They can be achieved through the use of two consecutive vowels, as well as one vowel that changes as it
is pronounced.

When air flows through vocal cords, it is manipulated by the lips, teeth, tongue, and the vocal cords
themselves in order to produce the desired speech sound. A vowel becomes a diphthong when it starts as
one speech sound and ends as another. The term gliding vowel is a reference to the way in which the
airflow glides or moves from one vowel sound articulation to another.

Diphthong Examples

There are eight diphthongs that are generally agreed upon.

/aɪ/ Creates a speech sound similar to “eye” and usually includes the letters /i/, /igh/, and /y. Examples:
my, cry, light, like

/əʊ/ Creates a speech sound similar to “boat” and usually includes the letters /ow/, /oa/ and /o/. Examples:
tow, loan, though
/eɪ/ Creates a speech sound similar to “great” and usually includes the letters /ey/, /ay/, /ai/ and /a/.
Examples: steak, pain, weight

/aʊ/ Creates a speech sound similar to “ow!” and usually includes the letters /ou/ and /ow/. Examples:
town, found, cow

/ɪə/ Creates a speech sound similar to “ear” and usually includes the letters /ee/, /ie/ and /ea/. Examples:
leer, tear, pier

/eə/ Creates a speech sound similar to “air” and usually includes the letters /ai/, /a/, and /ea/. Examples:
hair, lair, bear

/ɔɪ/ Creates a speech sound similar to “boy” and usually includes the letters /oy/ and /oi/. Examples: oil,
coy, roil

/ʊə/ Creates a speech sound similar to “sure” and usually includes the letters /oo/, /ou/, /u/, and /ue/.
Examples: cure, pure, cur

Period 4: Teacher guides pupils through the process of letter writing.

Informal Letter

An informal letter is a non-official letter that we usually use to write to our friends, family or relatives.
These letters are personal letters that are not used for official purposes. There could be many reasons for
which we write these letters to our family and friends. For example, if we want to inform them about our
achievement in school or college, then we write them a letter to spread our personal news.

Since, the letter is informal thus the salutation is usually given by ‘Dear’, such as Dear (name of
friend/name of uncle or aunty) or Dear Father/Mother, etc. Unlike formal letters, you don’t have to
mention the subject line for informal letters. But the address of senders and receivers of the letter has to
be mentioned necessarily.

Format of Informal Letter – How To Write Informal Letter?

The format of an informal letter to a friend should include the following things:

Address of the sender

Date of writing a letter

Address of receiver

Salutation/Greeting

Body of the letter

Conclusion

Signature of the sender

Informal Letter Sample

Block 7A

Lion King Estate,

Asaba, Delta State.

29/09/22

Dear Ayo,

Thank you so much for your last letter. It was great to hear from you after so many months. You seem to
be having such a nice time in Lagos.

Thanks also for the photographs. I absolutely loved that snap of yours standing in front of the skyscraper.

There is not much happening here. I am busy withy work and kids. They are all grown up.

By the way, are you coming home anytime soon? If you are, let me know the date so we can arrange to
see.

Hope to see you soon.

Love,

John.

Pupil’s evaluation:

1. Read the passage titled “Eaters of Dust.” and answer the questions that follow.

2. Discuss concept pronouns and types.

3. Write out 10 words with Diphthongs.

4. Write an informal letter telling your Dad that you need some books.

Homework:

Write an informal letter telling your mom that you need new socks.

Conclusion: Teacher concludes lesson by checking and marking Pupils' notebook.