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Lesson Plans for Years 7-9 May 25-June 12 Below are the Home Learning Plans for Year 7 to Year 9 Please follow these instructions to get the other pdf documents (where necessary), and referred to in the lessons by the teachersGo to Parent tabResources + May 25_June 12You will find both the lesson plans and all the subject pdfs necessary for each subjectYEAR 7 Lesson PlansLiteracy Lesson Plans for Year 7 (5 hours a week)Teacher: Mrs Jen jenbooth87@Google classroom The code is:?jbghsv2Assessment help!! Before you complete this week’s assessment, have a read over some of these exam tips. You will also need to remember these tips and techniques for your final assessment (and any other assessments you do!) so keep reminding yourself of everything that is in here — it will help you.Read the question carefully!I cannot express how important this is, or how frustrating and silly it is when students lose marks just because they haven’t read the question properly!One thing you could do to help with this is underline key points of the question. For example if the question said:Was the lady bird small or big? How do you know (use words from the text extract)?You could underline it like this:Was the lady bird small or big? How do you know (use words from the text extract)?This would hopefully remind you to give a clear answer about the size of the ladybird, but also remind you that the question doesn’t stop there. You have to explain how you know AND you have to use words that are written in the text. Tick off parts of the question when you have done it.This is especially useful in the longer writing section, normally at the end of an assessment. You are always told things that you need to include in your writing. It would be very silly (again!) for you to lose marks when you are TOLD what to do!For example, imagine this is the question from your written section:Write a mystery story about a boy going in to an old abandoned house. Make sure you describe at least two characters and describe the setting of the story. You need to think about how to make your mystery story exciting for the reader by using interesting adjectives and descriptions. Give your story a title and make sure you are using correct punctuation, including speech marks.If this was your question I would recommend that you read through it carefully and underline all the important things you need to include:Write a mystery story about a boy going in to an old abandoned house. Make sure you describe at least two characters and explain the setting of the story. You need to think about how to make your mystery story exciting for the reader by using interesting adjectives and descriptions. Give your story a title and make sure you are using correct punctuation, including speech marks.As you are writing your story keep going back and checking that you are doing everything it asks. If I was doing it I would also put a tick or a line through anything I had done. (As soon as you have written the title you could put a line through that, once you have described the setting of a story you could put a line through that etc). Once you think you have finished your story you then need to read the question again and check you have done everything. If you haven’t, add it in. It would be a shame for you to lose marks for something as simple as not writing a title, when you could do it so easily, and you are clearly told to do it. Sometimes in the written section you are asked to write down a brief plan of what you are going to write about. You should always do this. Even if you run out of time in the proper written part, you might still get some marks if you show your ideas in the plan. Check for clues in the question, including how many marks it is worth.For example: ‘What animals are next to the spider? [2] ‘The word animals is a plural and so it must be talking about MORE THAN ONE animal. There are also 2 marks for this answer which might give a clue that you have to write more than one animal. (I think only 3 people in total got this answer correct when you had it in assessment 3!)For example: ‘underline the correct answer [1] ‘There are 2 clues here that you should only underline one answer. The best clue is that is says ‘the correct answer’. It does not say ‘the correct answers.’ This is singular (NOT plural) so is talking about just ONE answer. The second clue is that it is only worth one mark. (Although it is helpful to check this, sometimes you could still have to give 2 answers for just one mark.)For example: ‘tick to show which of these statements are true. [2] ‘The question itself doesn’t actually tell you how many answers or statements to tick. However, you can see that it is worth 2 marks so it is likely (but not definite) that there are 2 true statements so you should tick 2 answers. In this sort of question it is unlikely that the statements given are exactly the same as the wording in the main text so you need to think carefully about what the statement is saying and see if you can find where it talks about something similar in the main text. This is called inference. Let’s imagine this is part of a text about giraffes in an assessment: The giraffe's height can be a disadvantage — it is difficult and dangerous for a giraffe to drink at a water hole. To do so they must spread their legs and bend down in an awkward position that makes them vulnerable to predators like Africa's big cats. Giraffes only need to drink once every several days; they get most of their water from the luscious plants they eat.Q1: Tick () to show which of these statements, according to the text, are true about giraffes. [2]Giraffes have to drink water regularly. [ ]Giraffes have to be careful as they could be attacked by lions. [ ]It is not very easy for giraffes to drink. [ ]Giraffes are safe when they are at a water hole. [ ]None of these statements appear exactly like this in the text, so you have to infer meaning from the text (work out what the text is saying from clues). Let’s look at the first statement: Giraffes have to drink water regularly. The word regularly means that it is something they would have to do often, or a lot. So now you need to look through the text to try and find a sentences where it talks about giraffes drinking: Giraffes only need to drink once every several days; they get most of their water from the luscious plants they eat. This part tells us that giraffes only drink once every several days. So they do not even drink every day. This means that they do NOT drink regularly, so this statement is false. Second statement: Giraffes have to be careful as they could be attacked by lions. So now look back at the main text and try to find something to do with giraffes possibly being attacked by lions or other animals. This could be hard because you won’t find the word ‘attacked’ or the word ‘lions’ in this text.But it does say ‘…makes them vulnerable to predators like Africa's big cats.’ Think about what these words mean. Vulnerable = not safe, predators = animals that attack/eat other animals, big cats = for example leopards or lions. So by thinking about what this phrase actually means it should tell you that giraffes do need to be careful because they could be attacked by lions, therefore this statement is true. Third statement: It is not very easy for giraffes to drink. Let’s have another look for where the passage talks about giraffes drinking. There are a couple of phrases that could help us with this answer: ‘it is difficult and dangerous for a giraffe to drink at a water hole’ and also ‘they must spread their legs and bend down in an awkward position’. Both of these phrases let us know that it would NOT be easy for a giraffe to drink, so the answer is true. Fourth statement: Giraffes are safe when they are at a water hole. Having thought through and answered the other parts of this question this one should be quite easy to answer, but if you weren’t sure have another look at what the text says: ‘it is difficult and dangerous for a giraffe to drink at a water hole.’…..’ vulnerable to predators like Africa's big cats.’ If it is difficult and dangerous, and makes the giraffes vulnerable, do you think it is a safe place for them? No. So this is also false. Your answer would therefore look like this:Giraffes have to drink water regularly. [ ]Giraffes have to be careful as they could be attacked by lions. [ ]It is not very easy for giraffes to drink. [ ]Giraffes are safe when they are at a water hole. [ ]The question tells you that it is worth 2 marks, and as you have 2 ticks this seems sensible. Well done! If a question is worth more marks, for example [6], or [8] or [10], make sure that you are writing enough to be able to get many marks. If you have just written a few sentences it is unlikely that you will have written enough. Do what the question says!- If a question says: ‘Write one word that shows the boy is clever’, only write ONE word. If you write a sentence or more than one word it is likely that you won’t get a mark (even if the correct word is in your answer). - If the questions says, ‘tick two boxes’ ONLY tick two! Again, you will get no marks if you tick more than two (and will lose marks if you only tick one).- If the question says ‘find a word in the second paragraph’ make sure the word you choose comes from the second paragraph, otherwise you will not get a mark. Often you will be asked to use actual words from the text in your answer. The question can ask for this in various different ways:- ‘use words from the text extract’ - ‘write one word from the first paragraph’- ‘give a phrase from the passage’- ‘give a quotation’All these phrases (and there will be other ways too) let you know that in your answer you need to copy part of the text and NOT just say it in your own words. It is good to explain your answer partly in your words AND copy/quote from the text rather than just copying the whole passage. Let’s look at the example of our giraffe text again. Imagine your question said:‘Do you think the giraffes find it safe and easy to get a drink? Explain your answer using words from the text. [2] ‘Make sure you notice that there are two parts to this answer. You MUST explain your answer. It would be very silly for you just to write ‘It would be difficult.’ as you should be able to immediately tell that there is no way you would get full marks for this answer. You have to explain your answer. A good answer would be: I do not think that the giraffes would find it easy to get a drink because the text tells us that it is ‘difficult and dangerous for a giraffe to drink at a water hole’. This would be a great answer for 2 marks [2].If the question was worth 3 marks you would need to write a little bit more. For example:I do not think that the giraffes would find it easy to get a drink because the text tells us that it is ‘difficult and dangerous for a giraffe to drink at a water hole’. It would also be dangerous for them because they are ‘vulnerable to predators’ and so they might get attacked whilst they are drinking.Think about handwriting and punctuation.HandwritingYou do need to take care with your handwriting as in most (if not all) of your literacy assessments you will get marks if your hand writing is neat and consistent. Don’t have your letters wiggling all over the place, keep them the same size, and make sure letters such as d, h,t and g, p, y etc are written appropriately. Make sure you have some lined paper for doing your assessment at home. If you don’t have any, ask your parents to please get you some. PunctuationThere are far too many of you who are regularly not starting sentences with capital letters and not ending your sentences with the appropriate punctuation, or even sometimes not using any punctuation. This is really not ok! I would expect Year 3 to be using capital letters and full stops (or even question marks) whenever they write so by Year 7 there is no excuse!! ALWAYS USE PROPER PUNCTUATION!Interesting sentencesTry really hard to make your sentences varied and interesting. Use different adjectives and adverbs, use different connectives and make it enjoyable to read. Also, please make sure that you write your words out properly. You should NEVER use abbreviations such as b/c instead of because. Contractions (e.g. didn’t, couldn’t etc) might be ok but it is probably best to write out your words fully (unless of course you were asked to write an informal letter to a friend, then you should use contractions!).Monday May 25. Assessment Complete assessment 5 and email it back to me (by WEDNESDAY May 27) Tuesday May 26. W.A.L.T. Understand the meaning of nostalgiaUnit 11: Looking backRead the introduction to this new unit on page 135 of your coursebook. (YouTube: learn English words – Nostalgia)Complete Question 1-a, b and c.Read text 11AComplete question 2 – a, b and plete question 3 – a, b Read the key point on page 138 and then answer question 3c.Wednesday May 27. W.A.L.T. Write a memoir.Read text 11B (page 138) - Learning with my plete question 4 – a, b and c. Use the ‘Tip’ on page 140 to help you.Q5a – you do not have to write on your book, but read through the text really carefully and notice all the times the words ‘would’ or ‘used to’ are used. Write out two sentences about things you did in the past (when you were younger). For one sentence use the word ‘would’, and for the second sentence use the words ‘used to’. For example I might say, 1. I would enjoy playing hide-and-seek with my sister. 2. I used to do gymnastics every week. 47053514224000Complete 5b on your own. Complete 5c about dashes. Here’s a quick reminder: If you use two dashes in a sentence then you should be able to remove the words between the brackets and have the sentence still make sense. Let’s look at an example from text 11B (the first sentence in the last paragraph):I believe I was his favourite child: no wonder, for my cousins were a stupid bunch and I — so they say — was an intelligent child. In this sentence you could remove the words between the dashes (— so they say —) and the sentence would still make sense:I believe I was his favourite child: no wonder, for my cousins were a stupid bunch and I was an intelligent child. Q6a – When you are writing your notes try to write down as many interesting things as you can remember. Then go back through your notes and add more interesting adjectives in to it.For example if I was doing this, part of what I might write about could be a cuddly toy mouse (called Mousey!) that my Aunty and Uncle bought for me when I was born. So my notes could say: Mousey – bought for me when I was born. I still have him now. But then if I went back I could add some more detail to make it much more interesting when I write it up properly: Mousey (used to be big, soft and fluffy. Now he is really bare, old and falling apart because I cuddled him so much!)– bought for me when I was born. I still have him now.Read the key point (on page 141) about drafting, then complete Q6b.Reread your draft work and think about how to make it even better. Check your punctuation. Read it out-loud and check that what you have written makes sense. Are your sentences interesting and emotive — giving lots of feeling?So for my example of Mousey I might write a paragraph saying something like:39217609017000My most cherished possession from when I was very young is my wonderful cuddly toy called Mousey. This is possibly the best gift I have ever been given as I received it the day I was born and still have it now. I used the word ‘it’, but really Mousey was a ‘he’ as to me he was not just a toy, but a friend who was always there and would always comfort me. I have seen photographs of Mousey from when I first received him. Next to little me he looks so big and soft and fluffy. I do not remember him like this for now — after many years of carrying, playing, throwing and lots of cuddling he is no longer recognisable as the same toy. Now he is small and thin. His soft fur has all been rubbed off, his red nose is broken and his leg is hanging off! However, I do not mind. This falling-apart toy reminds me of how much he has been loved over many years. Thursday May 28. Downfall of the Derg holiday (feel free to use this day for revision!)Friday May 29. W.A.L.T. Write our own rhythm poemRead Text 11C and then read the Key point about poem endings on page plete question 7 a, b and c. (Reminder: 'persona’ is referring to the person speaking in the poem.)Complete question 8 a, b and c. Write your answers in your exercise book.Watch this youtube clip as we think about poetry and writing your own rhythm poem: (or type in the pleasure of poetic pattern in to YouTube.)Have a look at this website to give you some more information about rhythm in poetry. a read of these two examples of rhythm poems about plete question 9 a, b and c. Reminder: metre means the rhythmic patterns in a poem or the pattern of the beats.Monday June 1 . W.A.L.T. Write our own ‘confession’.Read the paragraph at the very bottom of page 144 about ‘confessions’ before reading Text 11E.Q10 a – Read through Text 11E again and think about where a new paragraph should start.Add the correct punctuation to this paragraph (full stops, commas, capital letters) then check it with the original paragraph in Text 11E. All I could think about was getting a new bike so I decided to take things in to my own hands I had noticed that behind the local shops it was very overgrown with weeds and nettles about knee high every time I was sent to the shops to fetch something for my mother I would remove something from my bike I began to dismantle it bit by bit each week a nut or bolt or screw would mysteriously disappear until finally one day I arrived home pushing what was left of my bike10 c – Write out the verbs and their contractions in your exercise book.Read text 11F which starts on page 146. Complete Q11 a and b and then read the Key point about irregular past simple verbs. Now complete Q11c. Read the Tip on page 149 about confessing and then complete question 12 – writing your own confession.Tuesday June 2. W.A.L.T. revise Unit 11!I am not going to set question 13 and 14 as work as you have already written a poem last week. (However if you would like to do these questions then of course that is ok!)Instead today I would like you to work through the questions for unit 11 in your workbook as a kind of revision. Have a go at doing it without checking back in the coursebook or your writing, then once you’ve finished go back and check the ones you weren’t sure about. Wednesday June 3. W.A.L.T. Do a past assessment paper.Have a go at a practice assessment: English stage 7 01 on the resources section of the website under ‘Cambridge progression test papers’. Try to do these under test conditions – stick to the time allowed and don’t look back at a text book or notes to help you. This paper won’t be marked – it is just for you to have a go and see what areas you need to practise more. Once you have finished your paper get the answer paper and go through and mark it. Spend a good amount of time looking at the ones you got wrong and try to see how you could do it better next time.Thursday June 4. W.A.L.T. remind ourselves about comparative and superlative adjectives, and direct and reported speech.Unit 12: Secret LivesRead the information in the top blue box.Have a think through question 1 and 2. Read text 12A. (I LOVE this story and I have actually just finished reading it again. It is quite a silly book but I really enjoy it. If you can find a copy I would recommend reading it!) You don’t need to write any answers for this. Comparative and superlative adjectives.Do you remember what these are? (I know you did this in Year 5, and possibly in Y6 as well)A comparative adjective compares 1 noun to another noun. For example, the boy is smarter than his friend. She is more beautiful than the Queen. A superlative adjective compares more than 2 things, often comparing 1 thing with a group. For example, the boy is the smartest in his class. She is the most beautiful in all the land. Read the key point on comparative and superlative adjectival forms on page plete question 3.31877058166000On the picture below complete question 4. If you cannot print this out then read through it and answer the question in your head or on paper. Read text 12C and complete question 5. Read text 12D and complete question 6. Quick reminder about direct and reported speech: Direct speech is the exact words used by a speaker or writer. Direct speech is usually placed inside quotation marks.Reported speech (or indirect speech) is when we tell someone what another person said. Reported speech does not use speech marks. 9715509525Friday June 5. W.A.L.T. write an ‘I wish I were…’ poem.Read Text 12D (page 159) again and answer question 7 and 8. Read text 12E and complete question 9. (Please note that in question 9 it refers to Text 12D. This is a mistake and it should say 12E)Read text 12F and read the key point, then complete question 10.Read the Tip on page 163 and complete question 11 – having a go at writing your own ‘I wish I were…’ poem.Have a short break if you would like to, then I would like you to have a go at the questions in the work book (pages 75-80). Like you did for unit 11, try not to look up any answers or get any hints. Just have a go at it to see how much you know. Then go back over it and check things you weren’t sure about. Monday June 8. W.A.L.T. Revise – using revision cards.One way that I used to revise for assessments was to make myself revision cards and to write down notes of things I needed to remember. I don’t know about you but I used to like making my notes colourful and fun to look at, so grab some coloured pens or pencils and some paper.Today we are going to think about making revision cards of key words that might come up in the exam that you will need to know what they mean to answer the question. For example if a question says ‘find an adverb in paragraph two used to explain how a snail moves’ you need to know what an adverb is to be able to answer this question.408892131043I am going to write some words and their definitions down here. If you sometimes forget what they mean I would strongly suggest that you make some revision cards. Cut a piece of paper up in to squares or rectangles. On one side of the paper write the word (e.g. adjective), then on the other side of the paper write down what this word means and an example (e.g. a word that describes a noun – The black cat).Once you have got a stack of these cards you can go through them and test yourself. Put them in a pile and look at the word on the top card – e.g. ‘adjective’. You should then test yourself and try to give the definition and an example. When you have tried to remember it, turn the card over to check whether you were correct. If you got it right put it in one pile. If you got it wrong put it in another pile. Go through the rest of the words and see how many you get right. If you go over these each day you should soon start to remember more and more of them.I will give some words and definitions here but I would also recommend that you go through your work / old assessments/ text book and write down any words that you keep forgetting.Noun = a word that is the name of something — such as a person, animal, place or thing (but there are also abstract nouns, e.g. a quality or idea – e.g. love or truth).Adjective = a word that describes a noun e.g. clever, red, tall, fat.Verb = An action word or doing word. E.g. run, sitting, helped, read, singing…Adverb = A word used to describe a verb. E.g. He ran quickly. She carefully crossed the road.Simile = making a comparison or showing similarities between two different things. E.g. She is as tall as a giraffe. He is fast like a cheetah. Metaphor = a figure of speech that describes an object or action in a way that isn't actually true, but helps to explain an idea or make a comparison. A metaphor states that one thing is another thing. E.g. Her long hair was a golden river. The calm water was a mirror. Synonym = A word or phrase that means exactly or nearly the same as another word or phrase. E.g. Funny = hilarious, happy = joyful, clever = intelligent. Alliteration = When words that are close to each other in a sentence or a paragraph begin with the same letter. E.g. The clever cat climbed in to a cupboard and curled up on a cushion. Assonance = repeating vowel sounds in a phrase or sentence. E.g. Clap your hands and stamp your feet. Ellipsis = is a punctuation mark consisting of three dots ... - It is used when we leave out word or words in a quote. ‘The film review states, “I really enjoyed the film…it’s perfect for the family.” ‘- It is also used to create suspense, for example, ‘she slowly opened the door, and there behind it was… and enormous green monster.’- It is also used to show a pause in a thought “I’m not sure what to do…”Onomatopoeia = a word that when you say it, sounds like what it is describing. E.g. Pop! Bang! Splash! (so the word ‘splash’ actually sounds a little bit like something splashing in water.)Tuesday June 9. W.A.L.T. Revise past topics: apostrophes, commas and cursive writing.Have a look at this website giving information about using apostrophes, remind yourself about how to use them properly and try to write out a few sentences using apostophes: a look at this website giving information about using commas, remind yourself about how to use them properly and try to write out a few sentences using commas: the document below to help improve your cursive writing:You can try having a look around this website to see if there is anything specific on here to help you. Because it is a British website some of the functions (for example videos) probably won’t work unfortunately. June 10. W.A.L.T. Revise previous topics: paragraphs and adjectival order.ParagraphsReminder: What is a paragraph?- A paragraph is a group of sentences about one main idea.- A paragraph helps to break up long chunks of writing so that it is easier to read and makes our writing more clear. - Paragraphs are important to provide a structure to our writing, which again makes it easier to read and understand. The main reason to use paragraphs is to show where the writer has finished talking about one point and has moved on to talk about a new one. They show a different time, place, topic or person.When there is speech in writing each sentence spoken by a different character should be in a different paragraph (even if this character has spoken before) to help the reader see who is talking. Again, without this the writing is too difficult to read. A section of writing which includes paragraphs will be far quicker and easier to read than one which hasn’t. People who don’t use paragraphs are at risk – risk of not being understood by their reader!(Have a look at some story books that you like to read at home and notice how paragraphs are used. Have a look at what happens when different characters speak.)How to remember when to start a new paragraph:TIP TOP paragraphing is the way to remember when to paragraph.TIme, Place, TOpic, Person. To start a new paragraph you simply…… indent (leave a gap) before starting the first sentence of the new paragraph.Paragraphs can be long or short but are generally around 4 or 5 lines.It all depends – do you have a TIP TOP reason to start a new paragraph? Then start one!Speech in writingA new paragraph should be used whenever somebody new speaks, even if they have already spoken. Look at the paragraphing in this conversation below:“So, what do you have to say for yourself then?” enquired the police officer.The young boy replied softly, “Nothing, you can’t prove anything!”Silence settled in the room for a minute. All that could be heard was the clock patiently ticking on the wall, and the breathing from the two persons trying to outstare each other.Eventually, the silence was broken and the police officer pulled a clear bag from behind his back and slammed it on the table.“What do you call this then, eh?”Silence.The boy’s favourite hat stared back at him from within the bag.“Oh” was all he could manage.(The lines aren’t indented here but as each line is so short it would end up with the whole section indented!)Now it’s your turn to use your paragraphing knowledge.Write a page in your books talking about something you remember doing and enjoying before this state of emergency. It may be something you have done in school or at home. write in the first personwrite in paragraphsindent with a finger’s spacestart a new paragraph each time you talk about a new time, place, topic (event) or person.It doesn’t matter how boring it may be, so long as you are practising breaking up your writing correctly with paragraphs.EXTENSION WORK (if you would like some more practice): write a story like the last one which includes a conversation between at least two characters.If you are stuck for ideas, try setting it at school with an argument between a student and teacher about missing homework.Adjectival order – This refers to the order in which you should write adjectives that describe different things (e.g. colour, size, shape etc). There seems to be some disagreement on the internet about the order that the adjectives should appear in a sentence, although they are all fairly similar. We will stick with the order suggested in your coursebook (page 27). I have made these images to try and help you to remember the order. To try to remember the set order you would need to remember these letters – 0,S,S,A,C,N,S. I would find it difficult to just remember the letters like this so I would try and make up a sentence beginning with these letters to help me remember the order: Only Silly Sharks Are Carrying Nashville Submarines.As there are 3 ‘s’ in this I have chosen words that start with the same 2 letters to help you remember which is which (for example silly ~ size) . I have also chosen the word ‘Nashville’ (a place in America) because the sound of ‘nash’ is the same sound that ‘nationality’ starts with. If this does not help you at all then feel free to ignore it! Or if you want to make up your own sentence then go for it!Here are some example of how to use the adjectival order in a sentence. Remember, you do NOT have to have an adjective for each thing! You do not need to try and put 7 adjectives in a sentence when you are describing something. In fact, if you did do this it would probably just sound weird! Normally two or three adjectives in a sentence would be plenty. Have a go at writing your own sentences to describe something. Do some really long silly ones (using all the adjective types) and then some more sensible ones that you might actually use if you were writing something. Thursday June 11. W.A.L.T. practice and go over an past assessment paper.Have a go at a practice assessment: English stage 7 02 on the resources section of the website under ‘Cambridge progression test papers’. You will also need English stage 7 02_insert. Try to do these under test conditions – stick to the time allowed and don’t look back at a text book or notes to help you. This paper won’t be marked – it is just for you to have a go and see what areas you need to practise more. Once you have finished your paper get the answer paper and go through and mark it. Spend a good amount of time looking at the ones you got wrong and try to see how you could do it better next time.Friday June 12. W.A.L.T. Revise tricky words!First of all let’s have a look at some commonly confused words: their, they’re and there. All three words are pronounced the same way but they have very different meanings.Their = refers to something that other people have or own. E.g. It is their car. Their Aunty is very kind.There = is a place, the opposite of here. E.g. Your bag is over there. There is a pen in my bag.412178531877000They’re = a contraction, short for they are. They’re working really hard. They’re my friends. 232981558420001016007556500Your and You’reYou’re = a contraction, short for you are. E.g. You’re clever. You’re my best friend.Your = refers to something that you have or own. E.g. This is your cup of tea. Your brother is funny. Is she your best friend?Where, were, we’re and wearSee the images below. Now complete these questions, filling in the correct word.Where, were, wear, we’reQ1. I have lost my pencil! _________________ is it?Q2. What should I ________________ to my friend’s party?Q3. If I _______________ you I would study hard and then play a game.Q4. ________________ all going to celebrate when we have finished our final assessment.Q5. You can take a taxi but __________________ going to walk.Q6. I _______________ my school uniform to school. Q7. ____________________ are you?!Q8. We _____________________ going to play outside but it is raining. They’re, their, thereQ1. Where are you? Oh, you’re over ______________________.Q2. ______________________ playing a football match.Q3. I wonder what ________________ favourite colour is.Q4. I wonder what ___________________ going to do.Q5. ____________________ will be an assessment soon.Q6. ____________________ house is in Bole. Your, you’re.Q1. Well done, _______________________ answers were all correct.Q2. I know _______________________ going to do really well!Q3. _____________________ my favourite class!Q4. How are you doing with ____________________ homework?24263352755900If you have more questions let me know and I will try and but some more helpers and tips on to google classroom. Google classroom code: jbghsv2Go to classroom.Click on the + sign (shown in the red circle on the image here)Then click join class.Enter the code (jbghsv2)Hopefully you will then get on to our Year 7 class website and you will be able to see a message from me, and your assessment!Maths Lesson Plans for Year 7 (5 hours a week)Teacher: Ato Wondimagegn 13.wondemengesha@, 0913 470727See seperate dcoument for Year 7 Math lesson plansScience Lesson Plans for Year 7 (4 hours a week)Teacher Ato Eyoel alemjoel28@, 0913 179448Year 7 weekly lesson plan May 25DaySubjectTopicActivity1st Science11.5The moon and its phases -Read the note on the course book page 170 and 171-write summery point student text book page 171 Complete question no 1 and 2 (page 170 and 171)2nd 11.6 Revolution In astronomy -Read about the problem of the planets student text book page 172-Write summery point page 167- Complete question no 1,2 and 3 page 172 3rd Extra activity-Complete exercise 11.5 student work book page 93 Year 7 weekly lesson plan June 1DaySubjectTopicActivity1Science 11.6 A revolution in astronomy - Read about the Galileo and the telescope student text book page 173- Write summery point student text book page 171- Write summery point student text book page 171211.7 400 years of astronomy - Read about the Galileo and the telescope student text book page 174 - Write summery point student text book page 175Complete question no 1,2 and 3 (page 174 and 175)3Extra activity Complete exercise 11.7 student work book page 94 and 95Year 7 weekly lesson plan June 8 DaySubjectTopicActivity1Science 11.8 Journey into space - Read the note about jpourny in to space and about the moon Student text book page 176 and 177- Write summery point student text book page 177-Complete question no 1,2,3 and 4 Extra Activity-Exercise 11.8 student work book page 962Science Extra activity Unit 11 end of unit question 11.1 and 11.2 3Science Extra activity Unit 11.3 and 11.4 Amharic Lesson Plans for Year 7 (4 hours a week) Year 7 Week 11 Amharic Home Lessen Plan ???? ?????????? ???? ?? ??? ??? ????? ????? ????????? ????? ???? ????? ???????? ???????? ????????? ????????? ?? ????? ?? ?? ?????1???? ????????? ??? ???? ??? ????? ??? ?? ??? ? PDF ???????? 19????? ??? ????? ??? ?????????????? ??? ?????? ????????? ????? ?? ?? ??? ????2???? ????????? ?? ????? ??? ??? ?????????? ???? ?? ??? ??????????? ?? ??? ????? ?? ?????? ??? ??? ??? ????? ?? ?? ?????? ?? = ???? ???? ??= ??? ??????? ??????????????? ?? ????? ???? ???? ????3???? ?????? ?? ????? ????????????? ???? ?? ??? ???????? ?? ??? ??????? ?? ??????? ?????? ??? ???? ?? ???????????? ????? ???????? ???? ??? ?? ???? ???? ???? ????? ???????????? ?? ??? ??????? ??????? ??? ??? ??? ?? (??? ?? ??)???? ??????? ??? ??? ???? ???????????? ?? ????????????? ?? ????? ???? ???? ????4???? ??????? ?? ??? ?? ???? ?????? 21??? ??? ?? ??? ????? ??? ????? ??? ?????????????? ??? ?????? ????????? ????? ?? ?? ??? ???? Year 7 Week 12 Amharic Home Lessen Plan ???? ?????????? ???? ?? ??? ??? ????? ????? ?????????? ????? ???? ????? ???????? ???????? ????????? ????????? ?? ????? ?? ?? ?????1???? ???????? ??? ?????? ??? ?? ??? ?? 23????? ??? ????? ??? ?????????????? ??? ?????? ????????? ????? ?? ?? ??? ????2???? ????????? ???? ????? ???? ?? ??? ???????????? ???? ??? ????? ?????? ???????? ?? ????? ?? ???? ?????? ??? ???? ????? ???? ???????1)???? ????? ??? ???? ??? ?????? ????? ???? ??? ???? ???? ??? ????2)?? ??? ?? ??? ???? ??????? ???? ???? ????????? ??? ??????? ???? ??? ??? ???? ??? ????3)?? ????? ??? ???? ?? ?? ??? ????????? ??? ??????? ???? ???? ? ?? ????? ??????4)???? ???5)?? ???????????? ?? ????? ???? ???? ??????3???? ??????? ??? ??? ??? ????? ??? ????? ???? ?? ???? ???? ????? ??????????? ??? ?? ????????? ???? ???? ??????? ??? ???? ???? ?? 4???? ??????? ?? ???????? ??? ?? ??? ??? 23-24????? ??? ????? ??? ?????????????? ??? ?????? ????????? ????? ?? ?? ??? ???? Year 7 Week 13 Amharic Home Lessen Plan ???? ?????????? ???? ?? ??? ??? ????? ????? ?????????? ????? ???? ????? ???????? ???????? ????????? ????????? ?? ????? ?? ?? ?????1???? ????????? ????? ??? ?? ??? ?? 25 ????? ??? ????? ??? ?????????????? ??? ?????? ????????? ????? ?? ?? ??? ????2???? ??????? ?????? ???? ????? ??? ??????? ?? ???? ???? ????? ????? ???-???? ??? ?? ???? ??????-??? ??? ???? ??????- ????? ????? ??? ????????????? ?? ????? ???? ???? ????? ????? ???? ??? ???? ?????? ???? ??? ????? ????? ?? ????? ???????3???? ??????? ????????? ???????? ???????? ????? ?? ????? ????? ???? ????? ????? ?????????? ???????? ???? ???????? ???????? ???? ?? ????? ????? ???? ????? ????? ???????????? +???=?????????+?=??????+?=?????????? ?? ????? ???? ???? ????? ????? ???? ??? ???? ??? ?????? ??????4???? ??????? ?? ?? ??? ????? ??? ?? ??? ?? 27????? ??? ????? ??? ?????????????? ??? ?????? ????????? ????? ?? ?? ??? ????Civics Lesson Plans for Year 7 (2 hours a week)Teacher Wro. Tsehay tsehayze008@, 0920 126439Year 7 Civics Lesson Plans?for May 25-June ??????????????? ? ??? 7???? 1?? 1-????? ???? 10 ????? ????? ????.?????? ???- ?? ?? ????? ???? ?????-????? ????? ????? ?? ????? ?? ?. ??? ???? ???? ?????? ??????? ??????? ?? ????????? ???? ????? ???? ????? ?? 10 ???? ???? ????? 102 ???????????????????????????????? ???? ?? ;????? ????? ???????? ???????? ???? ???? ???????????? ??? ????? ???? ????? ??? ???? ?? ;????? ?? ???????? ???? ???????? ?????? ?? ???? ???? ;????2 ??????????? ?????? ????? ???? ???? ????????- ???? ?????.????? ?????? ????????????? ??? ?? ?????? 2?????????- ?????? ????? ???? ??????? ????? ???????????? ?????? ?? ???? ???????? ????? ????? ??? ?? 103 ?????????????????????????????????????? 3 ???????????????????????????????????????????????????????????????????????????????????????????????????????? 104 ???????????????????? 4 ????????? 2?? 1?????????- ????? ?????? ????? ????? ?? ????? 105 -106 ???? ???? ????? ???? ????? ???? 7 ???????? ????? ???? ??????? ????? ??? ????? ???? ? ? ????? ????? ???? ??? ??.???????? ????? ????? ?????? ????? ????( ????)???????? ???? ???? ???? ???? ???????? ?????? ??????? ??? ?. ????? ?????? 107 ?????????????? 108 ?????????????? 2????? 11 ??????????????????? 3?? 1????????????? ???? ????? ??? ?????? ?????? ???????????? ?? ??? ???????? ??????? ???? ?????? ???? ???????? ?????? ???? ???? ????? ????????? ???? ???? ???? ????? ???? ?????? ????? ???? ??;?? ????? ?????? ????????? ??? ?????????? ???? ???? ????? ?????? ?? ?????? ?????? ??????? ??? ???3 ?????? ?????? ????????? ?????? ??? ?? ???????? ???????? ????? ?????? ?? ????? ??? ???????? ??? ??? ????????????????????????????????? 2 ????????????? ???? ???? ???????? ??? ?????? ??????? ???? ????? ?????????????????????????? ?????? ???? ?????? ??????? ??? ??? ? ?????????????????????????????????????????????????????????????????????????????????? 2???????????????????????????????????????Social Studies Lesson Plans for Year 7 (2 hours a week)Teacher Ato Wayessa roobanabdissa@, 0911 790802Year 7 Social Studies May 25- May 29: REVISION Topic: Unit 3: OUR ENVIRONMENT 3.1. Natural Vegetation and Wild life in Eastern AfricaCoastal ForestMontane Forest Animals and their adaptation to their habitats Savanna Grassland Desert and Semi-desertPage 66-78Objectives: by the end of the lesson students will revise and then able know/explain/Realize an articulate :_Types and distribution of Natural Vegetation and Wildlife Eastern Africa, especially in Ethiopia, Kenya and Uganda _ Specific location of Montane Forest._ Identify types of vegetation on Eastern Africa _Students are expected to give due attention to the case studies on page 70 _74 ( Desert in Ethiopia, Grassland in Kenya / MasaiMarsa/, and Mountain Forest in Uganda )The types of vegetation and animals in Savanna Grassland, Desert and Semi-desert area_How plants and animals adapt to their environment Read the note through the pages mentioned above. June 1-5:REVISIONTopic : 3.2. Factors that Affect the Distribution of Natural Vegetation and Wild Animals in Eastern Africa 3.3. Human Interference and disturbance to our Environment 3.4. Methods of conserving Water and Soil 3.5. Natural Parks and their Importance in Ethiopia and Eastern Africa Objectives: By the end of the lesson students will be able to revise and then know/ explain/identify The major factors which affect the distribution of natural vegetationThat wild life is affected if the environment is damaged The income secured from tourism the different human causes of damage to the natural environment The effect of human interference in natural vegetation. Methods of conserving waterImportance of National Parks -Read the note through the pages mentioned aboveJune 8- 12 Topic public Agenda 4.1. Population Related Issues n4.2.Rapid Population Growth4.3. Children’s Rights and Their Safety 4.4. Escaping Strategies 4.5. Accident Prone Practices and Safety Measures 4.6. partnership Issues Objectives: By the end of the lesson students will be able to revise and then know/ explain/identify Means of combating HIV/AIDS Violation of Children’s rights and Escaping mechanismSub-regional organizations, member states and the partnership aims of Eastern African organization NOTE: FINAL ASSESSMNET OR EXAM IS FROM UNIT 3 AND 4NEW IT Practice Lesson Plans for Year 7 (if you have access to a laptop at home)Teacher: Ato Wakena wakenagetacho@ Please see Resources folder on the RICE web site to download a pdf with instructions.YEAR 8 Lesson PlansWe have moved all Year 8 classes cross to Google Classroom. Use the codes below to access your classes**Go to: classroom.Year 8Literacycode 34wjtp6Maths codeq72bb46Science (Biology & Chemistry) codeum25svvPhysics code4ffk4tfCivics & Social Studies code4pficntAmharic code 3xybvgfYEAR 9 Lesson Plans**We have moved all Year 9 classes cross to Google Classroom. Use the codes below to access your classes**Go to: classroom.Year 9Literacy code vmxhm2nMaths code o6i3swrScience (Biology & Chemistry) code5zpchkmPhysics code najez43Civics & Social Studies code7l23xzkAmhariccode hzwrnqj ................
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