Liberia - Grade 1 - English

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Subject: English

Semester: 1

Period: 2

Week: 9

School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 1
Date: Week 9
Lesson Duration: 45 minutes
Week & Period: Week 9, Period 2
Topic: Nouns & Verbs
Sub-topic: Common nouns, proper nouns, and verb “to be”

Learning Objectives
By the end of the lesson, students should be able to:
Differentiate between common and proper nouns
Correctly conjugate the verb “to be” with pronouns
Write sentences using nouns, verbs, and sight words
Correctly form and write lowercase v, w

Previous Knowledge
Students already know: simple nouns and pronouns from earlier lessons

Instructional Materials
Charts, flashcards, story sentences, textbooks, exercise books

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher asks learners to name people and objects in the classroom.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes
Lesson Focus Areas:

Nouns (Common & Proper)
Verb “To Be” with Pronouns
High-Frequency Words: is, are
Handwriting (lowercase v, w)
Spelling (nouns and action verbs)

📘 1. Nouns (Common & Proper)

Objective:

To understand what a noun is and classify nouns as common or proper.

Definition of a Noun:

A noun is a word that names a person, a place, or a thing.

Types of Nouns:

Type	Explanation	Examples
Common Noun	General names of people, places, or things	boy, city, pen, bag, chair
Proper Noun	Specific names of people, places, or things. Always starts with a capital letter.	Peter, Monrovia, Bong County, Africa

Teaching Strategy:

Display pictures of people, places, and things.
Say the word, ask: “Is it general or specific?”
Color-code examples on board: blue for common, red for proper.

Activity:

Sorting Game: Provide word cards. Learners sort them into two boxes labeled Common and Proper.
Partner Practice: Learners say their own name (proper noun) and name a common noun around them.

📖 2. Verb “To Be” with Pronouns

Objective:

To identify and use the correct form of the verb “to be” with subject pronouns in simple sentences.

Definition:

The verb “to be” shows a state of being — who someone is or what something is.

Conjugation with Subject Pronouns:

Pronoun	Verb “To Be”	Example Sentence
I	am	I am a boy.
You	are	You are happy.
He/She/It	is	She is a girl.
We	are	We are friends.
They	are	They are students.

Teaching Strategy:

Use pronoun flashcards with images (e.g., a boy = he, a group = they).
Act it out: Learners role-play and say sentences using the correct pronoun and verb.

Oral Practice Sentences:

I am a pupil.
You are my friend.
He is smart.
We are in class.

🔤 3. High-Frequency Words: “is” and “are”

Objective:

To recognize and correctly use is and are in spoken and written sentences.

Definition:

is – used with he, she, it, or singular nouns
are – used with you, we, they, or plural nouns

Example Sentences:

This is a book.
That is my chair.
They are happy.
We are in school.

Teaching Strategy:

Write both words on the board. Use a sentence strip with a missing word.
Learners choose: “This ___ a dog.” → is

✍️ 4. Handwriting (Lowercase v, w)

Objective:

To form lowercase letters v and w correctly on three-line paper.

Letter Formation Guide:

Letter	Steps	Description
v	Slant down, slant up	Short letter, sits on the base line
w	Slant down, slant up, slant down, slant up	Looks like double v

Teaching Strategy:

Demonstrate on the board and with skywriting (air tracing).
Emphasize starting at the mid-line, ending at the base line.

Practice:

Air tracing
Finger tracing on sand or paper
Write on three-line paper with guidance

✏️ 5. Spelling Practice (Nouns & Verbs)

Objective:

To spell and write short CVC (consonant-vowel-consonant) words including nouns and action verbs.

Target Words:

Nouns: bag, pen
Verbs: run, sit

Teaching Steps:

Say the word clearly: “bag”
Break into sounds: /b/ /a/ /g/
Write it on the board and sound out again
Learners repeat, then write the word independently

Extension:

Use the words in a sentence orally or in writing.
Match word to picture cards.

👧 Learners’ Activities (Expanded)

Activity	Description
Noun Sorting	Learners sort noun cards into "Common" or "Proper" categories on a worksheet or board
Pronoun Sentences	Learners use pronoun cards to build and say full sentences using the correct “to be” verb
High-Frequency Sentences	Use flashcards: learners complete cloze sentences with “is” or “are”
Handwriting Practice	Trace and write lowercase v and w in books with neat spacing
Spelling Game	“Stretch and Spell” activity with the words bag, pen, run, sit (say each sound as they write)

✅ Assessment Checks (Formative)

Skill	Task
Noun Classification	Give learners a mix of nouns; they identify and label them as common or proper
Verb “to be” Use	Oral or written task: fill in the blank with the correct form of “to be”
Sight Word Usage	Cloze task: “This ___ a pen.” (is/are) – learners choose and explain
Handwriting	Check if learners write v and w with correct formation and alignment
Spelling	Dictate words like “bag” and “sit”; learners write them down independently

📝 Notes (Expanded & Detailed)

Nouns are the building blocks of sentences. Introducing both common and proper nouns early helps learners grasp basic grammar and writing structure.
Proper nouns reinforce capitalization rules—an early writing convention that needs frequent modeling.
The verb “to be” is a high-utility verb in English. It appears in most early texts and is essential for forming complete sentences.
High-frequency words like is and are do not always follow phonetic patterns and must be recognized by sight. Frequent exposure and usage in context are key.
Handwriting builds fine motor skills, supports spelling and word recognition, and contributes to reading fluency.
Spelling simple nouns and action verbs reinforces sound-letter knowledge and helps learners connect phonemic awareness with print.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reviews nouns, verb “to be,” and handwriting v, w.

Evaluation Method (Expanded):
Exit slip/quiz: Write one proper noun and one common noun.

Assignment (Expanded):
Write two sentences using verb “to be.”

Follow-up Activity:
Students practice introducing themselves with “I am…” and “We are…”

Differentiation / Inclusive Strategies
Provide noun flashcards for visual learners. Allow advanced learners to write short stories with nouns and verbs.

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low