Content structure

BASIC WRITING SKILLS FOR PRIMARY 5

PARTS OF SPEECH SENTENCES

mm
At the end of this module, the student should be able to: At the end of this module, the student should be able to:
-Identify different types and classifications of part of speech - Interprete a sentence structure
-Identify usage of different part of speech - Construct Simple, Compound and Complex sentences

NOUNS PRONOUNS VERBS CONJUNCTIONS
SENTENCE STRUCTURE COMPOSING SENTENCE
At the end of this lesson, students At the end of this lesson, students
At the end of this lesson, At the end of this lesson,
should be able to: should be able to:
At the end of this lesson At the end of this lesson, students
students should be able to: -Sort between finite & non-finite students should be able to:
-Identify types of nouns -Identify gender-specific pronouns -Identify a conjunction in a student should be able to should be able to compose
verbs
-Classify nouns -Identify singular & plural nouns -Sort between regular & irregular
given context.
interprete a sentence different types of sentence
verbs structure

Introduction Introduction Introduction Introduction

SINGULAR/PLURAL OF GENDER OF PRONOUN REGULAR VERBS CONJUCTIONS

NOUNS At the end of this screen, students At the end of this screen, -At the end of the screen the Introduction Introduction
should be able to identify gender- students should be able to
At the end of this screen, students should be able to use
specific pronouns recognize regular verbs SIMPLE SENTENCE COMPOUND SENTENCE
students should be able to conjuctions to join at least
match singular nouns with its At the end of this screen, students At the end of this screen,
corresponding plural two words. should be able to construct a simple students should be able to
IRREGULAR VERBS sentence using the parts of speech
At the end of this screen, combine simple sentences to
students should be able to
form a compound sentence
recognize irregular verbs
SINGULAR & PLURAL OF
ACTIVITY
TYPES OF NOUNS PRONOUNS
At the end of this screen, FINITE VERBS At the end of this screen,
At the end of this screen, students COMPONENTS OF SENTENCE COMPLEX SENTENCE
students should be able to At the end of this screen, students should be able to
should be able to identify singular
recognize proper & common students should be able to demonstrate their ability to At the end of this screen, students At the end of this screen,
& plural pronouns
nouns identify finite verbs use conjuctions to join two students should be able to
or more word should be able to recognize basic construct a complex sentence
parts of sentence (Subjects, Objects

NON-FINITE VERBS & Verbs)
At the end of this screen,
students should be able to
identify non-finite verbs
ACTIVITY ACTIVITY ACTIVITY ACTIVITY
At the end of this screen,
students should be able to At the end of this screen, students At the end of this screen, At the end of this screen,
demonstrate their should be able to demonstrate ACTIVITY students should be able to students should be able to
understanding about types of their understanding about At the end of this screen, identify the subject, verbs &
nouns and classifications of pronouns and types of pronouns students should be able to objects in a given sentence
nouns demonstrate their
understanding about
different categories and
types of verbs

DESIGN FOR RLO 1: NOUNS AS PARTS OF SPEECH
No. Section Content details
I. Overview
1 Introduction We use words when we speak or write a language. In English grammar we study the use of English
words. We see how we change the words and how we arrange them to make sentences that other
people understand. The nouns are basic for understanding of English Sentences

2 Learning At the end of this lesson, learner will be able to:
Objectives  Identify different types and classifications of nouns
 Identify usage of nouns as part of speech

3 Pre-requisite Learners are expected to have the basic knowledge of reading and writing
4 Outline
The Parts of Speech are the basic English Language building blocks. Nouns are examples of the
Parts of Speech. The understanding of nouns as parts of speech is very important.
Nouns
This section will cover the aspect of:
Definition of Noun

Types of Noun
. Classification of Nouns

1 Review

2 Additional None
Resources
III. Assessment
1 Pre-RLO

2 Post-RLO

DESIGN FOR RLO 2: PRONOUNS AS PARTS OF SPEECH
No. Section Content details
I. Overview
1 Introduction We use words when we speak or write a language. In English grammar we study the use of English
words. We see how we change the words and how we arrange them to make sentences that other
people understand. The pronouns are basic for understanding of English Sentences
2 Learning At the end of this lesson, learner will be able to:
Objectives  Identify different types and classifications of pronouns nouns
 Identify usage of nouns as part of speech

3 Pre-requisite Learners are expected to have the basic knowledge of reading and writing
4 Outline
The Parts of Speech are the basic English Language building blocks. Pronouns are examples of the
Parts of Speech. The understanding of pronouns as parts of speech is very important.

Pronouns
This section will cover the aspect of:
Definition of Pronoun
Gender-specific pronouns
Types of pronouns

1 Review
2 Additional None
Resources
III. Assessment
1 Pre-RLO
2 Post-RLO

DESIGN FOR RIO 2: SINGULAR and PLURAL Noun
No. Section Content details Glossary
I. Content Item
1 Introduction At the end of this screen, students should be able to match singular nouns with its
corresponding plural

2 Learning OUTLINE 1: INTRODUCTION .
Information

 in the above screen, the instructor and the student are inside the car, the instructor will
introduce the topic and singular and plural form as follows:

 Instructor: Welcome to part of speech town, I’m so glad you’ve won the types of
noun race challange.
 today, we are going to learn about singular and plural nouns.
 I’ll show how to tell the difference between singular and plural nouns as I’m driving
in the part of speech town
 Then, you ‘ll get a chance show me your how much you’ve learned as you are driving
the car in the part of a speech town.

 Student:Ok

 Instructor: there are two categories of nouns, singular and plural
 Instructor: a singular noun is a noun used to represent one person, place or thing.
 Instructor: a plural noun is used to represent two or more persons, places or things.
 Instructor: As I said before, nouns either represent people, places, or things.
 Instructor: examples of singular nouns would be:
 Boy
 Field
 Book
 Instructor: these are all examples of singular nouns
 Instructor: now let’s list some examples of plural nouns
 Boys
 Fields
 Books

OUTLINE 2: Exploring singular and plural nouns

In this screen the instructor will more elaborate on the deference between singular and plural
nouns as follows:

 Instructor: you should notice that plural nouns have “s” at the end of each word.
Singular nouns do NOT have “s” at the end. Let’s try a few more examples:

Student. A student is a person, but the word doesn’t have “s” at the end so it must
be a
 Student: singular noun

 Instructor: That’s right, now markets are places, but the word doesn’t have “s” at the
end so it must be a
 Instructor: plural noun
 Instructor: Good job! Ok, try this one: school!
 Student: schools are places, so that tells me it’s a noun and it has “s” at the end so
that also tells me it’s a plural noun
 Instructor: you’re doing wonderful! Let’s move on to things.
 Instructor: the word computer represents a thing and has no “s” at the end. So the
word is a
 Student: singular noun
 Student: but if we are to talk about computers that would be a plural noun because
we are talking about many things.
 Instructor: Wow! I think you’re ready to start doing this on your own and just in time
too

OUTLINE 3: Activity Walkthrough

In this screen the instructor gives an overview on the activity session and what students will face
during the next session.

II. Practice/Interactive Activity
1 Practice/Activity ACTIVITY ON singular and plural nouns
Items

 Instructor: Ok, here we are at the beginning of the Spotting singular and plural
Nouns Race.
 Instructor: you will start over here
 Instructor: use your mouse to click on the car starting here to get started
 Instructor: I will read both words for you and tell you if you need to click on the
singular noun or plural noun in the question.
 Instructor: make sure you click the correct answer at each stop .
 Instructor: here we go
 Student:

 Answer – Princess Jasmine
 Question – Policeman : Balls
 Answer – policeman
 Question – holidays : New Years Day
 Answer - holidays

 Question – Messenger : boys
 Answer – boys
 Question – Toyota : cars
 Answer – Cars
 Question – Kings : city
 Answer – Kings

DESIGN FOR RIO 2: Noun Types
I. Content Item
1 Introduction At the end of this screen, students should be able to recognize proper & common nouns

2 Learning OUTLINE 1: INTRODUCTION to types of noun .
Information

in the above screen, the instructor and the student are inside the car, the instructor will introduce
the topic and the deference between common noun and proper noun as follows:

 Instructor: Welcome to part of speech town, I’m so glad you’ve decided to join us
 My Name is John and I will be your guide today.
 Together we are going to learn about the difference between common nouns and
proper nouns.
 I’ll show how to tell the difference between proper and common nouns as I’m
driving in the part of speech town
 Then, you ‘ll get a chance show me your how much you’ve learned as you are driving
the car in the part of a speech town.

 Student:Ok

 Before we start, let’s review what noun is
 Instructor: A noun is a person, a place, or a thing.
 Instructor: there are two types of nouns, common nouns and proper nouns
 Instructor: examples of common nouns would be:
 Instructor (a person)
 Park (a place)
 Bridge (a thing)
 Instructor: there are lots of instructors, parks and bridges
 Instructor: so far I haven’t specified any specific instructor, park or bridge
 Instructor: so these are all examples of common nouns
 Instructor: now let’s list some examples of proper nouns
 Mr. John
 Central Park
 London Bridge

OUTLINE 2: Exploring and elaborating on types of noun

In this screen the instructor will more elaborate on the deference between proper nouns and
common nouns as follows:

 Instructor: Mr. John (that’s me) represents a specific person or instructor, Central
Park is a specific park in New York City and London Bridge is a specific bridge. I am
sure you have heard of London Bridge, the one that was falling.
 Instructor: you should also notice that proper nouns are capitalized. Common nouns
are NOT capitalized. Let’s try a few more examples: Author. An author is a person,
but it’s not a specific person and it’s not capitalized so it must be a
 Student: common noun

 Instructor: That’s right, now Dr. Seuss is a person’s name. He’s also a specific author.
So Dr. Seuss would be a
 Instructor: proper noun
 Instructor: Right again! Did you also notice that his name is capitalized? Let’s try the
word city.

 Instructor: A city is a place where some people live. But it doesn’t refer t o any
particular city. So city is a
 Instructor: Good job! Ok, try this one: New York is a particular city. So, New York city
would be a
 Student: proper noun
 Student: and New York city is capitalized, so that also tells me it’s a proper noun
 Instructor: you’re doing wonderful! Let’s move on to things.
 Instructor: the word dog represents an animal. So the word dog is a
 Student: but if we are to talk about Fido, that would be a proper noun because we
are talking about a specific dog named Fido.
 Student: and Fido is capitalized too
 Instructor: Here’s one last question for you. If I say “My dog is a good boy” The word
dog is a common noun
 Instructor: I know this because “my dog” is not the name of a specific dog. And, also
because the word “dog” is not capitalized.
too



1 Practice/Activity ACTIVITY ON proper and common nouns
Items

 Instructor: Ok, here we are at the beginning of the Spotting Proper and common
Nouns Race.
 Instructor: I will read both words for you and tell you if you need to click on the
common noun or proper noun in the question.
 Student:

 Question : Identify the proper noun- lodge: Noun Mountain Lodge
 Answer – Noun Mountain Lodge
 Question Identify the common noun – John: boy
 Answer – Boy
 Question Identify the proper noun – Volkswagen: car

 Answer – Volkswagen
 Question Identify the common noun – Dr. Seuss: author
 Answer – author
 Question: Identify the proper noun – princess: Princess Jasmine
 Answer – Princess Jasmine
 Question Identify the common noun – policeman: Officer Jim
 Answer – policeman
 Question: Identify the proper noun – holiday: New Years Day
 Answer – New Years Day
 Question Identify the common noun – Paddington Bear: teddy bear
 Answer – teddy bear
 Question Identify the common noun – statue: Statue of Liberty
 Answer – statue
 Question: Identify the proper noun – London: city
 Answer – London

DESIGN FOR RIO 2: Noun Activity
I. Content Item
1 Introduction At the end of this screen, students should be able to demonstrate their understanding about
types of nouns and classifications of nouns

2 Learning OUTLINE 1: Instructions .
Information

In this screen the instructor explain what are the rules and steps to take as a guide to start the
Noun Race ..



1 Practice/Activity The Noun Race
Items

 Instructor: Identify the singular noun in this sentence

 Question: Airplane is big
 Answer: Airplane

 Instructor: Identify the proper noun in this sentence

 Question: London is a very big and cold city
 Answer: city

 Instructor: That’s wrong! Try again at the end of the road.
 Instructor: Identify the plural noun in this sentence

 Question: There are many rivers in the world
 Answer: rivers

 Instructor: Identify the common noun in this sentence

 Question: My favourite stadium is the Emirates Stadium
 Answer: stadium

 Instructor: Identify the proper noun in this sentence

 Question: London is a very big and cold city
 Answer: London

Excellent Job!

DESIGN FOR RIO 2: GENDER OF PRONOUN
I. Content Item
1 Introduction At the end of this screen, students should be able to identify gender-specific pronouns

Information

in the above screen, the instructor and the student are inside the car, the instructor will introduce
the topic and the deference in Nouns gender:

 Instructor: Pronoun = words that can replace nouns in a sentence
 Instructor: there are two types of gender-specific pronouns, masculine and feminine
 Instructor: As I said before, pronouns are words that replace nouns in a sentence
 Instructor: examples of masculine gender-specific pronouns would be:
 He
 Him
 His
 Instructor: these are all examples of gender-specific pronouns

 Instructor: now let’s list some examples of feminine gender-specific pronouns
 She
 Her
 Hers
Gender-specific pronouns
Masculine He/Him/His
Feminine She/Her/Hers

OUTLINE 2: Examples

In this screen the instructor will more elaborate on the topic by giving more examples as follows:

 Instructor: The King is a kind man, he helps people. So the word he would be a
 Instructor: gender-specific pronoun
 Instructor: Let’s try a few more examples: That’s right! Now Jane likes playing, she
plays with toys. Jane is a girl so the word she must be a
 Student: gender-specific pronoun

 Instructor: Right again! Did you also notice that Jane is a girl? So the word she must
be a
 Student: feminine gender-specific pronoun
 Instructor: Good job! Ok, try this one: The boy is tall, his height is great. So, the word
his would be a
 Student: gender-specific pronoun
 Student: and a boy is masculine, so that also tells me the word his is masculine
gender-specific
too



1 Practice/Activity ACTIVITY ON GENDER OF PRONOUN
Items

 Instructor: Ok, here we are at the beginning of the Spotting gender-specific
pronouns Race.

Spotting gender-specific pronouns

 Student:

 Question - Me : She
 Answer – She
 Question – You : Him

 Answer – Him
 Question – I : His
 Answer – His
 Question – Her: Yours
 Answer – Yours

 Instructor: No. That was not a gender-specific pronoun. You’ll have to try again at
the end of the road

 Question – He: Them
 Answer – He
 Question – Her: Yours
 Answer – Her

Excellent Job!

DESIGN FOR RIO 2: singular and plural Pronoun
I. Content Item
1 Introduction
At the end of this screen, students should be able to identify singular & plural pronouns

Information

 in the above screen, the instructor and the student are inside the car, the instructor will
introduce the topic and singular and plural pronoun as follows:

 Instructor: there are two types of pronouns, singular and plural
 Instructor: a singular pronoun takes the place of a singular noun
 Instructor: a plural pronoun takes the place of a plural noun
 Instructor: examples of singular pronouns would be:
 I
 It

 Me
 He
 Him
 Her
 She
 You
 Instructor: these are all examples of singular pronouns
 Instructor: now let’s list some examples of plural pronouns
 Us
 We
 You
 They
 Them
Pronouns
Singular I, It, Me, He, Him, Her, She, You
Plural Us, We, You, They, Them

OUTLINE 2: Examples

In this screen the instructor will more elaborate on the deference between singular and plural
Pronouns as follows:

 Instructor: you should notice that singular pronouns takes the place of singular and
plural pronouns takes the place of plural nouns. Let’s try a few more examples:

 Instructor: the girl went to the store. Girl is a singular noun
 Instructor: She went to the store. The pronoun she takes the place of the noun, girl
so the pronoun she must be a
 Student: singular pronoun

 Instructor: That’s right, now the cats played with yarn. Cats is a plural noun

 Instructor: They played with the yarn. The pronoun they takes the place of the noun,
cats so the pronoun they must be a
 Student: plural pronoun

 Instructor: Good job! Ok, try this one; school!
 Instructor: That’s right, now the fields are big. Fields is a plural noun

 Instructor: They are big. The pronoun they takes the place of the noun, Fields so the
pronoun they must be a
 Student: plural pronoun
too



1 Practice/Activity ACTIVITY ON singular and plural Pronouns
Items

 Instructor: Ok, here we are at the beginning of the Spotting singular and plural
Pronoun Race.

Spotting singular pronouns

 Student:

 Question - It : We
 Answer – It
 Question – They : I
 Answer – I
 Question – She : Us
 Answer – She
 Question – You : Them
 Answer – You

Good Job!

Spotting plural pronouns

 Student:

 Question - It : We
 Answer – We
 Question – They : I
 Answer – They
 Question – She : Us
 Answer – Us
 Question – You : Them

 Answer – Them

Good Job!

DESIGN FOR RIO 2: Pronoun Activity
I. Content Item
1 Introduction At the end of this screen, students should be able to demonstrate their understanding about
pronouns and types of pronouns

2 Learning OUTLINE 1: Instructions .
Information

In this screen the instructor explain what are the rules and steps to take as a guide to start the
pronoun Race ..



1 Practice/Activity The Pronoun Race
Items

 Instructor: Identify the singular pronoun in this sentence

 Question: It is a very big bird
 Answer: It

 Instructor: Identify the plural pronoun in this sentence

 Question: Miss Rose gave it to them
 Answer: It

 Instructor: That’s wrong! Try again at the end of the road.
 Instructor: Identify the gender-specific pronoun in this sentence

 Question: She likes going to New York City for holidays
 Answer: She


 Question: My father gave me toys, I love them
 Answer: them


 Question: Miss Rose gave it to them
 Answer: Them

Excellent Job!

Content structure

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