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Subject: English
Semester: 2
Period: 4
Week: 23
School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 4
Date: Week 23
Lesson Duration: 45 minutes
Week & Period: Week 23, Period 4
Topic: Writing with New Words
Sub-topic: Application of New Words in Writing
Learning Objectives
By the end of the lesson, students should be able to:
- Write short passages and stories using words formed with prefixes and suffixes.
- Use newly learned vocabulary correctly in context.
- Demonstrate understanding of the meanings of words.
- Collaborate in peer review and group presentations.
Previous Knowledge
Students can form words with prefixes and suffixes and use them in sentences.
Instructional Materials
English Language textbook for Grade 4, writing sheets, flashcards, chart papers.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher reviews some words learned in previous lessons (disagreement, marketable, nontoxicity) and asks students how they can use them in a short story.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
👦🏽👧🏼 Learners’ Activities (Expanded)
- Writing Passages
- Students write short passages (3–5 sentences) using at least five newly formed words, such as triplets, undo, disagreement, nontoxicity, and marketable.
- The focus is on applying words correctly in context to demonstrate understanding.
- Peer Review in Pairs
- Students exchange their passages with a partner.
- They review each other’s writing to check:
- Correct spelling of new words.
- Appropriate word usage in context.
- Accurate meanings reflected in the sentences.
- Partners provide constructive feedback and suggest improvements where needed.
- Group Presentation
- Groups compile selected passages from pairs or individuals.
- Each group presents one or two passages to the class.
- During presentations, the teacher guides discussions, provides corrections, and praises correct usage and creativity.
✅ Assessment Checks
Teacher:
- Reviews written passages to ensure proper use of prefixes and suffixes.
- Asks students to explain the meaning of specific words they used, such as:
- “What does ‘undo’ mean?”
- “How is ‘disagreement’ used in your sentence?”
- Observes peer review discussions to assess understanding.
📘 Notes (Expanded & Detailed)
- Writing with New Vocabulary:
Writing sentences and short passages with new words strengthens vocabulary retention and builds confidence. - Practice Ideas:
- Fill-in-the-blank exercises:
Use sentences like:- “She had to _______ her mistake.” (undo)
- “There was a _______ between the two teams.” (disagreement)
- “The mother gave birth to _______.” (triplets)
- Story Writing:
Encourage students to write a brief story or description that includes at least five words formed with prefixes and suffixes. - Peer Review:
Collaborative learning through peer review promotes critical thinking and reinforces understanding as students explain and correct each other’s work.
- Teacher Role:
Facilitate feedback sessions by modeling positive corrections and encouraging students to articulate their understanding of word meanings.
✍️ Example Student Passage
“Yesterday, there was a disagreement between my friends about the school trip. I had to undo my plans because of the change. The market sells marketable goods that everyone likes. The baby was one of triplets, which made the family very busy. Thankfully, the products we use at home are known for their nontoxicity.”
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
Students share their short stories. Class discusses correct usage of words and meanings.
Evaluation Method (Expanded):
Exit slip/quiz: Write one short story using at least three words formed with prefixes and suffixes.
Teacher will collect slips and provide oral feedback.
Assignment (Expanded):
Write a short story using at least seven words formed with prefixes and suffixes. Highlight the words and explain their meanings.
Follow-up Activity:
Prepare for Week 24 assessment covering all vocabulary, word formation, and writing skills.
Differentiation / Inclusive Strategies
Pair weaker learners with stronger peers. Use word banks and visual aids to support learners needing help.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low