First Term

Theme Week/Day Topic Entry Content

1/5 Theme 1 Weekly Activities:
Introduction Icebreaker and introductory activities for the theme "Living Things". These
activities are designed to be engaging and informative, encouraging students
to explore the topic throughout the 8 weeks. Each activity will be carried on
for 2 weeks.
1. Living Things Observation Journal (Week 2-3):
Give each student a small notebook/paper to use as their Living Things
Observation Journal. Every day, they will observe a living thing (a plant, insect,
pet, etc.) and draw or write about it in their journal.
End of Week: Students share one observation from their journal with the class.
2. Animal Movement Game (Week 4-5):
The teacher will write down the names of different animals on a piece of
paper and will put them in a jar in the class. Students will pick any 1 chit,
Living Things

unfold it, and read the animal’s name. They will research how that particular
animal moves. They will write a sentence about how it moves on the same
piece of paper and will put it back in the jar. At the end of the week, the
teacher will open the chits and disclose the responses of the students.
3. Living Things Chart (Week 6-7):
Create a large chart in the classroom with categories for different types of
living things (mammals, birds, insects, plants, etc.). Students will add animals
into each category throughout the week. At the end of the week, there will be
a class discussion.
3/1 Use of Commas 2 Written Task:
Theme: Living Things
1. Look at the list of living things below.
2. Write a sentence using commas to separate the items in the list.
List:
- Cat
- Dog
- Bird
- Fish
 Example Sentence:
In my backyard, I see a cat, a dog, a bird, and a fish.

Write a Sentence:
In the garden, I can see a __________, a __________, a __________, and a
__________.

(Use commas to separate the items in your list and use the word "and" before
the last item).
3/4 Capital Letters 3 Suggested Activities:
and Full stops • Explain the Importance: Explain to the students why we use capital letters
and full stops (e.g., to show the beginning of a sentence, proper nouns,
and to mark the end of a sentence). Show visual examples on the board of
sentences with and without capital letters and full stops.

• Spot the Mistake:

Worksheets with sentences that are missing capital letters and full stops.
Have students identify the mistakes in each sentence and correct them by
adding the appropriate capital letters and full stops.

• Sentence Building:
Give students a set of flashcards with words. Ask them to arrange the
words to form a sentence. Remind them to start with a capital letter and
end with a full stop. Have students read their sentences out loud.

• Writing Practice:
Provide picture prompts and ask students to write a simple sentence
about the picture. Ensure they use a capital letter at the beginning and a
full stop at the end. Circulate and provide individual support as needed.

• Capital Letter and Full Stop Hunt:

Provide each student with a storybook. Ask them to find and underline all
the capital letters and circle the full stops.
 8/1 Theme 4 Introduction Activity: (30 minutes)
Introduction Begin by discussing what "surroundings" mean. Explain that surroundings are
the places and things around us where we live, play, and learn. Ask students to
think about their favorite place in their surroundings (e.g., park, home, school
playground).
Activity:
Distribute drawing paper and coloring materials to each student. Ask students
to draw and color a picture of their favorite place in their surroundings.
My Surroundings

Encourage them to include details and explain why it is their favorite place.
Optionally, students can briefly explain why they chose that place and what
they like about it.
Weekly Activities:
1. Describing My Surroundings (Week 8-9)
Provide each student with a worksheet or a piece of paper divided into
sections (home, school, park, etc.). Ask students to draw and label things they
see in each of these places (e.g., trees, swings, desks, books). At the end of the
week, gather students to discuss what they drew and labeled. Talk about
similarities and differences in what they observe in different surroundings.
2. Writing about My Room (Week 10-11)
Give students a piece of paper divided into sections (bedroom, living room,
kitchen). Ask them to write or draw things they see in each room and why they
like those places. Have students share their descriptions and discuss what
makes each room special to them.
8/2 1.1 At home 5 Connection with the theme: Explain to the students that “Settings" in a story
and the physical "surroundings" around us are closely linked. Explain to
students that the "setting" in a story refers to where and when the story takes
place. Help students understand that just like stories have settings, our real
lives have surroundings or environments where we live, play, and learn. These
surroundings include our homes, schools, neighborhoods, parks, etc.

Encourage students to identify similarities between the settings in stories they

read and the surroundings they experience in their everyday lives. For
example, they may recognize a playground in a story and relate it to their own
school playground.

In story “It’s Much Too Early” ask students to identify the setting/surrounding.

8/4 Use of and and 6 Suggested Activities:

because Begin by discussing with the students what a conjunction is. Explain that a
conjunction is a word that joins two sentences or ideas together. Write the
words "and" and "because" on the board. Explain that today they will learn
how to use these words to connect ideas.
1. Sentence Building:
Use flashcards with simple sentences (e.g., "I like ice cream", "The sun is
bright"). Demonstrate how to use "and" to join two similar ideas: "I like ice
cream and cake." Have students come up and create new sentences using
"and" with the flashcards.
2. Picture Story:
Show picture cards depicting different scenes (e.g., a park with children
playing, a beach with people swimming). Discuss what is happening in each
picture. Encourage students to create a short story using "and" to connect two
or more scenes. For example, "The children played in the park, and then they
went to the beach."
3. Cause and Effect:
Write simple sentences on the board (e.g., "She is happy", "He is running").
Explain how "because" is used to show a reason or cause for something
happening: "She is happy because she got a present." Have students come up
and create new sentences using "because" with the sentences on the board.
 4. Game:
Play a simple game where students take turns saying sentences with "and" or
"because". If they use it correctly, they get a point. Give students worksheets
where they fill in blanks with "and" or "because" to complete sentences.
5. Writing Prompt:
Provide a writing prompt related to a familiar topic (e.g., "Write about your
favorite animal." Or any topic related to the theme “My Surroundings”).
Encourage students to write a paragraph using "and" to describe different
aspects of their favorite animal, or "because" to explain why they like it.
6. Listening Comprehension:
Read short stories aloud to the class that include sentences with "and" and
"because". Pause at key points and ask students to identify which conjunction
was used and what it connected.

9/2 Use of 7 Suggested Activities for Compound Words:

compound • Compound Word Match-Up:
words Write one half of a compound word on one card (e.g., "butter") and
the other half on another card (e.g., "fly"). Mix up the cards and have
students work in pairs or small groups to match them correctly.
• Compound Word Puzzles:
Create puzzles where each piece has one part of a compound word.
Students find and fit the pieces together to form compound words
(e.g., "sun" + "flower" = "sunflower").
• Picture Matching:
Provide students with pictures of simple objects that form compound
words (e.g., a picture of a "rain" and another of a "bow"). Have
students pair the pictures and then write the compound word on a
worksheet.
• Compound Word Hunt:
Have students look through magazines to find pictures or words that
can form compound words. They can cut out the pictures or words
and glue them onto construction paper to create compound word
collages.
• Word Sorting:
 Give students a set of word cards and a sorting mat divided into two
columns: one for simple words and one for compound words.
Students sort the cards into the appropriate columns.

9/4 Story Writing 8 Guidelines for story writing:

To plan an activity-based story writing lesson, start by introducing students to
the key elements of a story: setting, characters, problem and solution using
examples from the story “Finders Keepers”. Engage students in a brainstorming
session to generate ideas, encouraging them to think about different settings,
characters, and problems. Provide story prompts or picture prompts to inspire
creativity. Have students work in small groups to develop a basic story outline,
using story map templates to organize their ideas. Conclude the lesson with a
sharing session where students read their stories aloud, followed by a class
discussion on what makes each story effective. This step-by-step approach
ensures that students understand the concept and can write a well-structured
story by the end of the week.

Use of a, an 9 Suggested activities:

and the • Article Sorting Game:
Flashcards with pictures of objects (apple, elephant, ball, etc.), two
boxes labelled "a/an" and "the." Show a picture flashcard to the class.
Ask the students to decide if the word should have "a" or "an" before
it. Have the students place the card in the correct box. Introduce "the"
by using familiar objects or people in the classroom (e.g., "the
teacher," "the door").
• Story Time with Articles:
Read a story to the class, pausing before every noun. Ask the students
to fill in the blank with "a," "an," or "the" based on the noun that
follows. For example, “Once upon a time, there was __ apple. __ apple
was on __ table.”
• Article Hunt:
Give each student a worksheet with sentences that have missing
articles. Ask the students to find and cut out "a," "an," and "the" from
 magazines or newspapers. Have them paste the correct article into the
blanks on the worksheet.
• Matching Game:
Give each student a set of noun flashcards and article flashcards. Ask
them to match the articles with the correct nouns. For example, match
"a" with "cat," "an" with "umbrella," and "the" with "sun."
13/5 Verb Endings 10 Suggested activities for Verb Endings:
• Introduction to Verb Endings:
Start with a brief introduction of verbs and their role in sentences. Explain
that verbs can have different endings (-s, -ing, -ed) depending on their
tense and usage.
• Verb Sorting:
Prepare a list of base verbs. Ask students to sort them into three
categories: present tense (-s), present continuous tense (-ing), and past
tense (-ed).
• Verb Endings Flashcards:
Create flashcards with base verbs on one side and the endings (-s, -ing, -
Stand Alone

ed) on the other. Show the base verb and ask students to say and write the
correct form with the ending.
• Verb Ending Songs:
Introduce a simple song or chant that includes verbs with different
endings. Sing the song together and highlight the verbs and their endings.
• Practicing Verb Endings:
Write a short story on the board with missing verb endings. Read the story
aloud and ask students to fill in the blanks with the correct verb endings.
• Sentence Building:
Provide students with a set of base verbs and endings. Ask them to create
their own sentences using the verbs with the correct endings.
14/4 Greeting Card 11 Day 1: Rough Draft
Materials:
➢ Chart paper
➢ Markers
➢ Paper for rough drafts
➢ Pencils and erasers
 ➢ Example greeting cards
➢ List of feeling words

Introduction:
• Talk about different feelings and focus on feeling sad. Ask students how
they feel when they are sad and what makes them feel better. Show some
example greeting cards and point out the positive and encouraging
messages.
Brainstorming:
• Create a list of feeling words and rhyming words on the board (e.g., glad-
sad, smile-mile, cheer-dear). Have students suggest word pairs that rhyme
and write them down.
Poem Structure:
• Explain that their poem should have 2-4 lines and each pair of lines should
rhyme. Share an example of a simple rhyming poem:
When you're feeling sad and blue,
I'm here to cheer and comfort you.
Writing Rough Draft:
• Students write their rough drafts using the feeling and rhyming words.
Encourage them to use their own words and ideas. Walk around and
provide help as needed, encouraging creativity and offering suggestions.
Sharing:
• Students share their rough drafts with a partner and give each other
positive feedback.
Conclusion:
• Summarize the importance of using feeling words and rhyming in their
poems.
14/5 Greeting Card 12 Day 2: Final Draft
Materials:
➢ Construction paper for cards
➢ Markers, crayons, colored pencils
➢ Glue, stickers, decorations
➢ Rough drafts from Day 1
➢ Clean paper for final drafts
Activities:
Finalizing the Poem:
• Students make any necessary changes to their rough drafts to improve
their poems. Students write their final drafts neatly on clean paper.
Creating the Greeting Card:
• Students fold construction paper to make their cards and then write their
final poem inside. Students decorate their cards with drawings, stickers,
and other craft materials to make them special.
Sharing:
• Arrange the cards on desks and have students walk around to view and
appreciate each other's work.
Conclusion:
• Discuss how making and receiving a card can make someone feel better.
Display the cards in the classroom or send them home for students to give
to a friend or family member.