Liberia - Grade 1 - English - Prepositions & Sentences

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Subject: English

Semester: 1

Period: 2

Week: 10

School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 1
Date: Week 10
Lesson Duration: 45 minutes
Week & Period: Week 10, Period 2
Topic: Prepositions & Sentences
Sub-topic: Prepositions in, on; sentence types and punctuation

Learning Objectives
By the end of the lesson, students should be able to:
Use prepositions correctly in sentences
Recognize, classify, and write different sentence types
Apply punctuation (period, question mark) correctly
Capitalize sentence beginnings and proper nouns
Form and write lowercase x, y

Previous Knowledge
Students already know: nouns, pronouns, and basic sentences

Instructional Materials
Charts, flashcards, punctuation cards, textbooks

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher shows a book on the table and asks: “Where is the book?” (On the table).

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes
Focus Areas:

Prepositions of Position
Sentence Types
Punctuation
Capitalization
High-Frequency Words: was, with
Handwriting (lowercase x, y)
Spelling: in, on, was, with

📍 1. Prepositions of Position

Objective:

To understand that prepositions show the position or location of something.

Definition:

A preposition is a word that shows the position or location of a noun or pronoun in relation to something else.

Examples:

The cat is in the box.
The pen is on the table.

Explanation:

“In” means inside something.
“On” means resting on top of something.

✏️ Visual Support: Use a toy cat and a box or draw simple illustrations to demonstrate.

Teaching Strategy:

Use real objects (e.g., a book and a table):

“The book is on the table.”
“The pen is in the bag.”

✍️ 2. Sentence Types

Objective:

To identify three basic sentence types: Telling, Asking, and Command.

Definitions & Examples:

Sentence Type	Function	Example	Ending Punctuation
Telling (Statement)	Gives information	I am a boy.	Period (.)
Asking (Question)	Asks something	Are you my friend?	Question mark (?)
Command	Tells someone to do something	Sit down.	Period (.)

🧠 Tip: Use tone and voice to help learners identify sentence type (e.g., rising intonation for questions).

✒️ 3. Punctuation

Objective:

To understand and apply correct punctuation at the end of different sentence types.

Explanation of Marks:

Period (.) – ends a telling or command sentence.
Question mark (?) – ends a question.

📌 Practice: Use cards with sentences and missing punctuation. Learners add the correct ending mark.

🔡 4. Capitalization

Objective:

To understand when to use capital letters in writing.

Rules:

Always capitalize the first word in a sentence.
Always capitalize proper nouns (names of people, places).

Examples:

✅ She is happy.
❌ she is happy.
✅ Peter is in Monrovia.

✏️ Tip: Use highlighters to mark capital letters in model sentences.

📘 5. High-Frequency Words: was, with

Objective:

To recognize and use the high-frequency words was and with in speech and writing.

Definitions:

was – past tense of is or am (used with he, she, it, I).
with – shows being together or accompanied.

Examples:

He was happy.
She is with her mom.

Teaching Strategy:

Display the words, read aloud, spell, and read again.
Write and say sentences together using the words.
Learners create their own oral or written sentences.

✍️ 6. Handwriting Practice: x, y

Objective:

To form lowercase letters x and y correctly using three-line paper.

Letter Formation:

Letter	Formation Steps	Letter Type
x	Slant down left, slant down right, forming a small cross	Short letter
y	Slant down left to midline, slant down right past the base line	Hanging letter

Teaching Method:

Demonstrate on the board using colored lines.
Practice air tracing first, then pencil-and-paper writing.
Emphasize neatness, correct starting point, and line use.

📝 7. Spelling Practice: in, on, was, with

Objective:

To segment and correctly spell short prepositions and high-frequency words.

Steps:

Say the word slowly.
Break into sounds (e.g., /i/ /n/ for "in").
Learners repeat and write the word.
Use each word in a sentence for understanding.

Extension:

Use picture cards with missing words.
Match words to images showing position or action.

🎯 Learners’ Activities (Expanded)

Activity	Description
Preposition Practice	Learners use classroom items to demonstrate "in" and "on" (e.g., "My pencil is in my bag.")
Sentence Sorting	Read sentences aloud or on cards; learners sort into “telling,” “asking,” or “command”
Punctuation Match	Learners choose the correct punctuation mark to complete sentences
Capitalization Challenge	Rewrite sentences correcting capital letters and punctuation
Sight Word Sentences	Learners write or say sentences using was and with
Handwriting Practice	Trace and copy x and y on three-line paper
Spelling Relay	In teams, learners spell target words and write them on the board or flashcards

✅ Assessment Checks (Formative)

Skill	Assessment Task
Prepositions	Learners act out or describe positions using in and on
Sentence Types	Give a mix of sentences. Learners label as telling, asking, or command
Punctuation	Provide unpunctuated sentences; learners supply correct ending mark
Capitalization	Learners identify and correct errors in short written sentences
High-Frequency Words	Fill-in-the-blank activity with was and with
Handwriting	Observe and check learners' formation of x and y
Spelling	Dictate spelling words and check for correct letter sequence

📝 Instructional Notes (Expanded & Detailed)

Prepositions are early building blocks of sentence structure. Begin with simple spatial words before moving to more abstract ones.
Teaching sentence types helps learners build sentence fluency and understand how tone and punctuation work together.
Punctuation and capitalization must be modeled and practiced daily. They’re essential conventions that affect meaning and readability.
High-frequency words should be taught in context and practiced often. These form the core of early reading and writing.
Handwriting requires consistent practice and correction. Ensure posture, pencil grip, and letter alignment are addressed.
Spelling practice should be multi-sensory (see, say, write, use). Repetition in meaningful contexts helps retention.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reviews prepositions, sentence types, punctuation, and capitalization.

Evaluation Method (Expanded):
Exit slip/quiz: Write one asking sentence with a question mark.

Assignment (Expanded):
Write three sentences at home: one telling, one asking, one command.

Follow-up Activity:
Learners practice spotting prepositions in storybooks.

Differentiation / Inclusive Strategies
Pair learners for sentence-making games. Give weaker learners sentence starters.

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