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Subject: English
Semester: 2
Period: 4
Week: 22
School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 4
Date: Week 22
Lesson Duration: 45 minutes
Week & Period: Week 22, Period 4
Topic: Vocabulary
Sub-topic: Vocabulary Development and Usage
Learning Objectives
By the end of the lesson, students should be able to:
- Understand the meaning of newly formed words.
- Use newly formed words correctly in sentences and short passages.
- Generate topics of interest and write passages incorporating new vocabulary.
- Explain meanings of words to peers.
Previous Knowledge
Students can form words using prefixes and suffixes and explain their meanings.
Instructional Materials
English Language textbook for Grade 4, short passages, flashcards, chart papers.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher asks students to share words they formed last week and explain their meanings. Discuss how these words can be used in sentences.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
👦🏽👧🏼 Learners’ Activities (Expanded)
- Reading and Identifying
- Students read short passages prepared by the teacher. Each passage contains several newly formed words using prefixes and suffixes, such as nontoxicity, disagreement, unhappiness, marketable, and agreement.
- Learners underline or highlight these words within the texts.
- Meaning Explanation and Discussion
- In pairs or small groups, students discuss the meaning of each highlighted word.
- They break down the words into prefix, root word, and suffix to help explain the meaning in their own words. For example:
- Nontoxicity = non (not) + toxic (poisonous) + ity (quality) → the quality of not being poisonous.
- Disagreement = dis (not) + agree + ment (state) → the state of not agreeing.
- Sentence Creation
- Students individually write sentences using each new word, demonstrating understanding.
- Volunteers share their sentences aloud to the class for pronunciation and usage feedback.
- Group Writing Activity
- Groups select a topic related to their daily life or environment, such as school, market, environment, or health.
- They write a short passage (3–5 sentences) using at least five of the newly learned words correctly.
- Groups present their passages to the class.
✅ Assessment Checks
Teacher asks:
- “What is the meaning of nontoxicity?”
- “Can you use nontoxicity in a sentence?”
- “How did you figure out the meaning of disagreement?”
- “Tell me a sentence using marketable or agreement.”
📘 Notes (Expanded & Detailed)
- Vocabulary Development:
Learning new words requires more than memorizing meanings—it involves recognizing parts of words and using context to understand and apply them. - Strategies for Understanding New Words:
- Using Root Words:
Identify the root word within the new word to anchor meaning. For example, agree in disagreement helps recognize the core idea. - Recognizing Prefixes and Suffixes:
Prefixes like dis-, non-, and suffixes like -ity, -ment modify the meaning and grammatical role of the root word. - Applying in Context:
Reinforce learning by using new words in speaking and writing, which deepens understanding and retention.
- Encouraging Communication:
Group activities promote cooperative learning and help learners feel confident using new vocabulary in meaningful ways.
✍️ Practice Examples
Sample passage excerpt with new words:
“The market sells many products with high marketable value. Some people disagree about prices, which causes disagreement. Fortunately, most products show clear labels about their nontoxicity, ensuring customer safety.”
Example sentences students might create:
- “The nontoxicity of the paint made it safe for children.”
- “There was a disagreement between the two friends.”
- “This fruit is very marketable because it looks fresh.”
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
Students share sentences or short passages using new vocabulary. Class discusses correct usage and meaning.
Evaluation Method (Expanded):
Exit slip/quiz: Write two sentences using newly learned words.
Teacher will collect slips and provide oral feedback.
Assignment (Expanded):
Write a paragraph on a topic of interest using at least five words formed with prefixes and suffixes.
Follow-up Activity:
Next class will focus on applying these words in writing short passages and stories.
Differentiation / Inclusive Strategies
Pair and group work; visual aids for meaning; sentence starters for struggling learners.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low