Download the Lessonotes Mobile Liberia app for faster lesson access on Android and iPhone.
Subject: English
Semester: 1
Period: 3
Week: 15
School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 1
Date: Week 15
Lesson Duration: 45 minutes
Week & Period: Week 15, Period 3
Topic: Story Reading Comprehension & Grammar (Verbs)
Sub-topic: Non-fiction texts; verbs with –s and –ed; sight words; cursive handwriting
Learning Objectives
By the end of the lesson, students should be able to:
Identify main topic and details in short texts
Compare two characters or events
Correctly use verbs ending with –s and –ed
Spell and write “were, for”
Form cursive letters (m, n, r, v, w)
Previous Knowledge
Students can read simple stories and identify characters
Instructional Materials
English Language textbook for Grade 1
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher asks learners: “What did you do yesterday?” Learners respond with short sentences. Teacher highlights verb endings.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Focus Areas:
- Verbs with -s (present tense) and -ed (past tense)
- Non-fiction Reading Comprehension (topic, key details, comparing characters)
- High-Frequency Words: were, for
- Cursive Handwriting: m, n, r, v, w
📘 1. Verbs – Present and Past Tense
✅ Definition:
A verb is a word that shows an action or a state of being.
- To show present tense with a singular subject, we add -s to the verb.
Example: He runs. She digs.
- To show past tense, we usually add -ed to the verb.
Example: He splashed. She jumped.
🧠 Teaching Tips:
- Say the base form of the verb (e.g., jump), then say it with -s and -ed.
- Write verbs on the board in three columns: base, +s, +ed.
📌 Examples:
|
Base Verb |
Present Tense (-s) |
Past Tense (-ed) |
|
run |
runs |
ran (irregular) |
|
dig |
digs |
dug (irregular) |
|
jump |
jumps |
jumped |
|
splash |
splashes |
splashed |
|
play |
plays |
played |
|
crack |
cracks |
cracked |
🔄 Teach both regular (-ed) and irregular past tense forms when possible, but focus mostly on regular forms at this level.
📖 2. Non-Fiction Reading Comprehension
✅ Skills Taught:
- Identifying the topic (what the text is mostly about)
- Finding key details (important facts or points)
- Comparing characters (how two people/animals are alike or different)
🧠 Teacher Strategy:
- Read a short non-fiction text aloud (e.g., about animals, community helpers, or weather).
- Ask learners:
- What is this text about? (Topic)
- What did you learn about it? (Details)
- How are two people/characters similar or different? (Comparison)
📘 Example Text Summary:
"This short text tells about two animals: a cheetah and a lion. The cheetah runs fast. The lion is strong. Both live in the wild and eat meat."
❓ Sample Comprehension Questions:
- What is the topic of the story? (Answer: cheetah and lion)
- What is one key detail about the cheetah? (Answer: It runs fast.)
- How is the lion different from the cheetah? (Answer: The lion is strong.)
📗 3. High-Frequency Words: “were”, “for”
✅ Definitions:
- “were” – the past tense of “are”
They were happy yesterday.
- “for” – shows purpose or use
This gift is for you.
🧠 Usage Tips:
- Use in oral practice and sentence completion.
- Create fill-in-the-blank activities:
- We ___ playing at the park.
- She made a card ___ her mom.
✍️ 4. Cursive Handwriting: m, n, r, v, w
✅ Focus Letters:
- Practice cursive lowercase letters: m, n, r, v, w
📐 Formation Guide:
|
Letter |
Description |
|
m |
Start at midline, down to baseline, curve up, make two humps |
|
n |
Similar to m, but one hump |
|
r |
Up from baseline, loop at midline, down slightly |
|
v |
Curve up to midline, slant down to baseline, loop back |
|
w |
Like double v, slant up and down twice |
✏️ Practice on three-line paper. Model on the board with clear strokes. Emphasize consistent size, slant, and letter connections.
👧 Learners’ Activities (Expanded)
|
Activity |
Description |
|
Turn-by-Turn Reading |
Learners read short non-fiction passages aloud in small groups |
|
Topic & Details Identification |
Learners underline the topic and write down two key details from the passage |
|
Character Comparison Chart |
Use a Venn diagram or T-chart to compare two characters or animals |
|
Verb Tense Practice |
Learners write 2–3 sentences each using verbs with -s and -ed endings |
|
Sight Word Spelling |
Practice spelling and using were and for in oral and written sentences |
|
Cursive Practice |
Trace and write letters m, n, r, v, w in notebooks using three-line format |
✅ Assessment Checks
|
Skill |
Task |
|
Reading Comprehension |
Answer oral or written questions about topic, details, and character comparison |
|
Verb Usage |
Write or say correct present tense (runs) and past tense (jumped) sentences |
|
Sight Words |
Spell and use were and for correctly in a sentence |
|
Cursive Handwriting |
Observe letter formation for m, n, r, v, w—check for shape, size, and connection |
📘 Notes (Expanded & Detailed)
🔍 Language Concepts:
- Verbs are essential for building sentence structure and expressing actions or states.
- Learning to add -s and -ed helps learners write in present and past tenses accurately.
📚 Reading Skills:
- Identifying the main idea (topic) and details strengthens understanding and recall.
- Comparing characters helps learners think critically and recognize differences and similarities.
🧠 High-Frequency Words:
- Words like were and for do not follow simple phonics rules. Sight recognition helps learners read more fluently and independently.
✍️ Handwriting Benefits:
- Cursive writing supports fine motor skills, enhances writing speed, and encourages word connections in spelling and reading.
📌 Optional Extension Activities:
- Verb Relay Game: In teams, learners race to change base verbs to -s or -ed forms.
- Character Comparison Role Play: Learners act out two characters and describe differences.
- Story Retelling: In pairs, learners retell the non-fiction text using new verbs.
- Sight Word Bingo: Reinforce were and for with a visual game.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Reviewed verbs with –s and –ed, comprehension, comparison, sight words, and cursive writing.
Evaluation Method (Expanded):
Exit slip/quiz: Write two verbs with –s and two with –ed. Teacher reviews responses.
Assignment (Expanded):
Learners write 4 sentences using –s and –ed verbs.
Follow-up Activity:
Practice cursive letters a–w at home.
Differentiation / Inclusive Strategies
Provide word banks for struggling writers. Offer oral response options for learners with writing difficulties.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low