pdf.usaid.govpdf.usaid.gov/pdf_docs/PA00MTPZ.pdf · Scope and Sequence Grade 5 semester 1 (15 weeks – Units 1-5) Grade 5, Unit 1 (Weeks 1-3). Theme: Friendship Kifiliya 5, 1-1:

Grade 5-8 Wolayttatto

Scope & Sequence

Grade 5-8 Wolayttatto

Scope & Sequence

May 2017 Addis Ababa

Ha minjjeti uttida xaafoy

Salo gufanton de’iya dichchaassi

“U.S” geetetiya eqotappe wokaalettidaagaa

maaduwan “USAD” Toophphiya ‘‘READ TA’’

Projjectiya baggaara yiida payduwaa

ALD 663-A-12-0013 Issipe qofan maayettin giigis.

GALATA

KESUWAA

GRADE 5

Scope and Sequence Grade 5 semester 1 (15 weeks – Units 1-5)

Grade 5, Unit 1 (Weeks 1-3). Theme: Friendship

Kifiliya 5, 1-1: Saaminttaa 1 – Ayfe yohuwa: Laggetettaa; Huuphe yohuwa: Sarotiyoogaa

Nabbabuwa qommoy: Narrative descriptive Hanidabaa yootiyoogaa/qonccissuwa

Gallassaa 1 Gallassaa 2 Gallassaa 3

1. Word Study Qaalaa xannaʹuwa

Blend or Segment the more complex taught syllable structures and morphemes to identify words. (List the 6-10 target words) Qaalata dummayidi erananwu kase tamaarido keehi unduwaalo kuretuura, qottatuuranne sometuura deʹiya qaalata gatta/shaakka: bonchchettiyoogaa

zuppetiyoogaa

hashetiyoogaa

morkkettiyoogaa

eretettiyoogaa

keerettiyoogaa

saletettiyoogaa

qohettiyoogaa

siiqettiyoogaa

2. Reading Comprehension

Nabbabuwa

Akeekuwaa Before reading:

Make connections to prior knowledge, experiences and other texts.

Introduce/Discuss thematic words. (list words)

Reading:

(oral reading – teacher lead)

Read and practice accuracy.

After reading:

Answer text based and inferential questions. Description of the character.

Identify beginning, middle and end.

Answer questions that help to

Identfy and describe the main character.

Nabbabuwaappe kasetiya oosuwa:

Kase diya eraara, meezziyaaranne nabbabi kanttidobaara gattiyoogaa.

Ayfe qaalata erissiyoogaa/ayfe qaalatu bolli tobbiyoogaa.

Ayfe qaalata:

Sarotiyoogaa

laggiya

dabbuwa

laggetaa/laggetettaa

laggee baynnaagaa/barkkatettaa

eenotettaa

makkalaa

laggetay ehiyoobaa

siiqettiyoogaa

ixettiyoogaa

bonchchettiyoogaa

bonchchuwa

bonchchiyoogaa

qohettiyoogaa

maadettiyoogaa/kaafettiyoo gaa

issippetettaa

hashetiyoogaa

zuppetiyoogaa

loʹʹo

morkkettiyoogaa

jaalatettaa

miiriya

eretettiyoogaa

iita

allagatettaa

keerettiyoogaa

deʹiyaabaa shaakkiyoogaa

saletettiyoogaa

3.Vocublary

Qaalaa Eraa

4a Writing Composition

Nabbabuwa kaalliya Oosota:

Nabbabuwaninne izawu buzo akeekan ketenʹidi oyshata zaariyoogaa. Nabbabuwaassi doomettaa gidduwaanne wurssettaa shaakkiyoogaa

[Use new words in speaking, writing and look them up in references.]

Qaalata zaarettiyoogaa [Ha saaminttaa dumma dumma oosotun: Haasayaaninne xaafuwaan ooratta qaalata xombbetettan goʹettite]

Introduce/discuss thematic and other new vocabulary

Thematic words for this week: (List 6-10 words)

Academic words that are new this week: (List words) Ayfenne hara ooratta qaalata eretissa/tobbissa. Introduce/discuss thematic and other new vocabulary

Ha saaminttaa ayfe qaalati:

eretettiyoogaa

allagatettaa

keerettiyoogaa

laggetay ehiyoobaa

siiqettiyoogaa

ixettiyoogaa

bonchchiyoogaa

sarotiyoogaa

laggiya

dabbuwa

Ha saaminttan timirttiyawu/luxettawu goʹettiyo ooratta qaalati:

dabbotettaa

dichchiyoogaa

eretissiyoogaa

gaytotettaa

hashetiyoogaa

shaakkiyoogaa

gattiyoogaa

sattiyoogaa

dummayiyoogaa

Introduce: writing one paragraph about the text read in day 1 using descriptive

[Use new words in speaking, writing and look them up in references.] Qaalata zaarettiyoogaa

[Ha saaminttaa dumma dumma oosotun: Haasayaaninne xaafuwaan ooratta qaalata xombbetettan goʹettite]

Xaafuwa qaraa

details, using a provided framework.

(Write a description of a character in the text). Eretissuwa: Giigida kaaletuwa goʹettidi, taarikiyaabaa woykko hanettidabaabaa birshshi qonccissiyoogan issi menttuwa xaafiyoogaa. (Lem: Taarikiya giddon deʹiya issi eeshshaawaabaa qonccissiya xuufiya xaafa).

4b. Writing conventions Xaafuwa wogaa

Spelling (intro): (update according to the language)

Pitaliya utettaa/spelling (erissa): Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: Seeratu zuliya: - Telxxa guttuma kaallidi yiya guttumati daro wode daabuloosona. Lm. Barkka ‘r’ telxxa guttuma A kaalliya ‘k’ daabuliis. Telxxa guttumati: l, m, n, r, s, y, z, sh, zh nne ts

- /y/ sohuwan /i/ gelenna qassikka /i/ sohuwan /y/ gelenna. Gaasoykka eta cenggurssaa dummatettaa. Lm. May? Gay? Geettesppe attin mai? Gai? Geettenna.

- Asaa, deriya, shaafaa, biittatu gallassatu, aginatu, saaminttatu hhm sunttati wogga pitaletun doommoosona.

- ‘f’, ‘h’, ‘v’, ‘nh’ daabulokkona.

Gishsha qaalata/sample words:

eretettiyoogaa

allagatettaa

siiqettiyoogaa

eenotettaa

morkkettiyoogaa

barkkatettaa

deʹiyaabaa suntawurseta -e wuriyaageeta

1) xophphe, hare, dere -a wuriyaageta 2) bolla, ada, arsa -o wuriyaageta 3)gaammo, kutto, aayo -o wuriyaageta(maacass) 4) micho, aayo, maaco

5. Reading Fluency Tololayo Nabbabuwa

6. Oral Language:Listening

Ezgguwa

Prereading: Short reminder what the text was about Reading: Read and practice fluency. Focus on intonation, expression and reading with sufficient pace.

Tamaarissiyaagee tamaaretuyyo waattan gididi nabbabiyo issi menttuwa immidi, issoy issuwawu kayan kayan tololayidi nabbabiyoogaa meezeyees. Before listening: Make connections to prior knowledge, experiences and other texts. Introduce/Discuss thematic words. (list words)

Teacher reads the listening text (narrative descriptive text).

During listening: Ask a question about character. After listening: Infer meaning of words through context; Identify events of the story, in particular focus on the character and give a description of the character. The students can do this working in groups or pairs.

7. Grammar Intro: Common nouns

Doonaa Seeraa /kotta sunttata erissa/

Sunttay naaꞌꞌawu shaahetees: Kottanne Buzo

Kotta sunttata.

Assawu, buqqurawu, mehiyawu, do’awunne hegaa milatiyaabatussi immettidda kotta sunttati Kotta sunttata geetetosoona. Kaalliya oydu shaahota eta wursetta pitaliyaa maaradan shaakida:

1) Hare, kushe, gede, oyde,

xophphe, siire, tamaare, dere, oge, godare

2) Bolla, asa, kana, dorsa, doona, arsa, boora, keetta, mitta, maata, dorssa, kata, miizza, tuussa

3) ullo, maayo, gaammo, kutto, kayso, dono,

4) Aayo, michcho, macco,

Kifiliya 5, 1-2: Saaminttaa 2 – Ayfe yohuwa: Laggetettaa; Huuphe yohuwa: Sarotiyoogaa

Nabbabuwa qommoy: Narrative descriptive Hanidabaa yootiyoogaa/qonccissuwa

Gallassaa 1 Gallassaa 2 Gallassaa 3 8. Reading Before reading:

Comprehension Make connections to prior knowledge, experiences and Nabbabuwa

Akeekuwaa

other texts;

Discuss thematic words. (list words)

Introduce self-checking strategy: (list strategy)

Rea ding th e text:

(oral or silent reading (student’s preference)

Re a d a n d p ra c tice a cc u ra c y

After read in g:

Answer text based and inferential questions. Identify character, setting, plot events.

An swe r q u e stio n s t h a t h e lp to

identfy and describe the main character.


Kase deʹiya eraara, meezziyaaranne nabbabi kanttidobaara gattiyoogaa.


Ayfe qaalata:

Sarotiyoogaa

laggiya

dabbuwa



eenotettaa

makkalaa

laggetay ehiyoobaa

siiqettiyoogaa

ixettiyoogaa

bonchchettiyoogaa

bonchchuwa

bonchchiyoogaa

qohettiyoogaa

maadettiyoogaa/kaafettiyoo gaa issippetettaa

hashetiyoogaa

zuppetiyoogaa

morkkettiyoogaa

jaalatettaa

miiriya

eretettiyoogaa

allagatettaa

keerettiyoogaa


saletettiyoogaa

Nabbabiiddi bar buzo akeekuwa yiggiyo hiillata:

- Eqqi ekkidi bana ‘hagaappe ta ay eridanaa?’ giidi oychchiyoogaa.

- Tamaarissiyaagaa/yaaro ochchiyoogaa

- Zaari zaari nabbabiyoogaa hhm.


Nabbabuwaninne izawu buzo akeekan ketenʹidi oyshata zaariyoogaa. Eeshshaawata, woqaa, polettidabata shaakka era.

9. Vocabulary [use new words in speaking, Introduce/discuss thematic and other new vocabulary Thematic words for this week: (List 6-10 words) Academic words that are new this week: (List words) Academic words that have been introduced previously but are important this week: (List words)

Ayfenne hara ooratta qaalata eretissa/tobbissa. Ha saaminttaa ayfe qaalati: eretettiyoogaa

[Use new words in speaking, Qaalaa Eraa writing and look them up in writin g a n d lo o k th em u

p in

referen ce s. ]

Qaalata zaaretta

[Ha saaminttaa dumma

dumma oosotun:

Haasayaaninne xaafuwaan

ooratta qaalata

xombbetettan goʹettite]

references

allagatettaa keerettiyoogaa laggetay ehiyoobaa siiqettiyoogaa ixettiyoogaa bonchchiyoogaa sarotiyoogaa laggiya dabbuwa

Ha saaminttan timirttiyawu/luxettawu goʹettiyo ooratta qaalati: dabbotettaa dichchiyoogaa eretissiyoogaa gaytotettaa hashetiyoogaa shaakkiyoogaa gattiyoogaa sattiyoogaa dummayiyoogaa

Kase wode tamaarido timirtte/luxetta qaalata gididi ha saaminttawukka maaddiyaageeta: dabbotettaa dichchiyoogaa eretissiyoogaa gaytotettaa hashetiyoogaa shaakkiyoogaa gattiyoogaa sattiyoogaa dummayiyoogaa

10a Writing Continue writing narrative Composition descriptive paragraph about

Xaafuwa qaraa

the character (based on the reading text in week 1).

Introduce: Reviewing writing for capitalization (if appropriate) and use of nouns and adjectives - Teacher helps the students to revise their writing. Qonccisso menttuwa kaalladakka xaafa.

Wogga pitaliyan goʹettidi xaafiyoogaanne sunttatu goʹʹaa zaarettada erissa.

Tamaarissiyaagee/ra naati xuufiya zaarettana mala kaafees/wusu.

10 b Writing Spelling (practice

Selle sunttata

corayiyooga asa ta

Sunttatu wurseta shaakiyooga

dere

asa

gaammo

michcho

conventions

Xaafuwa wogaa

11. Reading

Fluency

Tololayo Nabbabuwa

Pre reading: Short reminder what the text was about Reading:Read and practice fluency. Focus on intonation, expression and reading with sufficient pace .Tololayo nabbabuwaa meezzetiyoogaa tololayo nabbabuwa eshatun ampite.

12. Oral language: Speaking Haasayaa

Using the paragraph writing during writing competencies, the student start to practise presenting their descriptive paragraph Kase xaafido qoncciso mentuwa qaalan shishshi shishshidi mezetona.

13. Grammar Doonaa seeraa

Practice: Common nouns and proper nouns

Kotta sunttatanne/Common

nouns/buzo sunttata/proper nouns meezeya.

Kotta sunttata cora ootanawu

selliyaa bolli –ta gujja:

keetta-keettata

boora-boorata

tamaare-tamareta

micho- michota

isha-ishata

dere-dereta

giya-giyata

tukiyaa-tukketa

mitta-miittata

kuto-kuttota

quma-qumata

haattaa-hattata Buzo sunttaa: issibawu xaallawu immetaaga gidiyo wode haraara kottan goꞌetekkona Attuma Buzo sunttata Mana, Balxxa, Bancca, Cuutulla, Maadeba

Macca Buzo sunttata Anjooro, Aynato, Astiro, Almaazo, Yalliso Sohaa buzzo Sunttaa Sooddo, Toophphiyaa, Bodditte, Arakka, Humbbo

Kifiliya 5, 1-3: Saaminttaa 3 – Ayfe yohuwa: Laggetettaa; Huuphe yohuwa: Laggetettay kaalettiyoobata (iita/loʹʹ

laggeta)

Nabbabuwa qommoy: Narrative descriptive) Hanidabaa yootiyoogaa/qonccissuwa

Gallassaa 1 Gallassaa 2 Gallassaa 3 14. Word-study

Qaalaa xannaʹuwa

Blend or Segment the more complex taught syllable structures and morphemes to identify words.

(List the 6-10 target words) (sirphpha nabbabuwa)

Bali baynna nabbabuwa nabbabanne meezeta.

15. Reading Comprehension Nabbabuwa Akeekuwaa

Before reading:

Make connections to prior knowledge, experiences and other texts;


Remind to use self-checking strategy: (list strategy)

Reading the text:

(silent reading)

Read and practice accuracy in silent reading.

After reading:

Answer text based and inferential questions. Identify beginning, middle and end.

Describe the character


Kase deʹiya eraara, meezziyaaranne nabbabi kanttidobaara gattiyoogaa.


Ayfe qaalata:

Sarotiyoogaa

laggiya

dabbuwa



eenotettaa

makkalaa

laggetay ehiyoobaa

siiqettiyoogaa

ixettiyoogaa

bonchchettiyoogaa

bonchchuwa

bonchchiyoogaa

qohettiyoogaa

maadettiyoogaa/kaafettiyoog aa

issippetettaa

hashetiyoogaa

zuppetiyoogaa

morkkettiyoogaa

jaalatettaa

miiriya

eretettiyoogaa

allagatettaa

keerettiyoogaa


saletettiyoogaa

Nabbabiiddi bar buzo akeekuwa yiggiyo hiillata hassayissa:



- Zaari zaari nabbabiyoogaa hhm


Nabbabuwaninne izawu buzo akeekan ketenʹidi oyshata zaariyoogaa. Nabbabuwaassi doomettaa, gidduwaanne wurssettaa shaakkiyoogaa.

16. Vocabulary Qaalaa Eraa

(akeekuwa giya shaahuwan deʹiyaagaa xeella)

Assess Vocabulary

Qaalata paacca

17a. Writing Composition

Revise/finalize narrative descriptive paragraph.

Xaafuwa qaraa

Qonccisso menttuwa zaaretta/pola.

17b. Writing conventions xaafuwa wogaa

Spelling (assessment) (yiggiyoogaa/paacciyooga) •Selle sunttata corayiyooga •Sunttatu wurseta shaakiyooga

18. Reading Fluency Tololayo Nababuwa

Read and assess fluency Nababisitenne tololayuwa paaccite.


Using the paragraph writing during writing competencies, the student present their descriptive paragraph about the character of the reading text in week 1 [Check speaking for: Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.] Summarize a text; Describe character, evaluate character's actions and make personal connections.


Assessment – common nouns Kotta sunttata Yiggiyoogaa/paacciyoogaa

Oyddu dumma

dumma kotta suntatuyo leemisota imma

Attumaa, maccaa, sohaanne hara dumma dumma kotta sunttatuyo selle leemisota imma

Kotta suntata cora ootada xaafa

Kottanne buzo zuntta dummatetta qonccissa

Grade 5, Unit 2 (Weeks 4-6). Theme: Our Environment

Kifiliya 5, 2-1: Saaminttaa 4 – Ayfe yohuwa: Nu Heeraa; Huuphe yohuwa: Heeraa hambbalaashuwa aybatettaa

Genre/Text Types/Structure: Cause and Effect; Nabbabuwa qommoy: Qonccissiyaagaa: Gaasuwaanne I

kaalettiyoobaa


1. Word-study Qaalaa

xannaʹuwa

Blend the more complex taught syllable structures and morphemes to identify words. (List the 6-10 target words)

Qaalata dummayidi erananwu kase tamaarido keehi unduwaalo kuretuura, qottatuuranne sometuura deʹiya qaalata gatta/shaakka: Xuuggiyoogaa laaliyoogaa uttiyoogaa sheeʹiyoogaa hambbalaashuwa eqettiyoogaa murutissiyoogaa hayyottiyoogaa


Nabbabuwa Akeekuwaa

Before reading:

Make connections to prior knowledge, experiences and other texts. [Include graphic or chart with text]

Introduce/Discuss thematic and key words (for text structure) (list words – for example: because, thus, therefore, so, so that, hence)


Kase diya eraara, meezziyaaranne nabbabi kanttidobaara gatta. [Giraafiyan/zaran xaafettidaagaakka nabbabissa].

Reading the text:



After reading:

Answer text based and inferential questions. Respond to one cause and

(Xaafuwaa qaratettaa shaahun deʹiyaagaa xeella)

(Haasayiyoogaa shaahuwan deʹiyaagaa xeella)

effect question by writing a paragraph.

Ayfe qaalatu bollinne kulkka qaalatu bolli tobbiyoogaanne eta erissiyoogaa, hegeetikka:

Gaasoykka

hegaa gishshawu yaaniyo

gishshawu hegaappe

denddidaagan

hegaayyo/hegaassi

hegaa gaasuwan

gidiyoo gishshawu

3. Vocabulary

Qaalaa Eraa

Nabbabuwaaninne ne buzo akeekan ketenʹʹida oyshata zaara. Issi gaasuwaanne I kaalettiyoobaa qonccissiya oyshaassi zaaruwa issi menttuwan xaafada imma.

[Through out the lesson, encourage the students to use new words in speaking, writing. Ensure that in the teacher explains key words well when giving exercises and discussion new items]

(Akeekuwa giya shaahuwan deʹiyaagaa xeella)



Academic words that are new this week: (List words)

Academic words that have been introduced previously but are important this week: (List words)

Ayfenne hara ooratta qaalata erissa/tobbissa.


Asaa awaa buhiya buniya carkkuwa cuwaa doʹaa haattaa iraa jarmmiya kaamiya kattaa Keemikaaleta maayuwa mattay Mehiya miiriqaa mittaa oshaa panddaa pituwa sheeshsha utettaa

Through out the lesson, encourage the students to use new words in speaking, writing.

Ensure that in the teacher explains key words well when giving exercises and discussion new items]

Qaalata zaaretta

[Ha saaminttaa dumma dumma oosotun: Haasayaaninne xaafuwaan ooratta qaalata xombbetettan goʹettite]

Tambbuwa udunxxiya xiixinttaa


Keemikaaleta Mineraaleta

Jarmeta asaa heeraa hegaa gishshawu yaaniyo gishshawu hegaappe denddidaagan hegaayyo/hegaassi hegaa gaasuwan gidiyoo gishshawu

Kase wode tamaarido timirtte/luxetta qaalata gididi ha saaminttawukka maaddiyaageeta:

Gaasoykka hegaa gishshawu yaaniyo gishshawu hegaappe denddidaagan hegaayyo/hegaassi hegaa gaasuwan gidiyoo gishshawu

4a Writing Composition Xaafuwa qaraa

Use a graphic organiser to describe cause and effect. Giraafiya goʹettada gaasuwaanne I kaalettiyoobaa qonccissiya xuufiya xaafa.

Giraafiya goʹettada gaasuwaanne I kaalettiyoobaa qonccissiya issi menttuwa xaafiyoogaa doomma.

4b. Writing

Writing conventions - intro:

conventions Xaafuwa wogaa

Pitaliya utettaa/spelling (erissa): Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: Seeratu zuliya: - Telxxa guttuma kaallidi yiya guttumati daro wode daabuloosona. Lm. Barkka

‘r’ telxxa guttuma A kaalliya ‘k’ daabuliis. Telxxa guttumati: l, m, n, r, s, y, z, sh, zh nne ts





6. Oral language: Listening Ezgguwa

7. Grammar Doonaa

seeraa


(Sissidi nabbabiyoogaa – asttamaariyan kaafettidi)

Ha saaminttawu shiiqida qonccisso nabbabuwa 95% bali baynnan nabbabanawu meezetiyoogaa

Gishsha qaalata/sample words: miniraaleta shemppoora dichchaa giigissuwa denttettuwa pinttiyoogaa zammaanaa xiixinttaa

Prereading: Short reminder what the text was about. Reading: Read and practice fluency Tololayuwa nabbabuwa nabbabissada meezeya Teacher

reads

listening

text. Before

listening:

Remind

students

cause and

effect.

During

listening:

Make a

prediction.

After li steni

ng : Talk

about

structure of

information

text; Common

cardinal and ordinal

numbers. Qoodaa paydota/cordina numbers: 1,2,3,…nne xekkaa paydota: 1ro, 2 tto, 3tto../ordinal numbers erissa.

Qoodiyo paydota: paydanawu

maadoosona

istta, naaꞌꞌa, heezza, oydda ,

ichchasha, ussuppuna,

laapuna, hosppuna, uddupuna

tamma xekkaa paydota/-nto/ haageti

issiba xekkaa qonccisanawu

maadoodosona koyrro,

naaꞌꞌantto, heezzantto,

oyddantto, ichchashshantto

Kifiliya 5, 1-5: Saaminttaa 5 – Ayfe yohuwa: Nu Heeraa; Huuphe yohuwa: Pituwa

Grade 5, Genre/Text Types/Structure: Cause and Effect Nabbabuwa qommoy: Qonccissiyaagaa: Gaasuwaanne

I kaalettiyoobaa



Nabbabuwa Akeekuwaa

Before reading:

Use a graphic organize to list effects and consequences.




Giraafiya goʹettada gaasuwaanne I kaalettiyoobaa zuleya:

Ayfe qaalati: Buuraa Miiriqaa

Bidinttaa Buhiya Wooqaa

Samaa darccaa xinqquwa

osha buniya harggiya

Reading the text:

(oral or silent reading (student’s preference))


Naati nabbabiiddi bantta buzo akeekaa yiggiyo hiillata erissa:




After reading:

Answer text based questions. Respond to one personal connections question by writing 2-3 sentences.


(Xaafuwa luxettaa shaahuwan deʹiyaagaa xeella)


9. Vocabulary

Nabbabuwan ketenʹidi oyshata zaara.

Nenaara gayttiya oyshatussi 2-3 gakkiya qofa qashotun xaafada zaaruwa imma.

Ayfenne hara ooratta

Through out the lesson,

Qaalaa Eraa

Through out the lesson, encourage the students to use new words in speaking, writing. Ensure that in the teacher explains key words well when giving exercises and discussion new items]

(Akeekuwa shahuwan deʹiyaagaa xeella)


qaalata eretissa/tobbissa.


Buuraa Miiriqaa Bidinttaa

Buhiya Wooqaa Samaa

darccaa xinqquwa oshaa

buniya

Timirttiyawu/luxettawu goʹettiyo ha saaminttaa ooratta qaalati:

geeshsha naaguwa

meedettiyoogaa

issippetettaa qohiyaabaa

harggiya

Kase wode erido qaalata gididi ha saaminttawukka maaddiya qaalati:

hegaa gishshawu yaaniyo

gishshawu hegaappe

denddidaagan

hegaayyo/hegaassi

hegaa gaasuwan

gidiyoo gishshawu

Continue writing using graphic organizer.

Teacher helps students to organize ideas for writing cause and effect text and ensure new vocabulary is used correctly.

Giraafiya goʹettada xaafiyoogaa kaalladakka ootta.

Tamaarissiyaagee/ra naati bantta xifatiyaassi qofaa shiishshanaadaaninne ooratta qaalata like/gamma encourage the students to use new words in speaking, writing. Ensure that in the teacher explains key words well when giving exercises and discussion new items]

Qaalata zaarettiyoogaa Ha saaminttaa hara meezetun: haasayan, xaafuwaninne xombbetettan ooratta qaalata goʹetta.)

10b Writing convention Xaafuwa wogaa

11. Reading

Fluency

Tololayo Nabbabuwa

12: Oral language: Speaking Haasayaa

13. Grammar Doonaa Seeraa

(Sissidi/sirphphan nabbabiyoogaa (Tamaareti dosaadan)


gidida ogiyan goʹettanaadan kaafees/wusu

Writing conventions practice: Pitaliya utettaa (meezeyiyoogaa)

xekkatu meretaa/- anto /

issiinoppe kaallin de’iyaa paydotta medhdhanawu/- nne/

Prereading: Short reminder what the text was about Reading: Read and practise fluency tololayo nabbabuwaa meezzetiyoogaa Introduce how to evaluate a cause and effect text, working in groups or pairs.

Students can refer to writing composition text for information and discussion

Practice – Common cardinal and ordinal numbers

Qoodaa paydotunne xekkaa paydotu meeziya Issiino, tammanne naaꞌꞌa, ….. laatama, hastama, oytama, ishatama, usuppun tamma, laappun tamma, hosppun tamma, udufun tamma

issin-anta, tamm-anne naaꞌꞌ- anta

tamma nne naaꞌꞌa, ……

Kifiliya 5, 2-3: Saaminttaa 6 – Ayfe yohuwa: Nu Heeraa; Huuphe yohuwa: Nu Heeraa

naagiyoogaa goʹʹaa

Genre/Text Types/Structure: Cause and Effect Nabbabuwa qommoy: Gaasuwaanne I kaalettiyoobaa

(qofissuwa: ammanttiya/palama xifatiya; gaazeexaappe ekettidabata gidana danddayoosona)


14. Word- study

Qaalaa

xannaʹuwa

Blend and Segment the more complex taught syllable structures and morphemes to identify words. (List target words)

Qaalata dummayidi erananwu kase tamaarido keehi undugaalo kuretuura, qottatuuranne sometuura deʹiya qaalata gattanne shaakka. Qaalati: Hambbalaashennaagaa Geshshatettaa

Seeriyoogaa

Payyatettaa

Issippetettaa

15. Reading Comprehensi on Nabbabuwa Akeekuwaa

Before reading: Use a graphic organizer to list effects and consequences; Discuss thematic words. (list words) Remind to use self-checking strategy: (list strategy)

Reading the text: (oral or silent reading (student’s preference)) Read and practice accuracy.


Giraafiya goʹettada gaasuwaanne I kaalettiyoobaa zuleya.

Ayfe qaalatun tobbite:

payyatettaa

Dirssaa

Geshshatettaa

Harggiya

Issippetettaa

Hambbalaashennaagaa

Zoriyoogaa

Seeriyoogaa

Sawiyoogaa

ufayssaa

(Xaafuwa qaratettaa shaahuwa xeella)

Akeekuwa meezeya/paacca

After reading:

Answer text based and inferential questions. Respond to a cause and effect question by writing 1- 3 sentences.

Naati nabbabiiddi bantta buzo akeekaa yiggiyo hiillata hassayissa:





17a. Writing Composition Xaafuwa qaraa

Nabbabuwa kaalliya Oosota: Nabbabuwaninne buzo akeekan ketenʹida oyshata zaara.

Gaasoynne I kaalettiyoobatu oyshatussi 1-3 gakkiya qofa qashotun xaafada zaaruwa imma.


Ensure that in the teacher explains key words well when giving exercises and discussion new items] (Akeekuwa shaahuwa xeella)

Qaalata Paacca Students edit/finalize their writing of the theme.

The teacher helps the students to revise their writing.

Check writing also for: Capitalization (if appropriate in the script).

Tamaareti bantta huuphphe yohuwa xaafuwa kaalli xeelloosona/harummoosona nne kuuyosona.

Tamaarissiyaagee/ra naati bantta xaafuwa zaaretti xeellanaadan kaafees/wusu.

Qassikka xaafettida xuufiya

giddon wogga pitaleta maara



goʹettidaakko xeelloosona/geeddoosona.

17b. Writing conventions Xaafuwa Wogaa

Writing conventions assessment: Pitaliya utettaa (paaciya)

xekka medhdhiyo pitaliya xaafadda leemisuwaa imma

issiinattappe simmin qoodiyo paydota medhdhiyo soomiyaa xaafada leemisuwaa imma


(sirphpha nabbabuwa)

Bali baynnan nabbabiyoogaa meezeya

Prereading: Short reminder what the text was about Reading: Read and assess fluency tololayo nabbabuwaa nabbabissidi paacciyoogaa


Practise/presentation: Practice how to evaluating a cause and effect text. Working in groups or pairs.

Students can refer to writing composition text for information and discussion

Issi xuufiya waati yiggiyaakko erissa.

Tamaareti xuufiya yiggiyoogaa meezetoosona. Qofaa demmanawu, bantta eraa aassidi haasayanawunne qonccissanawu ooratta demmido qaalata bantta haasayan goʹettoosona


Assessment – Common cardinal and ordinal numbers Qoodaa paydotanne xekkaa paydota paacca.

1-11 xaafa

1st-11 xaafa

12-19 xaafa

20, 30, 40, 50, 60, 70, 80, 90, 100, 101 xaafa

Grade 5, Unit 3 (Weeks 7-9). Theme: Traditions

Kifiliya 5, 1-7: Saaminttaa 7 – Ayfe yohuwa: Meeziyan Oottiyoobata; Huuphe yohuwa: Nu Heeran Beettiya

Meezeta

Genre/Text Types/Structure: Narrative- Nabbabuwa qommoy: Ano qofaanne A kaafiya qofata [qofissuwa:

Hanidabaa yootiya medhdhi xaafuwa]


1. Word-study Blend the more complex taught syllable structures and morphemes to identify words. (List the 6-10 target words)

Qaalata dummayidi erananwu kase tamaarido keehi undugaalo kuretuura, qottatuuranne sometuura deʹiya qaalata gatta/shaakka: inxxarssaa qaachchaa

bullachchaa

gomʹʹoriya

xanqqarssaa

Qaalaa xannaʹuwa

2. Reading Before reading:


Introduce/Discuss the difference between fact and fiction

Reading the text:



After reading:

Answer text based and inferential questions.

Answer questions that help to identify and describe the main character. Identify beginning, middle and end.



(Haasayiyoogaa shaahuwa xeella) Comprehension

Nabbabuwa Akeekuwaa


Kase deʹiya eraara, meezziyaaranne nabbabi kanttidobaara gatta.

Tuma gidida xifatiyaaninne medhdhi xaafuwa giddon deʹiya dummatettaa erissanne tobbissa.

Nabbabuwa kaalliya Oosota: Nabbabuwaninne buzo akeekan ketenʹida oyshata zaara.

Xifatiya giddon deʹiya issi ano qofaanne issi macara qofaa xeelliya oyshata 2-3 gakkiya qofa qashotun xaafada zaara.

[Through out the lesson, encourage the students to use new words in speaking, writing.


(Akeekuwa shaahuwa xeella)

Introduce/discuss thematic and other new vocabulary Thematic words for this week: ( L ist 6- 10 wo rds) Academic words that are new this week: ( L ist wo rds) Academic words that have been introduced previously but are important this week: (List words) Introduce Skill: use context to get the meaning of words (sentence level)

Ayfenne hara ooratta qaalata erissa/tobbissa.


Meeziya

qaxxaraa

gomʹʹoriya

xanqqarssaa

bullachchaa

yeehuwa

ayfiya gatuwa

qooriya qaachchaa

mara inxxarssaa

baqiya

qaachchaa


Iita

meeze



Qaalata zaarettiyoogaa [Ha saaminttaa hara meezetun: haasayan, xaafuwaninne xombbetettan ooratta qaalata goʹetta]


qohiya

maaddiya

ixxiyo

dosiyo

era pacaa

hayyuwa

Kase wode tamaarido timirtte/luxetta qaalata gididi ha saaminttawukka maaddiyaageeta:

geeshsha

naaguwa

meedettiyoogaa

issippetettaa

qohiyaabaa

harggiya

Introduction: Begin to write narrative text of three paragraphs using a provided framework – (beginning,middle and end) The narrative has to be about the topic of this week. Students can get ideas from the text read in day 1.

Erissuwa: Giigida kaaletuwan maadettada odowa gattiya naaʹʹu menttota xaafa. Xaafaydda ano qofaanne macarata goʹetta.

4b. Writing conventions

Xaafuwa Wogaa


Pitaliya utettaa (erissuwa): Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: Seeratu zuliya: - Telxxa guttuma kaallidi yiya guttumati daro wode daabuloosona. Lm. Barkka ‘r’ telxxa guttuma A kaalliya ‘k’ daabuliis. Telxxa guttumati: l, m, n, r, s, y, z, sh, zh nne ts

- /y/ sohuwan /i/ gelenna qassikka /i/ sohuwan /y/ gelenna. Gaasoykka eta

cenggurssaa dummatettaa. Lm. May? Gay? Geettesppe attin mai? Gai? Geettenna.



6. Oral language:

Listening

Ezgguwa



- ‘f’, ‘h’, ‘v’, ‘nh’ daabulokkona. Gishsha qaalata/sample words: qaxxaraa

gomʹʹoriya

xanqqarssaa

bullachchaa

inxxarssaa qaachchaa

peeshota xaafa

paallees

woxxees

xiskkiis

Prereading: Short reminder what the text was about Reading: Read and practice fluency. Focus on intonation, expression and reading with sufficient pace Tololayo nabbabuwa nabbabissada meezeya

Teacher reads new short narrative historical fiction. Before listening: Make connections to prior knowledge, experiences and other texts.


Teacher reads the listening text During Listening: Make mental picture. After Listening: Infer meaning of words through context; Students discuss main ideas in the text and give some supporting details for the main ideas. They can also describe one

or two items or events from the text. Identify events of the story, in particular focus on the character and give a description of the character and the events which are happening to him/her. The students can do this working in groups or pairs.

7. Grammar Intro: Simple verbs Doonaa Seeraa Peesho/kuushsha qaalata

(verbs) erissa

-Peeshuwaa/verb/ Peeshoy: oosuwaa bessoosona. Etikka naa’’awu shaahetoosona

Pin n iyaa p (n ext u n it)

Pin n en n a p : peeshuwaan oosetiyaa oosoyi hara ura bolli ehiyo hannoy baa. Peeshshoy ootiyoogee keettawaa bolli polettees. Peeshuwaa oosuwaa ekkiyaa woykko oosoy pee’iyo hara asi baa

Lm Daani woxxees Kafoy paalees Na’ay xiskees Dossi eqqiis Na’iyaa durawuus

Kifiliya 5, 1-8: Saaminttaa 8 – Ayfe yohuwa: Meeziyan Oottiyoobata; Huuphe yohuwa: Maaddiyaanne Qohiya

Meezeta

Genre/Text Types/Structure: Narrative - Nabbabuwa qommoy: Ano qofaanne A kaafiya qofata [qofissuwa:

maaddiya meezetun wuda] Gallassaa 1 Gallassaa 2 Gallassaa 3


Before reading:


Discuss thematic words.




Ayfe qaalatu bolli tobbite.

Qaalati: Bullachchaa Daguwa zayyiya kaacaa macca naatu qaxxaraa qaachchcaa waretaa dawuttaa cashshaa Reading the text: (oral or silent reading (student’s preference)) Read and practice accuracy





After read in g :



(Haasayiyoogaa shaahuwa xeella)

Answer questions that help to identify and describe the main character.


Respond to two questions that ask to describe items or events in the text.

Respond to one main idea question and one supporting detail question in the text (within one paragraph).


Nabbabuwa kaalliya Oosota: Nabbabuwan, ano qofaaninne macaratun ketenʹada oyshata zaara.

Issi oyshaassi 3-4 gidiya qofa qashota xaafada zaara.

[qofissuwa: maaddiya meezetubaa]

[Throughout the lesson, encourage the students to use new words in speaking, writing.






Practice Skill: use context to get the meaning of words (sentence level)

Ayfenne ooratta qaalata erissanne eta bollan tobbissa.


sarotettiyoogaa

Bullachchaa Daguwa zayyiya kaacaa macca naatu qaxxaraa shayyiya qaachchcaa waretaa cashshaa dafaa


Ensure that in the teacher explains key words well when giving exercises and discussion new items] Qaalata zaarettiyoogaa

[Ha saaminttaa hara meezetun: haasayan, xaafuwaninne xombbetettan ooratta qaalata goʹetta].

dawuttaa

baqiya

mara inxxarssaa qanxxiyoogaa

yeekkiyoogaa yexxiyoogaa

bonchchuwa boosuwa


Cashshaa

Wuussaa

Qanaatiyoogaa

Yexxiyoogaa

Siiqettiyoogaa

Sarotettiyoogaa

Kase taamaari kanttidonne ha saaminttawu koshshiya

timirttiyawu/luxettawu goʹettiyo qaalatu zuliyaa:

Iita

meeze

qohiya

maaddiya

ixxiyo

dosiyo

era pacaa

hayyuwa

10a Writing n

Continue to write narrative text of three paragraphs using a provided framework – (beginning, middle and end)

The narrative has to be about the topic of this week.

Immettida kaalletuwa baso oottidi ha saminttaa huuphe yohuwa xeelliiyagan heezzu mentto hanidaba yotiya xuufiya xaafisite(ubbappe kasiyan, hegaappe kaallidi, wurssettan)

Compositio Xaafuwa qaraa

10 b Writing conventions

Xaafuwa Wogaa

Writing conventions - practice: Pitaliya utettaa (meezeyiyoogaa


12. Oral language: Speaking

Haasayaa

13. Grammar

Doonaa Seeraa


bali baynnan nabbabanawu meezetiyoogaa

peesho wursetay ayi milatiyaakko akeekka gakkiis, hayqqiis, utiis, worddotiis, hexxishiis, woxxiis

Wursettan de’iyaa pitaliyaa akeekka

Prereading: Short reminder what the text was about Reading: Read and practice fluency. Focus on intonation, expression and reading with sufficient pace. tololayo nabbabuwaa meezzetiyoogaa

Present main idea and details based on theme – putting ideas together with a graphic organizer/outline, working in groups or pairs. Qofaa shishshi bessiya girafiya go'ettidinne huuphe yohuwa baso oottidi inte qofa gigisitenne shishshite.

Practice – Simple verbs

Peeshsho (verbs) meezeya

Pin n en n a p

I gakkiis

I hayqqiis

I uttiis

I wordottiis

I hexxishiis

Kifiliya 5, 1-9: Saaminttaa 9 – Ayfe yohuwa: Meeziyan Oottiyoobata; Huuphe yohuwa: Maaddiyaanne Qohiya

Meezeta

Genre/Text Types/Structure: Narrative Nabbabuwa qommoy: Ano qofaanne A kaafiya qofata [qofissuwa: qohiya meezetu bolli wuda]


14. Word-study Blend the more complex taught syllable structures and morphemes to identify words.

(List the 6-10 target words)

Qaalata dummayidi erananwu kase tamaarido keehi undugaalo kuretuura, qottatuuranne sometuura deʹiya qaalata gattanne shaakka. Qaalati:

cashshaa

Bullachchaa

Siiqettiyoogaa

Qanaatiyoogaa

Yexxiyoogaa

sarotettiyoogaa

xanqqarssaa

Qaalaa xannaʹuwa




Remind to use self-checking strategy: (list strategy)

Reading the text:

(silent reading)

Read and practice accuracy

After reading:


Akeekuwa meezeya/paacca Comprehension

Nabbabuwa Akeekuwaa


Answer questions that help to

Identify and describe the main character.


Respond to two questions that ask to describe items or events in the text.

Respond to one main idea question and one supporting detail question in the text (within one paragraph).



Ayfe qaalatu bolli tobbite.

Qaalati: Dafaa Shayyiya qaaciyoogaa Daguwa macca naatu qaxxaraa waretaa dawuttaa ekuwa cashshaa wuussaa qanaatiya




- Zaarettidi nabbabiyoogaa hhm.

Nabbabuwa kaalliya Oosota: Nabbabuwan, ano qofaaninne macaratun ketenʹada oyshata zaara.

Issi oyshaassi 3-4 gidiya qofa qashota xaafada zaara.

[qofissuwa: qohiya meezetubaa]

16. Vocabulary [Through out the lesson, Introduce/discuss thematic and other new vocabulary




Assess the Skill: use context to get the meaning of words (sentence level)

Qaalata paacca



Qaalaa Eraa encourage the students to

use new words in speaking, writing.



G Finalise to write a narrative text of three paragraphs using a provided framework – (beginning, middle & end)

The narrative has to be about the topic of this week. Students can get ideas from the text read in day 1 in week 1.


Check writing also for:

1) Use proper paragraph marking, organizing ideas into paragraphs.

2) and use of verbs and verb forms.iigida kaaletuwan maadettada oduwa gattiya naaʹʹu menttota zaarettada xaafa.

Tamaarissiyaageeti menttuwa waati xaafiyaakko zaarettidi bessoosona.

Tamaariyaageeti tamaareti bantta xuufiya zaaretti xaafanaadan kaafoosona. Asttamaariyaantti tamaareti bantta xuufiya kaalliya ogetun geeddanaadan/zaarettanaad an kaafoosona: 1) Menttuwa harabaappe shaakkiya hanotaanne waati qofaa shiishshidi menttuwa medhdhiyaakko

Xaafuwa qaraa

2) Peeshotanne peeshuwa qottata goʹettiyoogaa

17b Writing conventions

Writing conventions - assessment:

Xaafuwa Wogaa

Pitaliya utettaa (Paacciyoogaa) Peeshota xaafa

18. Reading (Sirphpha nabbabuwa)

Bali baynna nabbabuwa meezeyiyoogaa

Read and assess fluency Tololayo nabbabuwa paacciyoogaa

Fluency Tololayo Nabbabuwa

19. Oral l Present main idea and details based on theme –

Huuphe yohuwa baso ottidi ano qofanne kaafiya qoffaa haasayan shishshite

language: Speaking

20. Grammar Assessment – Simple verbs Peesho/kuushsha qaalata (verbs) paaccyiyoogaa Tammu pinnenna peesho leemisuwaa imma

Doonaa Seeraa

Grade 5, Unit 4 (Weeks 1-3). Theme: Traffic Safety

Kifilee 5, 4-1: Saaminttay 1 – Ayfe yohoy: Tiraafiikiya Sarotettaa; Huuphe yohoy: Ogiya Sarotettaa

Nabbabuwa qommoy: Kasiya kaaluwa goʹettidi pogi bessiya xifatiya/ Sequence in an informational text Gallassaa 1 Gallassaa 2 Gallassaa 3

1.Word-study Qaalaa xannaʹuwa


Qaalata dummayidi erananwu kase tamaarido keehi undugaalo kuretuura, qottatuuranne sometuura deʹiya qaalata gattanne shaakka. Qaalati: Xomppiya Haddirssaa

Naagiyoogaa

Tiraafiikiya

Masunxxiyoogaa

Hosttaaliya

Pacatettaa

Harddiiddaa


Before reading:


Introduce Sequence chart (graphic organizer)

(suggestion: illustration could include traffic signs).

Introduce/Discuss thematic words. ( list wo rds)


Kase deʹiya eraara, meezziyaaranne nabbaba kanttidobaara gatta.

Kasiya kaaluwa bessiya giraafiya erissa

Qofissuwa: misileti tiraafiikiya malaataakka gatti oykkona.

Ayfe qaalata erissana eta bolli tobissa. Qaalati:

Sarotettaa

Ogiya

Malaataa

Tiraafiike Xomppiya



3. Vocabulary

Qaalaa Eraa Haddirssaa

Kanttuwa/ pinettaa

Heeraa

Kaamiya

Naagiyoogaa

Tiraafiikiya

Seerata

Naqaashaa

Danuwa

Saqqiya

Masunxxiyoogaa

Hayquwa

Bollaa

Pacatettaa

Jaamuwa/eesuwa

Kooluya

Alluwa

Daannaa

Pirddaa

Mequwa/meʹuwa

Harddiiddaa

Tohuwaa

Re ading the text:

( o ral readin g – teac her l ead)

Read and p rac tic e ac c urac y.

After reading:


Respond to sequence questions (Example: What happens first, after, last.) (Suggest: Respond to questions on traffic signs).

Nabbabuwa kaalliya Oosota: Nabbabuwaninne buzo qofan ketenʹada oyshata zaara. Kasiya kaaluwa xeelliya oyshatussi zaaruwa imam. [Lem. Koyro aybee haniday, hegaappe simmin…wurssettan].

(Qofissuwa: Tiraafiikiya malaatatuura gayttiya oyshatussi zaaruwa imma).

[Through out the lesson,

encourage the students to use new words in speaking, writing.

Introduce

thematic and other vocabulary Thematic words for this week: ( L ist 6- 10 wo rds)



(Akeekuwa shaahuwan deʹiyaagaa xeella)

Academic words that are new this week: ( L ist wo rds) Academic words that have been introduced previously but are important this week: ( L ist wo rds) Introduce Skill: use dictionary to get the meaning of

words Ayfenne ooratta qaalata erissanne eta bollan tobbissa.


Malaataa

Tiraafiike Xomppiya

Kanttuwa/ pinettaa

Kaamiya

Naagiyoogaa

Danuwa

Masunxxiyoogaa

Hayquwa

Pacatettaa

Hosttaaliya


Tiraafikiya

Xuuraa

Haddirssaa

Eesuwa

Malaataa

Seeraa

Naagiyoogaa

hosttaaliya



gallassaa dabbotaa deriya ayisuwa seera xeelaa gaytotettaa


Qaalata zaarettiyoogaa


4a. Writing I ntroduction: Use a graphic

Composition Xaafuwa qaraa

organizer Sequence chart to arrange ideas presented in the reading text (observe how a text is organized). Begin to write a sequential text related th e th eme that gives instruction.

Nabbabuwa giddon qonccida qofaa giigissidi xaafanawu kasiya kaaluwa bessiya giraafiya goʹetta.

(Nabbaboy waanidi dadettidaakko xeella)


5. Reading Fluency Tololayo)Nabbabuwa

6. Oral language: Listening Haasayaa



Bali baynnan nabbabanawu meezetiyoogaa

Kasiya kaaluwa maaraa naagida ogiyan issi oosuwa polanaadan kiitaa aattiya xuufiya xaafissiyoogaa doomma. Writing conventions - intro: Wogga Pitaliya Go'ettiyo Ogeta

Prereading: Short reminder what the text was about Reading: Read and practice fluency.

Tololayuwa nabbabuwa nabbabissada meezeya

Teacher reads new short text that has sequence of actions. Before listening: Remind how to complete sequence graphic organizer. During listening: Ask a question to monitor comprehension After listening: Students make a list of sequence of actions, then discuss. Intro: Simple Verbs (part 2)

Pin n iyaa p Peeshoyuwaan oosetiyaa oosoyi hara ura bolli ehiyo hannoy deꞌees. Peeshshoy ootiyoogee keettawaa bolli polettiyooge attin kaalliyaaga bolli wodhdhees. Peeshuwaa oosuwaa ekkiyaa woykko oosoy pee’iyo hara asi/yohoy/buqquray de’ees.

miis……..laaaxa

uyiis……haattaa

mentiis……..gatimaa

immiis------miishshaa

shammiis---- maayuwaa

qofa qashuwaan lm Ta laaxxaa mays Nu laaxxaa moos Ne laaxxaa maasa Ente laaxxaa meetta I laaxxaa mees A laaxxaa mawus Eti laaxxaa moosonna

Kifilee 5, 4-2: Saaminttay 2 – Ayfe yohoy: Tiraafiikiya Sarotettaa; Huuphe yohoy: Ogiya Sarotettaa

Nabbabuwa qommoy: kasiya kaaluwa maaraa naagiya bidda xifatiya/Sequence in narrative Gallassaa 1 Gallassaa 2 Gallassaa 3


Before reading: Explain beginning, middle and end of narrative


Introduce self-checking strategy: ( list st rategy)


Bidda xuufiyaassi doomettaa, giddo gomppaanne wurssettaa qonccissa. Ayfe qaalatu bolli tobbite.

Qaalati: Aassiyoogaa Ushachchaa haddirssaa seeraa eesuwa daafaa Naati nabbabiiddi bantta buzo akeekaa yiggiyo hiillata erissa:




Re ading the text:


Read and p rac tic e ac c urac y

After reading: Answer text based and inferential questions.

Respond to sequential questions (beginning, middle and end) by writing 1-2 sentences.

Nabbabuwa kaalliya Oosota: Nabbabuwaninne buzo qofan ketenʹada oyshata zaara.

Kasiya kaaluwa maaraa qonccissiya oyshatussi zaaruwa imma. [doomettaa, gidduwaanne wurssettaa].

(see writing)


(see speaking)

(Haasayiyoogaa shaahuwa xeella)


Oyshatussi 1-2 gidiya qofa qashotun zaaruwa imma.





Thematic words for this week: ( L ist 6- 10 wo rds)


Academic words that have been introduced previously but are important this week: ( L ist wo rds)

Practice Skill: use dictionary to get the meaning of words



Malaataa

Tiraafiike Xomppiya

Kanttuwa/ pinettaa

Kaamiya

Naagiyoogaa

Danuwa

Masunxxiyoogaa

Hayquwa

Pacatettaa

Hosttaaliya


Tiraafikiya

Xuuraa

Haddirssaa

Eesuwa

Malaataa

Seeraa

Naagiyoogaa

hosttaaliya



Tiraafikiya

Xuuraa

Haddirssaa

Eesuwa

Malaataa

Seeraa

Naagiyoogaa


Ensure that in the teacher explains key words well when giving exercises and discussion new

items] Qaalata zaarettiyoogaa


10a. Writing Compositions Xaafuwa qaraa

10b. Writing conventions Xaafuwa wogaa

Practice: Use a graphic organizer Sequence chart to arrange ideas presented in the reading text (observe how a text is

organized).

Begin to write a sequential text related th e th e them e that gives instruction.The teacher helps the students to revise their writing. Use check-list for proper paragraph marking, punctuation, and capitalization (if appropriate in the script).

Kasiya kaaluwa bessiya giraafiyan goʹettada kasiya kaaluwaa qonccissiya xuufiya xaafa. Tamaarissiyaagee/ra tamaareti bantta xuufiya zaaretti xeellanaadan kaafoosona. Kuushetta malaatati suure uttidoogaa xeellanawu cheeklisttiya goʹetta. Writing conventions practice:

Pitaliya utettaa (meezeyiyoogaa) Wurssettan yiyaa pitaleta

xaafa

11. Reading Fluency Tololayo Nabbabuwa 12. Oral language: Speaking Haasayaa



bali baynnan nabbabanawu meezetiyoogaa

Prereading: Short reminder what the text was about Reading: Read and practice fluency. Focus on intonation, expression and reading with sufficient pace

tololayo nabbabanawu meezetiyoogaa

Introduction and practice: present the writing text (sequence written during composition), work in groups or pairs.

Citan gididi kasiya kaaluwan xaafido xufiya qaalan kayan kayan shishshite.

Practice – Simple Verbs (part 2)

Peesho (verbs) meezeya

Peeshoy aybee? a ) pinniya p b) pinnenna p

Kifilee 5, 4-3: Saaminttay 3 – Ayfe yohoy: Tiraafiikiya Sarotettaa; Huuphe yohoy: Danoy gakkido uraassi imettiya koyro

maaduwa

Nabbabuwa qommoy: Kasiya kaaluwan Oduwa gattiya xifatiya: Sequence in an informational text Gallassaa 1 Gallassaa 2 Gallassaa 3

14. Word-study Qaalaa xannaʹuwa

Blend or Segment the more complex taught syllable structures and morphemes to identify words. (List the 6-10 words from the text)

Qaalata dummayidi erananwu kase tamaarido keehi undugaalo kuretuura, qottatuuranne sometuura deʹiya qaalata gattanne shaakka. Qaalati: wurssettan

hosttaaliya

meʹuwa

hargganchchaa

zemppissiyoogaa

tookkiyoogaa

koyruwan

naaʹʹanttuwan


Before reading: Interpret the pictures with captions to make predictions about the text.

Discuss thematic words and sequence words. (li st wo rd s )

Remind to use self-checking strategy: (li st st rategy )

After reading: Answer text based and inferential questions, and sequence questions.


Nabbabuwa garssan diyaabaa malanaassi/hiraaganaassi misiliyaanne huuphe yohuwa goʹetta.

Ayfe qaalatanne kasiyaa kaaluwa qonccissiya qaalatu bolli tobba.

Qaalatikka:

suuttaa

masunttaa

hosttaaliya

(see writing)

(xaafuwa qaratettaa shaahuwa xeella)

Practice/assess comprehension


meʹuwa

hargganchchaa

zemppissiyoogaa

tookkiyoogaa

koyruwan

naaʹʹanttuwan

kaallada

hegaappe simmin

wurssettan

akeekan

qachchidi

koolidi





Re ading the text:

( silent re a d ing )



17a. Writing Compositions Xaafuwa qaraa

After reading: Answer text based and inferential questions, and sequence questions.

Nabbabuwa kaalliya Oosota: Nabbabuwaninne buzo qofan ketenʹada oyshata zaara.

Kasiya kaaluwa maaraa qonccissiya oyshatussi zaaruwa imma.



Assess Vocabulary

Assess Skill: use dictionary to get the meaning of words

Qaalata paacca Finalise: Continue to rewrite and edit a sequence text.

The teacher helps the students to revise their writing and use the check list for: proper paragraph marking, punctuation, and capitalization (if appropriate

in the script), sequence words and verbs.



Kasiya kaaluwa maaran xaafiyo xuufiya kaalla kaalla xaafanne harumma Tamaarissiyaagee/ra tamaareti bantta xuufiya zaaretti xeellanaadan kaafoosona. Kuushettaa malaatati suure uttidoogaa xeellanawu cheeklisttiya goʹetta. (koshshikko kasiya kaaluwa qonccissiya qaalatanne peesho qaalata goʹetta).

17b.Writing conventions Xaafuwa Wogaa

Writing conventions assessment:

Pitaliya utettaa (paacciyoogaa)

xapho qaala sometuppe shaakkona

18. Reading Fluency Tololayo

Nabbabuwa(

(Sirphpha nabbabuwa)

Bali baynna nabbabuwa meezeyiyoogaa

Prereading: Short reminder what the text was about Reading: Read and assess

fluency Tololayo nabbabuwa paacciyoogaa


Students present the sequence texts they have written.

Luxiyageeti kasiya kaaluwan xaafido xufiya qaalan shishshonna


Assessment – Simple Verbs (part 2)

Peeshota (paacca)

Peeshoy aybee?

pinniyanne pinnrna

peeshuwa qonccisite.

Grade 5, Unit 5 (Weeks 1-3). Theme: Sanitation and Cleanliness Grade 5, 5-1: Week 1 – Theme: Sanitation and Cleanliness; Topic: Sanitation

Genre/Text Types/Structure: Informational Compare and Contrast text

Kifilee 5, 5-1: Saaminttay 13 – Ayfe yohoy: Geeshshatettaa Naaguwa; Huuphe yohoy: Geeshshatettaa

Nabbabuwa qommoy: Malatiyabaanne dummatiyaabaa geeddariyo nabbabuwa/Compare and

Contrast Gallassaa 1 Gallassaa 2 Gallassaa 3

1. Word-study Blend the more complex taught syllable structures and morphemes to identify words

Qaalata dummayidi erananwu kase tamaarido keehi undugaalo kuretuura, qottatuuranne sometuura deʹiya qaalata gattanne shaakka.


Qaalati:

payyatettaa meechchaa teqqiyoogaa geeshshatettaa harggiya saxxiyaabata

Qaalaa

xannaʹuwa



(Xaafuwa Qaratettaa shaahuwa xeella)


Nabbabuwa Akeekuwaa

Introduce/discuss one or two most important thematic words.

Make a short prediction about the topic of the text (use title, illustration, caption and subheadings)

Re ading the text:




After reading:

Respond to compare/contrast questions by using graphic organizer (integrate the text based questions).

Ask some inferential questions

about the text to make a

connection to personal life.

Nabbabuwaappe kasetiya

oosuwa:

Kase deʹiya eraara,

meezziyaaranne nabbaba

kanttidobaara gatta.

Malatiyabaanne

dummatiyaabaa geeddariyo

nabbabuwa giraafiyan

qonccissiyoogaa erissa.

Malatiyabaanne


nabbabuwa ayfenne kulkka

qaalata erissanne tobba. He

qaalatikka:

3. Vocabulary

Qaalaa Eraa

geeshshatettaa qitaa bollaa meechchaa haattaa maayuwa payyatettaa heeraa saamunaa pituwa

harggiya

teqqiyoogaa


Nabbabuwaninne buzo qofan

ketenʹada oyshata zaara.

Giraafiyaa goʹettada

Malatiyabaanne


nabbabuwa oyshatussi

zaaruwa imma.




Introduce skill: use context at sentence level Use the skill to introduce the most important thematic words and academic words for this week. Thematic words for this week: ( L ist 6- 10 wo rds) Academic words that are new this week: ( L ist wo rds) Academic words that have been

introduced previously but are important this week : (L ist wo rds)



Qaalata zaarettiyoogaa [Ha saaminttaa hara meezetun: haasayan, xaafuwaninne xombbetettan ooratta qaalata goʹetta].



geeshshatettaa qitaa bollaa meechchaa haattaa maayuwa payyatettaa heeraa saamunaa pituwa

harggiya

teqqiyoogaa


Qofaa Palamaa

eqettiyoogaa/phenqqeshiyoo gaa

Hegaayyo

gidoppe attin

Hara baggaara

Qassikka

Yaaniyo gishshawu

Hageenne

Erettenna

Iita

loʹʹo saro

Kase taamaaridi kanttidonne

ha saaminttawu koshshiya

timirttiyawu/luxettawu

goʹettiyo qaalatu zuliyaa:

Tiraafikiya

Xuuraa

Haddirssaa

Eesuwa

Malaataa

Seeraa

Naagiyoogaa

Hosttaaliya

4a. Writing Introduction: Using a graphic organizer, begin to write a

Compositions

text of logical and verifiable facts in arguments for or

Xaafuwa

Qaraa

4b. Writing

conventions

Xaafuwa

Wogaa

against an opinion - compare and contrast. Check writing also for: 1) use proper paragraph

marking, punctuation, and capitalization (if appriopriate). 2) use of new vocabulary/ thematic vocabulary. Giraafiya goʹettada ekettana danddayiyanne ammanttiya naqaashatun eqqaada issi palamaa maaddada woykko eqettada xaafa. - Malatiyabaanne dummatiyaabaa geeddariyo xaafuwa/compare and contrast Xaafuwa kaalliya yohotun xomoosa: 1) Menttuwa harabaappe shaakkiya hanotata, kuushettata nne wogga pitaletu goʹʹaa. 2) Ooratta qaalata/ayfe qaalata like/gamma ogiyan goʹettiyo hanotaa. Writing conventions - intro:

Pitaliya utettaa (erissuwa): Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: Seeratu zuliya: - Telxxa guttuma kaallidi yiya guttumati daro wode daabuloosona. Lm. Barkka ‘r’ telxxa guttuma A kaalliya ‘k’ daabuliis. Telxxa guttumati: l, m, n, r, s, y, z, sh, zh nne ts - /y/ sohuwan /i/ gelenna qassikka /i/ sohuwan /y/ gelenna. Gaasoykka eta cenggurssaa dummatettaa. Lm. May? Gay? Geettesppe attin mai? Gai? Geettenna. - Asaa, deriya, shaafaa, biittatu gallassatu, aginatu, saaminttatu hhm sunttati wogga pitaletun doommoosona.



5. Reading

Fluency

Tololayo

Nabbabuwa

6. Oral

language:

Listening

Haasayaa

7. Grammar

Doonaa Seeraa

(Sissidi nabbabiyoogaa –

asttamaariyan kaafettidi)

Bali baynnan nabbabanawu meezetiyoogaa

Qohees Efees Shaafaa Televizhiiniya/odi-bessaa Anhaa


Tololayuwa nabbabuwa nabbabissada meezeya Teacher reads new compare and contract text. Before listen in g : Review how compare and contrast text- type/structure. During l isten in g : Make connections to what already know. After listen in g : Complete a Venn diagram and discuss. Intro: Adjectives Sunqquwa/adjectives erissa

Sunqqoti sunttappe

sinttan yiidi sunttaa eeshshaa, meraa, qonccisiyaageta.

Leemisuwaa qeera, karetta, bootta, zo’o, bulla, orde, laafa, mino, lo’o, keha, iita, malꞌo, geeshsha, adussa, qanta, leeꞌe, mela,

Kifilee 5, 5-2: Saaminttay 2 – Ayfe yohoy: Geeshshatettaa Naaguwa; Huuphe yohoy: Issi Izaawunne

Heeraa Geshshatettaa

Nabbabuwa qommoy: Malatiyabaanne dummatiyaabaa geeddariyo nabbabuwa/ Informational

Compare and Contrast text (Qofissuwa: Bidda nabbabuwa) Gallassaa 1 Gallassaa 2 Gallassaa 3

8. Reading Before reading: Discuss compare and contrast

Discuss thematic words. (l ist wo rd s)



Nabbabuwa Akeekuwaa

Introduce self-checking strategy: (li st st rategy )


Re ading the text:



After reading: Respond to compare/contrast questions by using graphic organizer (integrate the text based questions).

Ask some inferential questions about the text to make a connection to personal life.

Answer text based and inferential questions. Respond to compare and contrast questions using graphic organizer.

Nabbabuwaappe kasetiya

oosuwa:

Malatiyabaanne


nabbabuwa/compare and

contrast bollan tobbite.

Ayfe qaalatu bollan tobbite. Qaalati: Bollaa Xugunttaa somʹʹuwa huuphiya maayuwa kushiya keettaa kariya pituwa daarinchchcaa

9. Vocabulary

Qaalaa Eraa

wooruwa oshaa/panddaa sheeshsha keettaa deelliya wooqaa bawutaa Naati nabbabiiddi bantta

buzo akeekaa yiggiyo hiillata

erissa:



- Zaari zaari nabbabiyoogaa

hhm


Nabbabuwaninne buzo qofan

ketenʹada oyshata zaara.

Giraafiyaa goʹettada Malatiyabaanne dummatiyaabaa geeddariya nabbabuwa oyshatussi zaaruwa imma.


Ensure that in the teacher

explains key words well when

giving exercises and

discussion new items]


Practice skill: use context at sentence level



Bollaa Xugunttaa somʹʹuwa huuphiya maayuwa kushiya keettaa kariya pituwa daarinchchcaa wooruwa oshaa/panddaa sheeshsha keettaa deelliya wooqaa bawutaa


Gidoppe attin

SIntta

Guyye

Yaaniyo gishshawu

Hegaayyo


Qaalata zaarettiyoogaa [Ha saaminttaa hara meezetun: haasayan, xaafuwaninne xombbetettan ooratta qaalata goʹetta].

Tumubaa

Kase taamaaridi kanttidonne

ha saaminttawu koshshiya

timirttiyawu/luxettawu

goʹettiyo qaalatu zuliyaa:

Qofaa Palamaa


Hegaayyo

gidoppe attin

Hara baggaara

Qassikka

Yaaniyo gishshawu

Hageenne

Erettenna

Iita

loʹʹo

saro

10a. Writing Continue writing a compare and contrast text using a

Compositions

Xaafuwa

Qaraa

provided framework


Use a check-list for:

1) proper paragraph marking, punctuation, and capitalization (if appropriate in the script).

2) use of new vocabulary/thematic vocabulary. Giigida kaalletuwan amppada Malatiyabaanne dummatiyaabaa geeddariya nabbabuwa kaalla kaalla xaafa. (nabbabuwa 5-1nne 5- 2) (erissiyoogaa). Tamaarissiyaagee/ra tamaareti bantta xuufiya zaaretti harummanaadan/xeellanaad an kaafees/wusu. Hegaa oottanaassi:

10b. Writing

conventions

Xaafuwa

Wogaa

Kuushettaa malaatati suure uttidoogaa xeellanawu cheeklisttiya goʹetta. (koshshikko kasiya kaaluwa qonccissiya qaalatanne peesho qaalata goʹetta).

Writing conventions - practice:

Pitaliya utettaa (meezeta) Sunqotu wursettan de’iyaa

pitaleta shaakkossona

11. Reading

Fluency

Tololayo Nabbabuwa

12. Oral

language:

Speaking

Haasayaa

13. Grammar

Doonaa Seeraa


bali baynnan nabbabanawu

meezetiyoogaa


tololayo nabbabanawu meezetiyoogaa

Compare an opinion related to the theme using logical arguments (debate for or against), work in groups or pairs.

Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). (practice)

Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

Practice – Adjectives Sunqqota/adjectives meezeta zo’o godaa, adussa mittaa, karetta boora, xumma keetta, bootta boora, orde asata, mino tamareta, shuggo na’a, azzalla macca.

Kifilee 5, 5-3: Saaminttay 3 – Ayfe yohoy: Geeshshatettaa Naaguwa; Huuphe yohoy: Bollaa

Geeshshatettaa

Nabbabuwa qommoy: Malatiyabaanne dummatiyaabaa geeddariyo nabbabuwa/ Informational Compare and Contrast text (Qofissuwa: Pogi bessiya xifatiya/Expository)


14. Word-study Blend or Segment the more complex taught syllable structures and morphemes to identify words. (List the 6-10 target words)

Wudiyo qaalati:

Meechchaa

Deelliya

Geeshshaa

Huuphiya

Kushiya payyatettaa

bollaa

Qaalaa

xannaʹuwa

15. Reading Before reading: Picture: Predict what the story is about by the picture. Discuss thematic words. (list wo rd s)

Bollaa

Achchaa

Ayfiya

Huuphiya

Xugunttaa

Kushiya

tohuwa

meechchaa

haattaa

shaafaa

deelliya

bidinttaa

hancciiciya

saamunaa

Remind to use self-checking strategy : (li st st rategy )

Naati nabbabiiddi bantta

buzo akeekaa yiggiyo hiillata

hassayissa:



Comprehension

Nabbabuwa Akeekuwaa



- Zaari zaari nabbabiyoogaa

hhm


Re ading the text:



After reading:




Respond to one inferential question by writing a paragraph.

16. Vocabulary

Qaalaa Eraa [Through out the lesson,




17a. Writing

Compositions

Xaafuwa

Qaraa

Assess Vocabulary skill: : use context at sentence level Thematic words for this week: ( L ist 6- 10 wo rds)

Academic words that are new this week: ( L ist wo rds) Academic words that have been introduced previously but are important this week: ( L ist

wo rds Qaalata Paacca

Continue and finalise to rewrite and edit a compare and contrast text (text week 5-1 and 5-2)

The teacher helps the students to revise their writing by using a check-list for: 1) use proper paragraph marking, punctuation, and capitalization (if appropriate in the script). 2) use of new vocabulary/thematic vocabulary.



17b.Writing

conventions

Xaafuwa Wogaa

Writing conventions –

assessment:

Pitaliya utettaa (paacciyoogaa) Sunqqoti maccara, corara, selliyaara go’etiyoode de’iyaa mera bessa


(Sirphpha nabbabuwa) Bali

baynna nabbabuwa

meezeya

Read and assess fluency Tololayuwa nabbabissada paacca


Orally have a debate in which students present compare an opinion related to the theme using logical arguments (debate for or against)

Chec k sp eakin g fo r:



20. Grammar

Doonaa Seeraa

Assessment – Adjectives Sunqqota meezeya Sunqotta eti qonccisiyo sunttatuura gatta gatta leemisuwaa imma.

Scope and Sequence Grade 5 semester 2 (15 weeks – Units 6-10)

Grade 5, Unit 6 (Weeks 1-3). Theme: Food Grade 5, 6-1: Week 1 – Theme: Food; Topic: Types of food (Meat, Vegetables, Fruits, Cereals)

Genre/Text Types/Structure: Descriptive (informational)

Kifilee 5, 6-1: Saaminttay 1 Ayfe yohoy: Qumaa; Huuphe yohoy: Masuha Quma Qommota

Nabbabuwa qommoy: Qonccissiyagaa (Pogi bessiya nabbabuwa) - /huuphe yohuwaanne macarata goʹettidi

Day 1 Day 2 Day 3

1. Word-study Blend or segment the more complex taught syllable structures and morphemes to identify words. (List th e 6 -10 target wo rd s) Baaʹeelaa

Oyttaa

Shukkaariya

Harggiya

Santtaa

Uuttaa

geeddariyoogaa

heegaayyo

dummatiyaagaa

Use knowledge of morphological meaning (derivational and/or inflectional) to read Unfamiliar words. (List target wo rd s) baaʹeelaara payyatettaassi shukkaaretuura santtaappenne qumatubaa kattatettaabaa

Qaalaa Xann'uwa

2. Reading Before reading: (Xaafuwa qaratettaa shaahuwa xeella)


Nabbabuwa

Akeekkuwaa Make connections to prior knowledge, experiences and other texts.

Introduce/Discuss thematic words.


ayfe qaalati:

Qumaa

Masuha

Shukkaariya

Uuttaa

Santtaa

Gumbbo santtaa

Unccaa

Donuwa

Baaʹeelaa

Badalaa

Harggiya

Kaluwa

Oyttaa

Katuwa

Doysaa

Read in g t h e text :

Introduce self-checking strategy: (li st st rategy )



After reading:

Respond to descriptive questions that analyse the text using a graphic organiser (integrate the text based questions) Summarise the text in 2-5 sentences.

3. Vocabulary





Introduce skill: make use of word parts to recognise new words

Introduce/discuss thematic and other new vocabulary Thematic words for this week: (Li st 6 - 10 wo rd s) Masuha

Shukkaariya

Uuttaa

Santtaa

Gumbbo santtaa

Unccaa

Donuwa

Baaqeelaa

Badalaa

Harggiya

Kaluwa

Oyttaa

Katuwa

Doysaa

Academic words that are new this week: (Li st wo rd s) Timirttiyawu/luxettawu goʹettiyo qaalati: Mela

Tiya Irxxa Ka’aa



Review vocabulary

[In other activities in week: use new words in speaking, writing and look them up in references.]

Qayye Iita loʹʹo payya qommo malʹʹo ufayssiya Academic words that have been introduced previously but are important this week: (List wo rd s) Kase taamaaridi kanttidonne ha saaminttawu koshshiya


geeddariyoogaa

misiya

dummatiyaagaa

qofaa

palamaa


zoretaa

paca qofaa

heegaayyo

yaaniyo gishshawu

payya

iita

4a. Writing Using a graphic organiser, analyse the reading text so as to understand and prepare to write a d esc ripti ve text using a provided framework.

Composition

Xa

a

Xaafuwa Qaraa

4b. Writing Writing conventions - intro: conventions

Xaafuwa Wogaa

Spelling (intro) Spelling rule/words/morpheme in focus : (li st ru le)

Pitaliya utettaa (erissuwa): Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: Seeratu zuliya: - Telxxa guttuma kaallidi yiya guttumati daro wode daabuloosona. Lm. Barkka ‘r’ telxxa guttuma A kaalliya ‘k’ daabuliis. Telxxa guttumati: l, m, n, r, s, y, z, sh, zh nne ts

- /y/ sohuwan /i/ gelenna qassikka /i/ sohuwan /y/

gelenna. Gaasoykka eta cenggurssaa dummatettaa. Lm. May? Gay? Geettesppe attin mai? Gai? Geettenna.




5. Reading Fluency

Tololayo Nabbabuwa

6. Oral language: Listening

Ezgguwa



Sample words: ( list 6 -10

samp le wo rd s ) Kattiyoohan Shaayettidaagaara Mokkiyoogan Moyissiyoogaappe Qumatettaa barssanawu Use knowledge of morphological meaning (derivational and/or inflectional) to write unfamiliar words.


Read and practice fluency Teacher reads new descriptive text Before listening: Teacher reviews infer meaning of words through context. During listening: Answer text based questions (multiple choice) as they are listening After listening: In small groups, summarise the text and present that that another small group.

7. Grammar Doonaa Seeraa Intro: Identify proper and

common nouns and simple verbs in written text Kaalliyaagetun kotta sunttay buzo sunttay peeshoy awugaakko shaakka

*Qofaa qashuwaa giddon goꞌetoosona

Toophphee nu biittaa Hawaassi lo’’ees Umaa haattay Sooddoyo mata Danssi keha Dalggi aawa Anjoora ta micchiyo Asi baa Nu woxxoos Daani tamaarees Aaway naata wadhdhiis

Kifilee 5, 6-2: Saaminttay 2 – Ayfe yohoy: Qumaa; Huuphe yohoy: Malʹʹo Quma Qommota Genre/Text Types/Structure: Descriptive (informational)

Nabbabuwa qommoy: Qonccissiya nabbabuwa (Pogi bessiya nabbabuwa) huuphe yohuwaanne macarata goʹettidi

Day 1 Day 2 Day 3

8. Reading Before reading: Make connections to prior



Nabbabuwa

Akeekuwa

knowledge, experiences and other texts;




Ashuwa

Sawo Shaatiya

Keriya

Mooqiya

Oyssaa

Pilaa Guguwa

Waxayaa

Qoociqoocuwa

Erettaa

Kooliyagaa

Re ad in g t h e text :


Read a n d p ract ice a ccuracy

Naati nabbabiiddi bantta buzo akeekaa yiggiyo hiillata eretissa:




After reading: Respond to descriptive questions that analyse the text using a graphic organiser (integrate the text based questions)

Summarise the text in 2-5 sentences.

9. Vocabulary




10a. Writing Compositions

Xaafuwa Qaaraa

practise skill: make use of word parts to recognise new words

Thematic words for this week: (Li st 6 - 10 wo rd s)

Ashuwa

Sawo Shaatiya

Keriya

Mooqiya

Oyssaa

Pilaa

Guguwa

Waxayaa

Qoociqoocuwa

Erettaa

kooliyagaa

Qoociqoocuwa

ubbabaa oyqqida qumaa

Academic words that are new this week: (Li st wo rd s)

Maadettanawu

Erissanawu

Bayra qofaa

Qonccissiya qaalaa

Gujjidi

denttidi

Academic words that have been introduced previously but are important this week: (List wo rd s)

qaalati: Mela Tiya Irxxa Ka’aa Qayye Iita loʹʹo payya qommo malʹʹo

Continue to write a d escrip ti ve text using a provided framework - practice


Use a check-list for: 1) use proper paragraph marking, punctuation, and



Xaafuwa Wogaa

11. Reading Fluency

Nabbabuwa Akeekkuwa


Haasayaa



capitalization (if appropriate in the script). 2) correct use of new vocabulary/thematic vocabulary.

Pitali Writing conventions - practise pitaliyaya utettaa (meezeya) Peeshota shaakkid eta mara xaafosona woxx-iis yeek-iis kum-iis dend-iis


Make personal connections to the reading text of this week and prepare to share this with a small group.



Use newly acquired vocabulary in speaking to gain and extend knowledge and clarifyexpression.

13. Grammar

Doonaa Seeraa Practice – Identify proper and

common nouns and simple verbs in written text Kaalliyaagetun kotta sunttay buzo sunttaynne peeshuwaa awugaakko shaakka

Toophphiya diccawus Deree dendiis Umaa haattay kumiis Danssi yeekees Dalggi woxxees Anjoora tamaarawus Asi maaddees Ta keettaa keexaas Kuttiyaa diccaasu

Grade 5, 6-3: Week 3 – Theme: Food; Topic: Maintaining a balanced diet Kifilee 5, 6-3: Saaminttay 3 – Ayfe yohoy: Qumaa; Huuphe Yohuwa: Bollawu koshshiya qumata

Genre/Text Types/Structure: Descriptive (suggestion: Magazine or newspaper article) (informational)

Nabbabuwa qommoy: Qonccissiya nabbabuwa (Pogi bessiya nabbabuwa) huuphe yohuwaanne macarata goʹettidi (Qofissuwa: matseetiya woykko gaazeexaappe ekettidaba)

Day 1 Day 2 Day 3

14. Word-study Blend and Segment the more complex taught syllable structures and morphemes to identify words. (List 6-10 target words) Harggiyaappe Pirootiiniya

Ataakiltteta

Modhdhuwa

Teqqiyageeta

malʹʹiyageetuppe

Qaalaa

Xanna'uwa

15. Reading Before reading: (Illustration suggestion: Chart



Comprehension

Nabbabuwa

Akeekkuwaa

with labels)

Predict/discussion from chart, or illustration and title;


Pirootiiniya

Bollaa hoʹettiya qumata

Bollaa kooliya qumata

Harggiyaappe teqqiya qumata

modhdhuwa

Ataakiltteta

Haattaa

Maattaa

Katta ayfeta






Re ad in g t h e text:

(sil ent read in g)

Read a n d p ract ice a ccuracy

After reading:

Respond to descriptive questions that analyse the text using a graphic organiser (integrate the text based questions)

Summarise the text in 2-5 sentences.

16. Vocabulary




17a. Writing Compositions Xaafuwa Qaraa

17b.Writing conventions Xaafuwa Wogaa

Assess skill: make use of word parts to recognise new words

Thematic words for this week: ( Li st 6 - 10 wo rd s )


Academic words that have been introduced previously but are important this week:

(List wo rd s)

Qaalata Paacca

Continue to revise and rewrite a d e scrip tive text of more than 2 paragraphs using a provided framework - practise


Use a checklist for: 1) use proper paragraph marking, punctuation, and capitalization (if appropriate in the script). 2) correct use of new vocabulary/thematic vocabulary.

Writing conventions - assess Pitaliya Utettaa (Paacciyoogaa) xapho peeshuwaan ‘ woxx -’

wurssi xaafiyo wode de’iyaa mela akkekka


woxxaas woxxida woxxasasa woxxideta woxxaasu woxxiis woxxidosona

18. Reading

Fluency

(silent reading)


Prereading: Short reminder what the text was about

Reading: Read and practice fluency. Tololayo Nabbabuwa eeshshata baaso ootidi tololayuwa meezetiyogaa.


Students orally present personal connections what they prepared last week. They can share to small groups.


Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). (practice) Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

20. Gramma Doonaa Seeraa

Assessment – Identify proper and common nouns and simple verbs in written text.

Buzo sunttatanne peeshuwaa o’’etada tammu qofa qashuwaa medhdha

Katta sunttatanne ho’’I wodiyaa bessiyaa peeshuwaa go’’etada tamu qofa qashuwaa medhdha

Grade 5, Unit 7 (Weeks 1-3). Theme: Wild Animals in Ethiopia

Grade 5, 7-1: Week 1 – Theme: Wild animals in Ethiopia; Topic: Walya, Red fox, Gelada

baboon

Genre/Text Types/Structure: Compare and Contrast (used for 2nd time)

Kifilee 5, 7-1: Saaminttay 1 – Ayfe yohoy: Toophphiyan Deʹiya Wora Doʹata; Huuphe Yohuwa: Waaliya, Harddiidaa,

Hawulaashuwa

Nabbabuwa qommoy: Malatiyabaanne dummatiyaabaa geeddariyo nabbabuwa/Compare and Contrast Day 1 Day 2 Day 3

1. Word-study

Blend or segment the more complex taught syllable structures and morphemes to identify words. (List th e 6 -10 target wo rd s) Naagiyoogaa

Alleeqiyoogeeta

Meetettiyageeta

Xanttiyageeta

Maaddiyageeta

Danggarssay hawulaashoy

Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words. (List target wo rd s) Qanxxerettidi Dukkiyoorin Alleeqettiyoobaa Shukerettidi Maayotettaassinne meetettiyaageeta

Qaalaa

Xanna'uwa

2. Reading Before reading: (Xaafuwa Qaratettaa shaahuwa xeella)

(Haasayiyoogaa shaahuwa xeella) comprehension

Nabbabuwa

Akeekkuwaa (Illustration suggestion: Picture of an animal of Ethiopia). Prediction what text will be about and prior knowledge. (example: What do you already know about...?)

Introduce/Discuss thematic words. (li st wo rd s)


Wora doʹata

Xanttiyageeta

Ashuwa miyageeta

Maataa miyageeta

Asaa qohiyageeya

Maaddiyageeta

Alleeqiyoogeeta

Meetettiyageeta

Godariya

Niyaalaa

ZOʹoworakanaa

Naagiyoogaa

Re ading the text:

( o ral readin g – teac her l

ead) Read and practice with expression.

After reading:




Answer compare and contrast questions using graphic organizer.

3. Vocabulary





Introduce skill:

Introduce/discuss thematic and other new vocabulary Thematic words for this week: (Li st 6 - 10 wo rd s)

Ashuwa miyageeta

Maataa miyageeta

Asaa qohiyageeya

Maaddiyageeta

Alleeqiyoogeeta

Meetettiyageeta

Godariya

Niyaalaa

Zoʹo worakanaa

Academic words that are new this week: (Li st wo rd s) Gaammoy Godaree Danggarssay Niyaalay zoʹo worakanay shooshshay hawulaashoy

malatiya dummatiya



Review vocabulary


4a Writing Composition Xaafuwa Qaraa


Xaafuwa Wogaa

gattiya shaakkiya Academic words that have been introduced previously but are important this week: (List wo rd s) Maadettanawu

Erissanawu Bayra

qofaa Qonccissiya

qaalaa Gujjidi

Denttidi

Begin to write more than 2 paragraphs about 2 animals. Complete a graphic organizer first, then write a text comparing and contrasting the animals, using framework


Gishsha qaalata/sample words: Sample words: ( list 6 -10 sample words ) Maataa Kattaa Daamootappe Dizggiya Manʹʹya Kaafiyabaa Use knowledge of morphological meaning (derivational and/or inflectional) to write unfamiliar words.

Kotta Sunttati qofa qashuwaan keettawa gidi yiyo wode wurseta pitalee ayi gidiyaakko loytada akeekka

Ko tta … keettaw a dere…deree gede…gedee kushe---kushee kana…kanay kutto…kottoy gaammo…gaammoy macca…macciyaa

*Kottati cora keettawa gidiyo wode

5. Reading Fluency

Tololayo Nabbabuwa

6. Oral Language: Listening Ezgguwa


Read and practice expression.

asa As at i gede Ge deti kutto Ku tto ti macca Maccat i


Read and practice fluency Teacher reads a new compare

and contrast (suggest: comparing two animals). Before listening: Review how compare and contrast text- type/structure.

During listen in g : Ask about author's purpose. After reading: Use Venn diagram to review information in text and discuss it together

7. Grammar Doonaa Seeraa Intro: Identify nouns as

subjects. Sunttati qofa-qashuwaan keettawa gidiyo wode Ke ettawaa gettetoosonna.Etikka darotto qofa qashshuwaan koyruwaan yiidi qq gidon oosetiyaa osuwau aawa giddid doosona.*Kottati keettawa gidiyo wode asa

As ay yees gede Ge de e

sakkees kutto Ku ttoy mees macca M ichiyaa yawuus

*Kottati cora keettawa gidiyo wode

asa As at i yees gede Ge deti sakkees

kutto Ku tto ti mees macca Maccat i yoosona

Grade 5, 7-2: Week 2 – Theme: Wild animals in Ethiopia; Topic: Endemic wild animals

Genre/Text Types/Structure: Compare and Contrast

Kifilee 5, 7-2: Saaminttay 2– Ayfe yohoy: Toophphiyan Deʹiya Wora Doʹata; Huuphe Yohuwa: Toophphe Xallan Deʹiya

Doʹa Qommota

Nabbabuwa qommoy: Malatiyabaanne dummatiyaabaa geeddariyo nabbabuwa/Compare and Contrast

Day 1 Day 2 Day 3

8. Reading comprehension

Nabbabuwa Akeekkuwaa

Before reading: Make connections to prior knowledge, experiences and other texts;


Zoʹo worakanaa

Cilaadda geleshshuwa

Waaliya Milile

gaaraa

Zannaqa

Marccuwa

Ufayssiyoogaa

Allattaa/recreation

Kafota Saaphoyiyoogaa

Shankkatennaagaa






Re ading the text:




Respond to one inferential questions by writing a paragraph..

Distinguish between fiction and nonfiction

(see writing) (see speaking)

9. Vocabulary

Throu

gh out the

lesson, encourage the students to use new words in speaking, writing.

[

Practise skill: use of dictionary (2)



(see Comprehension)


Thematic words for this week: (Li st 6 - 10 wo rd s)

Cilaadda geleshshuwa

Waaliya Milile

gaaraa

Zannaqa

Marccuwa

Ufayssiyoogaa

Allattaa/recreation

Kafota

Saaphoyiyoogaa

Shankkatennaagaa

Zoʹo worakanaa


Cilaada geleshshoy

Waalee

Allaxxishin

Marccuwan

Shankkanchchati

Gadaaway

Academic words that have been introduced previously but are important this week: (List wo rd

s)

Gaammoy Godaree Danggarssay Niyaalay zoʹo worakanay shooshshay hawulaashoy malatiya dummatiya gattiya shaakkiya


Review vocabulary


10a Writing Continue to write more than one paragraph that compares

Composition

Xaafuwa Qaraa and contrasts two animals using a provided framework.


Use check-list for: 1) use proper paragraph marking, punctuation, and capitalization (if appropriate in the script). 2) correct use of new vocabulary/thematic vocabulary.


Xaafuwa Wogaa 11. Reading


12.Oral language: Speaking Haasayaa



Writing conventions - practise:

Spelling (practice)

Kottanne buzo Sunttati qofa qashuwaan keettawa gidi yiyo wode wursettan beetiya pitaleeti:

Huphphe- Hu ph ph ee sakkees Ullo -Ulloy beettees

ay fe Ay fee sakkees daana Daa n i dandayancha Anjooro An joo ra erancha Na’iyo Na ’iyaa mu


Read and practise fluency Discuss ideas about the animals, and compare them, using descriptive language, work in groups or pairs.

Check speaking for: Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). (practice); Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

13. Grammar

Doonaa seeraa Practice – Identify nouns as su b jects.

Sunttati qofa-qashuwaan keettawa gidiyo wode Ke ettawaa gettetoosonna. Etikka darotto qofa qashshuwaan koyruwaan yiidi qq gidon oosetiyaa osuwau aawa giddid doosona. *Buzoti keettawa gidiyo wode

Do s i yees

Daa n i mees

Grade 5, 7-3: Week 3 – Theme: Wild animals in Ethiopia; Topic: Endemic wild animals

Genre/Text Types/Structure: Compare and Contrast Day 1 Day 2 Day 3

14. Word-study Blend or Segment the more complex taught syllable structures and morphemes to identify words. (List 6-10 target word)

Qaalaa Xann'uwa

15. Reading Before reading: (Illustration suggestion: chart

(see writing) Practice/assess comprehension comprehension

Nabbabuwa

Akeekkuwaa

or map, such as of endangered animals in Ethiopia)

Predict and prior knowledge;


dichchaa

maaduwaa

kacciyaas

Imattaa

beʹanawu

alʹʹo

lalʹʹidi yayiniddi

amottiddi

mandariddi

daafuriddi

laamotidi

bonchchisiyaageta


Re ading the text:

silent re a d ing

Read and p rac tic e ac c

urac y Nabbabaydda kaalliyaa oyshsha ta nena oychcha

* Ha nabbaboy tana sawi?

* Ayssi nabbabiyaana?

* Ta ha nabbabuwabba kase eriyoobi deʹi?

* Nabbabuwappe ayi eriddanaa?

* Ha nabbaboy tawu geliddeyye?


Respond to one inferential questions by writing a paragraph..

Interpret information from chart or map;

16. Vocabulary

Qaalaa Eraa [Through out the lesson, encourage the students to use new words in speaking, writing.

Assess skill: use of dictionary (2)

Assess Vocabulary



17b Writing

Conventions

Xaafuwa Wogaa


(see Comprehension)

Finalise writing more than one

paragraph that compares the content of two different texts using a provided framework (practice)


Use check-list for: 1) use proper paragraph marking, punctuation, and capitalization (if appropriate in the script). 2) correct use of new vocabulary/thematic vocabulary. Writing conventions assessment: TO BE ADDED BY THE LANGUAGE CONSULTANT

Spelling (assessment)

Buzo attuma sunttay keettawa gidiyo wode wursetta pitalee oone?

Buzo macca sunttay keettawa gidiyo wode wursetta pitalee oone?

Kotta attuma sunttay keettawa gidiyo wode wursetta pitalee oone?

Kotta maaca sunttay keettawa gidiyo wode wursetta pitalee oone?


18. Reading Fluency

Pre reading: Short reminder what the text was about Reading: Read and practice fluency.

Focus on intonation, expression and reading with

sufficient pace Read and assess fluency


Orally present ideas about the animals, and compare them, using descriptive language Check speaking for: Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). (practice)


20. Grammar Assessment – Identify noun as subjects.

*Kotta sunttata keettawa ootada lm imma

*Kotta sunttata cora ootada lm imma

*Buzo suntta keettawa

ootta go”etadda

attuman ichchasha

macca ichchashu qofa qashota imma

2nd time that sequence

Grade 5, Unit 8 (Weeks 1-3). Theme: Traditional Games

Grade 5, 8-1: Week 1 – Theme: Traditional Games; Topic: Holiday-related games

Genre/Text Types/Structure/Structure: Narrative – Sequence, with dialogue appears in grade 5.

Day 1 Day 2 Day 3

1. Word-study Blend or segment the more complex taught syllable structures and morphemes to identify words. (List th e 6 -10 target wo rd s) Xaallotiyaara Heeleeliya saddiqaappenne yabbulliyaa gereesappe

Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words. (List target wo rd s) annaacciyaan nashshanawu woyttettanawu wazziyaappekka kaassanchati

Qaalaa Xann'uwa

2. Reading Before reading: (see writing) (see speaking)

comprehension

Nabbabuwa

Akeekkuwaa Make connections to prior knowledge, experiences and other texts.

Introduction: Format/use of dialogue in narrative text

Introduce/Discuss thematic words

. Make a short prediction about the topic of the text (use title, illustration, caption and subheadings)


Re ading the text:

( o ral readin g – teac her l

ead) Read and practice with expression.

After reading:

Respond to text based sequence questions by using graphic organizer (integrate the text based questions).

Ask 2 questions about linking/transitinal words/antecedent words, e.g. what is ‘this’ refering to in sentence 4?

Ask some inferential questions about the text to make a connection to personal life with one question where students write one paragraph to give their opinion about a game.

3. Vocabulary




4a Writing

Composition Xaafuwa Qaraa

Introduce skill: use context to get a meaning of word (sentence level)

Thematic words for this week: (Li st 6 - 10 wo rd s) Xaallotiyaa Gufaa hoolliyaa baali helleliyaa saddiiqqaa gazziyaa yabbuliyaa baalaa giddaa mayzzaa boliyaa gereessa Academic words that are new this week: (Li st wo rd s) cima naatu qeeri Woggaa loʹʹo iitta guutta gita qanʹʹishshiyaa annacciyaa woyttuwaa xoonuwaa nashuwaa boriyaa Academic words that have been introduced previously but are important this week: (List wo rd s) Gaammoy Godaree Danggarssay Niyaalay zoʹo worakanay shooshshay hawulaashoy malatiya dummatiya gattiya shaakkiya Intro: Use a sequence graphic organiser to write a paragraph how to play their favorite game,

using cardinal and/or ordinal numbers. [Through out the lesson, encourage the students to use new words in speaking, writing.


Review vocabulary



Xaafuwaa Wogaa

Writing conventions - intro: Spelling (intro) Spelling rule/words/morpheme in focus: (list rule) Sample words: (list 6-10 sample words) Use knowledge of morphological meaning (derivational and/or inflectional) to write unfamiliar words.

Wursetaa kaalliya sunqottun xeella. Sunttaadan etikka issi mala wursettay baa. Hegeetika –e, - a, -o Lm.

lee'e orde bootta zo’’o

5. Reading Fluency

Tololayo Nabbabuwa

6. Oral Language: Listening

Haasayaa

Prereading: Short reminder what the text was about Reading: Read and practice fluency. Focus on intonation, expression

and reading with sufficient pace Teacher reads a new text Before listen in g : Review how compare and contrast text- type/structure. During listening: Answer text based questions (multiple choice) as they are listening After listening: Ask some inferential questions about the text to make a connection to personal life with one question where students write one paragraph to give their opinion about a game.

7. Grammar Intro: Common adjectives

and common cardinal and ordinal numbers.

Doonaa Seeraa Sunqotta, Payddiyo paydota Xekka paydota issi qofa qashuwaa giddons

Karetta h eezanta maxaafa ekka

Ista, naa”a, heeza giidi qoodan danddayees

He ezanta m axaa fata ekka Adu s s a na’iyo be’a Adu s s a na’’a be’a Adu s s a naata be’a

Maccawu

attumawu Issi mala

Pyduwawu(corin sellin dummatteti baa

Grade 5, 8-2: Week 2 – Theme: Traditional Games; Topic: Other traditional games

Genre/Text Types/Structure/Structure: Sequence

Day 1 Day 2 Day 3

8. Reading comprehension Nabbabuwa Akeekkuwaa



Make a short prediction about the topic of the text (use title, illustration, caption and subheadings) Remind student of self- checking strategy: (list strategy)

Re ading the text:



After reading:

Respond to text based sequence questions by using graphic organizer (integrate the text based questions).


Ask some inferential questions about the text to make a connection to personal life with one question where students write one paragraph to give their opinion about a traditional game.


9. Vocabulary




Practise skill: use context to get a meaning of word (sentence level)

Thematic words for this week: (List 6-10word s)

gennuwaa

phinnuwaa

xaallotiyaa

xooringgiya

eeshinggiya

qanʹishiyaa

kayan

xoonuwaa

boriyaa

nashuwaa


Ensure that in the teacher explains key words well when

giving exercises and discussion new items] Review vocabulary


woyttuwaa

dosuwaa

ixuwaa

Academic words that are new this week: (Li st wo rd

s) Koyruwaan

naaʹantuwaan

doomettan

wurssettan

istta, naaʹʹa, heezza

iita, keha, loʹo, bootta, karetta


cima naatu qeeri woggaa loʹʹo iita guutta gita qanʹʹishshiyaa annacciyaa woyttuwaa xoonuwaa nashuwaa boriyaa


Xaafuwa Qaraa

10b Writing conventions Xaafuwa Wogaa

Continuation: Use a sequence graphic organiser to write a paragraph how to play their favorite game, using cardinal and/or ordinal numbers.Teacher helps students to check writing for correct sequence in instructions.


Spelling (practice)

Paydotti banttarkka go’ettiyo wode wursetta xeela

Paydotti sunttappe sinttara yiyo wode

Isstta, naa’’a, heezza Heezzu asata Heezzu oyddu asata Oydantta asa

11. Reading Fluency

Tololayo Nabbabuwa 12.Oral language: Speaking

Haasayaa

Prereading: Short reminder what the text was about Reading:

Read and practice fluency. Focus on intonation, expression and reading with sufficient pace

Give instructions for a traditional game, using cardinal and ordinal numbers, work in groups or pairs. Check speaking for: Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). (practice) Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

13. Grammar Doona Seeraa Practice – Common adjectives

and common cardinal and ordinal numbers. (sunqqota, qooddiyo paydotta, xekkaa paydotta)

*Issta, naa’’a, heeza, oydda gaada xaafa *wogga naa”u keettaa keexxaas *Heezanta keetta pude baara gela *oydantta adussa na’aa xeesa *Ichchashanchcha macca

Grade 5, 8-3: Week 3 – Theme: Traditional Games; Topic: Other traditional games

Genre/Text Types/Structure/Structure: Sequence

Day 1 Day 2 Day 3

14. Word-study Blend or Segment the more

complex taught syllable structures and morphemes to identify words. (List 6-10 target words) qanʹʹishiyan annacciya qeeraata gitakkonne iitatetta

15. Reading comprehension Nabbabuwa Akeekkuwaa


Notice structure of article/text.


Remind student of self- checking strategy: (list strategy)

Re ading the text:

(silent reading)


After reading: Respond to text based sequence questions by using graphic organizer (integrate the text based questions).


Ask some inferential questions about the text to make a connection to personal life with one question where students write one paragraph to give their opinion about a traditional game.

(see writing) Practice/assess comprehension

16. Vocabulary




Assess skill: use context to get a meaning of word (sentence level)

Thematic words for this week: (List6 -10 word s)

Academic words that are new this week: ( Li st wo rd s)

Academic words that have been introduced previously but are important this week:

(List words)




Finalise: Use a sequence graphic organiser to write a paragraph how to play their favorite game, using cardinal and/or ordinal

numbers.The teacher helps the students to revise their writing.


17b. Writing Conventions Xaafuwa Wogaa



*Paydotti banttarkki yiyo wode wurseta pitalee oonee? *Paydotti sunttappe sinttara yiyo wode wurseta pitalee oonee?

18. Reading Fluency Tololayo nabbabuwa


Reading: Read and practice fluency.


Focus on intonation, expression and reading with sufficient pace

Orally present giving instructions for a traditional game, using cardinal and ordinal numbers.


Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). (practice) Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expres

Assessment – Common adjectives and common cardinal and ordinal numbers.

20. Grammar *Sunqqotta,paydiyo payduwaannexekka paydotta go’’etada qofa qashuwaa imma(10)

Grade 5, Unit 9 (Weeks 1-3). Theme: Oral Literature

Grade 5, 9-1: Week 1 – Theme: Oral Literature; Topic: Riddles and Oral Poetry

Genre/Text Types/Structure/Structure: Poetry and riddles (1) see mini scope and sequence poetry

Day 1 Day 2 Day 3

1. Word-study

Qaalaa Xanna'uwa Blend the more complex

taught syllable structures and morphemes to identify words. (List the 6 -10 target words) danttuwaa eeshshawa karssikarsaa yeemoyiyaaga allalliyawa kuushshaa

Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words. (List target wo rd s) danttuwaninne karssikarsiyooge yeemotanawunne allalliyawatura kuushshappe

2. Reading Comprehension Nabbabuwa Akeekkuwaa

Before reading:


Discuss text structure.

Introduce/Discuss thematic words.

Disc uss w h at ri ddle s are .

Re ading the text:


Read and p rac tic e ex pre ssio n.

After reading:

Answer text-based questions about structure of poetry, and imagery.


3. Vocabulary


encourage the

students to use new

words in speaking, writing. Intro of Skill: understanding figurative speech in poetry and riddles



(see Comprehension)

(Talking about figurative speech in poems, without talking about different types. In teacher’s guide additional information about the different types of figurative speech can be added as information for teacher.) Introduce/discuss thematic and other new vocabulary Thematic words for this week

Line, Stanza, Verse, (phrase) (List 6-10 words)

hayssiya leemiso haasaya gereessa naachchaa kayatiyooga xooringgiyaa eeshshinggiyaa zilaassaa Academic words that are new this week: (Li st wo rd s) danttuwaa biddaa eeshshawata woqaa karssikarsaa allalliyawa kuushshaa yeemoyiyaaga Academic words that have been introduced previously but are important this week: (List words) naaʹantuwaan

doomettan

wurssettan

istta, naaʹʹa, heezza

iita, keha, loʹo, bootta,

karetta


Review vocabulary




Xaafuwa Wogaa

Introduction: Write some riddels

Write a poem or riddle using

a provided framework.

Spelling (intro) Spelling rule/words/morpheme in focus: (list rule) Sample words: (list 6-10 samp le wo rd s ) Pitaliya utettaa (erissuwa):

Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: Seeratu zuliya: - Telxxa guttuma kaallidi yiya guttumati daro wode daabuloosona. Lm. Barkka ‘r’ telxxa guttuma A kaalliya ‘k’ daabuliis. Telxxa guttumati: l, m, n, r, s, y, z, sh, zh nne ts





Use knowledge of morphological meaning (derivational and/or inflectional) to write unfamiliar words.

Keettawa wurseta

xeella

Qonccisiyaaga wurseta pitaliyaa xeella


6. Oral Language: Listening Haasayaa


Read and practice expression.


Read and practice fluency Teacher reads some riddles.

Before listening: Teacher reminds the students what riddles are.

During listening:

Answer text based questions (multiple choice) as they are listening After listening Infer meaning of words (figurative speech) through context;

7. Grammar Doonaa Seeraa Intro: Most common subject

and predicate sentence structure.

Hagee qofaa qashoy peeshshoy baynann keettawaaninne(sub ject) qonccisiyaaga xallan medhdhetiyaaga

Eti michchota Eti goshshanchcha Daani goshanchcha Dalggi zal’’anchcha Dosi toorancha Dosi astamaare

Grade 5, 9-2: Week 2 – Theme: Oral Literature; Topic: Legends and other oral literature

Genre/Text Types/Structure/Structure: Narrative (Legends)

Day 1 Day 2 Day 3


Nabbauwa Akeekkuwaa



Disc uss w h at a le ge nd is

Re ading the text:

( or a l or silent re a d ing )



hayssiya leemiso haasaya gereessa naachchaa kayatiyooga xooringgiyaa eeshshinggiyaa zilaassaa shankaa boliyaa gazziyaa kaassaa woytuwaa kaaccaa gooluwaa iigiyooga After reading: Answer text based and inferential questions and questions about character, setting and plot.

Describe a character's actions by writing a paragraph.

9. Vocabulary




(see Comprehension)

Practise of Skill: understanding figurative speech


Thematic words for this week: (List 6 -10 wo rd s)

hayssiya leemiso haasaya gereessa naachchaa kayatiyooga xooringgiyaa eeshshinggiyaa zilaassaa shankaa boliyaa gazziyaa kaassaa



Review vocabulary



Xaafuwa Qaraa

kaaccaa gooluwaa iigiyooga Academic words that are new this week: (List words)

danttuwaa biddaa eeshshawati alahissuwaa, yeesiyooga, qofisiyooga, miichiyooga, ofayssiyooga, woqaa karssikarsaa allalliyawa kuushshaa yeemoyiyaaga Academic words that have been introduced previously but are important this week: (List words)

hayssiya leemiso haasaya gereessa naachchaa kayatiyooga xooringgiyaa eeshshinggiyaa zilaassaa

Short instruction about how to write a riddle (information about language used, structure – language specific information) Students start to create (at least) two new riddles. (Note: if it is too difficult to write individually – let students work in pairs).


Teacher guides them by helping them with the language specific aspects of riddles.

Write a paragraph that compares a character and/ or evaluate actions of a character in a grade level story – preparation/introduction

Writing conventions - continuation:

Spelling (practice)

Qonccisiyaagetu wurseta pitaliyaa xaafa

11. Reading Fluency Tololayo Nabbabuwaa

12.Oral language: Speaking

Haasayaa

(oral or silent reading)



Read and practise fluency

Students exchange their riddles with each other (during oral language week 2 the known riddles, during oral language week 3 their own made riddles). They read/recite each other riddles and discuss the meaning of them.

Check speaking for: Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). (practice)


Discuss the characters, setting and events of the story and evaluate character's action - present orally.

13. Grammar

Doonaa Seeraa Practice – Most common

subject and predicate sentence structure.

-Eti kehippe lo”iyaa michchota -Eti mino goshshanchcha -Daani tamaaridda goshanchcha -Dalggiheezzanta zal’’anchcha -Dosi gita toorancha

Grade 5, 9-3: Week 3 – Theme: Oral Literature; Topic: Cultural Transmission and the

importance of oral tradition

Genre/Text Types/Structure/Structure: Narrative

Day 1 Day 2 Day 3

14. Word-study Qaalaa Xanna'uwa Blend or Segment the

more complex taught syllable structures and morphemes to identify words. (List the 6-10 words from the text)






Reading: (silent reading)


Ha nabbaboy tana sawi?




* Ha nabbaboy tawu gelideyye?

* Tamaarissiyaagaa/y aaro ochchiyoogaa

* -Zaari zaari nabbabiyoogaa


Respond to one inferential question by writing a paragraph.

Distinguish between fiction and nonfiction.


16. Vocabulary [Through out the lesson,


Assessment of Skill: understanding figurative speech

Assess Vocabulary



(see Comprehension)



17b Writing

Conventions Xaafuwa Wogaa

Finalize riddles (at least two riddles) Check, edit (add language specific information)

Write a paragraph that compares a character and/ or evaluate actions of a character in a grade level story – practise


Spelling (assessment) Qonccissiyaa qaalatu wursseta pitaliyaa xaafadda leemisuwaa imma



(silent reading)



Read and assess fluency

Students exchange their riddles with each other (during oral language week 2 the known riddles, during oral language week 3 their own made riddles). They read/recite each other riddles and discuss the meaning of them.



Discuss the characters, setting and events of the story and evaluate character's actions - present orally.

20. Grammar Assessment – Most common subject

and predicate sentence structure. *Keettawanne qonccissiyaaga go’’etadda 10 gofaa qashota medhdha

Grade 5, Unit 10 (Weeks 1-3). Theme: Stigma and discrimination in HIV/AIDS

Grade 5, 10-1: Week 1 – Theme: Stigma and discrimination in HIV/AIDS; Topic: Effects of

stigma and bias against those with HIV/ AIDS

Genre/Text Types/Structure/Structure: Problem-solution (1st time for this text type) (e.g. the effect of stigmatisation and discrimintation is a problem, what is the solution?)

Day 1 Day 2 Day 3

1. Word-study Blend or segment the more complex taught syllable structures and morphemes to identify words. (List th e 6 -10 target wo rd s) naaʹʹantto Zaggiyoogaa

ummayiyoooga Ixxiyoogaa

Saalliyooga

Bonchiyoogaa

Use knowledge of

morphological meaning (derivational and/or inflectional) to read unfamiliar words. (List target wo rd s) qofissiyoogaara ufayssiyoogaaranne Polettidabaappe Kuushshaara Doomettiiddi Wurssettaaninne Eeshshaawatuura

Qaalaa

Xanna'uwa

2. Reading Before reading: (see writing) (see speaking)

comprehension

Nabbabuwa

Akeekkuwaa Make connections to prior knowledge and other texts.

Introduce/Discuss thematic words and problem/solution

words. (list words)

Zaggiyoogaa

Lagiyoogaa

Hargiyaa

Xaliyaa

Maaduwaa

Zoriyaa

Ixxiyoogaa

Saalliyooga

Bonchiyoogaa

Woriyoooga

pattiyoogaa

siifiyoogaa

dummayiyoooga



Re ading :



After reading:

Respond to text based sequence questions by using graphic organizer for problem and solution.


Respond to one inferential questions by a paragraph about one problem and solution

Distinguish between fiction and nonfiction

3. Vocabulary




(see Comprehension)

Introduce skill: make use of word parts to recognise new words

Introduce/discuss thematic and other new vocabulary Thematic words for this week: (Li st 6 - 10 wo rd s) Zaggiyoogaa

Lagiyoogaa

Hargiyaa

Xaliyaa

Maaduwaa

Zoriyaa

Ixxiyoogaa

Saalliyooga

Bonchiyoogaa

Woriyoooga

pattiyoogaa

siifiyoogaa

dummayiyoooga

Academic words that are new this week: (Li st wo rd s) woqaa Eeshshaawaa Polettidabaa Kuushshaa Doomettaa Gidduwa

Wurssettaa Issitoo



Review vocabulary


Koyruwan naaʹʹantto kaallidi Academic words that have been introduced previously but are important this week: (List words) danttuwaa biddaa eeshshawati alaahissuwaa, yeessiyooga, qofissiyoogaa, miichchiyooga, ufayssiyoogaa, woqaa karssikarsaa allaalliyawa kuushshaa yeemoyiyaagaa

4a Writing Analyse the reading text to prepare to write a text that describes pro bl em and so

lutio n using a provided framework.

Composition

Xaafuwa qaraa

4b Writing Writing conventions - intro: conventions Xaafuwa Wogaa

Spelling (intro) Spelling rule/words/morpheme in focus : (li st ru le) Pitaliya utettaa (erissuwa): Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: Seeratu zuliya: - Telxxa guttuma kaallidi yiya guttumati daro wode daabuloosona. Lm. Barkka ‘r’ telxxa guttuma A kaalliya ‘k’ daabuliis. Telxxa guttumati: l, m, n, r, s, y, z, sh, zh nne ts




5. Reading Fluency

Tololayo Nabbabuwa


Ezgguwa



Gishsha qaalata/sample words: Koysha Hargganchchaa laaʹiiddi Sooddon Daamoote Sample words: ( list 6 -10 samp le wo rd s ) Use knowledge of morphological meaning (derivational and/or inflectional) to write unfamiliar words.


Read and practice fluency Teacher reads a new story.

Before listening: Review the problem/solution structure text type. During listening: Answer text based questions (multiple choice) as they are listening After reading: In small groups, students identify the problem and solution in text by complete a graphic organizer. Some students present their graphic organiser orally.

7. Grammar Doonaa Seeraa Intro: Most common

statement sentence structure.

Keehi meezetidda qofaa qashoy o diyaa qofaa qashuwa

Dosi mees

Ta ka’’ayiis

A woxxawus

Nu nabbaboos

Grade 5, 10-2: Week 2 – Theme: Stigma and discrimination in HIV/AIDS; Topic: Prevention

of HIV/AIDS

Genre/Text Types/Structure/Structure: Problem-solution

Day 1 Day 2 Day 3





Zaggiyoogaa

Lagiyoogaa

Hargiyaa

Xaliyaa

Maaduwaa

Zoriyaa

Ixxiyoogaa

Saalliyooga

Bonchiyoogaa

Woriyoooga

pattiyoogaa

siifiyoogaa

dummayiyoooga




Re ading :

( or a l or silent re a d ing )


After reading: Respond to text based sequence questions by using graphic organizer for problem and solution.

Respond to one inferential question by writing a

paragraph about one problem and solution.

9. Vocabulary



Ensure that in the teacher explains key words well when giving exercises and discussion

new items]

(see Comprehension)

Practise skill: make use of word parts to recognise new words.

Introduce/discuss thematic and other new vocabularyThematic words for this week: (Li st 6 - 10 wo rd s)

Teqqiyo

Gaytotettaa Yeda [Through out the lesson, encourage the students to use new words in speaking, writing.


Review vocabulary

Konddomiya

Ammanettennaagaa

Bana naagiyoogaa

Lagiyoogaa


Gaasoy

Kaalettiyoobay

Heeppe denddidaagan

Yaaniyoo gishshawu

Ehiyoo gishshawu

Heegaa gaasuwan

Teqqanaayyo

Yaanikko


woqaa Eeshshaawaa Polettidabaa Kuushshaa Doomettaa Gidduwa Wurssettaa Issitoo Koyruwan naaʹʹantto kaallidi


10a Writing Write a text that describes pro blem and so lutio n

using a provided framework - practise



Composition

Xaafuwa Qaraa


Writing conventions - practise: Xaafuwa Wogaa

Spelling (practice) Xaapho Peeshshuwawu shaakka Mees Ka”ayiis Woxxawus nabbaboos

11. Reading Fluency

Tololayo nabbabuwa


Haasayaa

(oral or silent reading)



Read and practice fluency. Focus on intonation, expression and reading with sufficient pace

Read and practise fluency Introduction and practise: In small groups: discuss in problem and solution and compare two texts read (week 1 and 2) – putting ideas together.




13. Grammar

Doonaa Seeraa Practice – Most common

statement sentence structure. Odiyaa q q

Keehi meezetidda qofaa qashoy o diyaa qofaa qashuwaa

Issi keettawanne kaalliyaag, issi peeshshuwaa oyqees

-Dosi laaxa yan mees -Ta ta michcheera kaaꞌayiis -A deriyaa pude woxxawus -Nu hisaabe maxaafa nabbaboos

Grade 5, 10-3: Week 3 – Theme: Stigma and discrimination in HIV/AIDS; Topic: Love and

Care for those with HIV/AIDS

Genre/Text Types/Structure/Structure: Problem-solution

Day 1 Day 2 Day 3


complex taught syllable structures and morphemes to identify words. (List 6-10 target words) Zemppissiyoogaa

Zoriyoogaanne

Siiqiiddinne

Issippetettankka

Shiishshidinne


Nabbabo Akeekkuwa


Discuss thematic words. (l ist wo rd s) Siiquwa

Saaphuwa

Issippetettaa

Maaduwa

Zemppissiyoogaa

Xalliyoogaa

Zoriyoogaa

Miyoogaa

Uyiyoogaa



Reading (silent reading)


After reading:

Respond to text based sequence questions by using graphic organizer for problem and solution.

Respond to one question comparing two texts read about theme by writing a

paragraph about one problem and solution


16. Vocabulary [



Assess skill: make use of word parts to recognise new words.

Assess Vocabulary



(see Comprehension)



17b Writing Conventions Xaafuwa Wogaa

18. Reading



(silent reading)


Nabbabitenne bali baynnan nabbabiyogaa meezetite.

Rewrite and edit a paragraph that pro blem and so l utio n

of two different texts using a provided framework (practice)

The teacher helps the students to revise their writing. Use check-list for: 1) Use proper paragraph marking, punctuation, and capitalization (if appropriate in the script). 2) correct use of new vocabulary/thematic vocabulary. Writing conventions - final:

Spelling (assessment) Wurstta loyttada akeekka Pee s h o ta medhdha, ma, woxxa, dicca, dura, kiya, yexxa, siya, utta, eqqa, zin’’a, tamaara, xeella, xiskka, be’a, meeca, maadda, qosa, goyya, heemma, era, oychcha, demma


Read and assess fluency Present orally in small groups the comparison of problem and solution texts read (week 1 and

2) –



20. Grammar

Doonaa seeraa Assessment – Most common

statement sentence structure.

Tssi keettawanne a kaattiyaaaga, issi peeshuwaa go’ettado lchchashshu Odiy_aa g_o[aa g_ashshuwaa medhdha.

GRADE 6

Scope and Sequence Grade 6 semester 1 (15 weeks – Units 1-5) Grade 6, Unit 1 (Weeks 1-3). Theme: Cultural Dress

Grade 6, 1-1: Week 1 – Theme: Wogaa Maayuwa; Topic: Bullachchawu Maayiyo Maayota

Genre/Text Types/Structure: Descriptive Narrative

Day 1 Day 2 Day 3 Blend or segment the more

1. Word-study Qaalaa xannaʹuwa

2. Reading Comprehensio Nabbabuwa Akeekuwaa

complex taught syllable structures and morphemes to identify words. (List the 6-10 target words) Kallachchaa

Bawunddiya

Xibbiquwa

Dungguzaa

Sagaayuwa

Kallachchaa

Before reading: Make connections to prior knowledge, experiences and texts. Introduce/Discuss thematic and key words. (list words) Hadiya dungguzaa Waaruwa Seeriya Jaanuwa Gixetuwa Xibbiquwa Bawunddiya Migiduwa Sagaayuwa Belecaa Kallachchaa Danccuwa Dunddaa Beeluwa Goofariya Kanttifaa bolaaliya Reading the text: (oral reading – teacher lead) Read and practice accuracy.


After readin g: Answer text based and inferential questions. Evaluating the text – introduction

(give 3 or 4 evaluation questions that w ill h elp stu de nts to do this. Nabbabuwappe Simin: Nabbabuwa baaso ottida

oyshshaatussi zaaruwa immona. 3u/4u oyshshati xuufiya yiganawu maaddiyageeta gidona.

3. Vocabulary

Qalaa Eraa


encourage the students to

use new words in speaking,

writing.


explains key words well

when giving exercises and

discussion new items Xaafuwawunne haasayawu oortta qaalata go'ettanadan mintettite. Ayfe qaalati suure qonccidogaa akeekkite.

Introduce/discuss thematic

and other new vocabulary

Thematic words for this

week: (List 6-10 words)

Academic words that are

new this week: (List words)

List some antonyms and

synonyms related to topic




writing.



giving exercises and

discussion new items]

Xaafuwawunne haasayawu

oortta qaalata go'ettanadan

mintettite. Ayfe qaalati suure

qonccidogaa akeekkite.


Xaafuwa qaraa

Write a 2 paragraph evaluation the reading text of day 1 in week 1 using a provided format – introduction koyro gallassa xuufiya xeelliyagan naau mentto yigeta xaafona


Writing conventions - intro: Pitaliya utettaa (erissuwa): Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: Seeratu zuliya: - Telxxa guttuma kaallidi yiya guttumati daro wode daabuloosona. Lm. Barkka ‘r’ telxxa guttuma A kaalliya ‘k’ daabuliis. Telxxa guttumati: l, m, n, r, s, y, z, sh, zh nne ts

5. Reading Fluency

Tololayo Nabbabuwa

Prereading: Short reminder what the text was

about-Xuufee aybabaa yotiyakko

qantan hasayisite.

Reading:

Read and practice fluency.

Tololayo nabbabuwa eeshshatun ampidi meezeyite

6. Oral language : Listening Haasayaa

Before listening: Make

connections to prior

knowledge, experiences and

other texts.

Teacher reads the listening

text

Teacher reads new narrative

text (which includes a

dialogue).

During listening: Predict

action of character in story.

After listening: Answer

questions about story,

including questions that help

the students to evaluate a

text;

Think about descriptive

words.

Recognize elements of

literature: dialogue.

7.Grammar

Doonaa Seeraa

Intro: Proper and common nouns and co mmo n verbs

Buzo sunttata: issi izaawawu woykko buqurawu xallawu imetidda sunttaa. Hagee issuwaa issuwaappe shaakkanawu d a nd a yees .

Shaafay g og g ees

Shaafati g o gg oo so

na Michchiyaa yawu

s Michchoti yo o so

na

-Sunttati peeshshuwara qoodan

maayettoosona

-Selle sunttay selle peeshshuwaa

ekkees -Cora sunttati cora bessiya peeshuwaa ekkees

Grade 6, 1-2: Week 2 – Theme: Wogaa Maayuwa; Topic: Baalaa Wode Maayettiya

Maayuwa

Genre/Text Types/Structure: Descriptive Narrative

Day 1 Day 2 Day 3 8. Reading

Comprehension

Nabbabuwa

Akeekuwaa

Before reading: Make connections to prior knowledge, experiences and other texts; Discuss thematic and key words. ( list wo rds) Introduce self-checking strategy: (list strategy) Reading the text:

(pair and/or silent reading) Read and practice accuracy

After reading: Answer text based and inferential questions Evaluati ng the text – practise - give 3 or 4 evaluation questions that will help students to do this. They write their answers down in sentenece

Recognize elements of literature: dialo g ue Before re ading : Make co nnec tio ns to p rio r kno w ledge, expe rienc es an d o ther texts; Disc uss thematic and key words. (list words) H adiya Gaam muwa go o fariya Gixetuwa Maahe lan dduwa Dees hshaa a goz iya Do rssaa ukaa Baw undd iya Jaa nuwa Waaruwa Caamma a Ko o tiya

Shamiz iya Ko po rttaa Suufiya Bo o tta qo liya

Intro duc e s elf- c hec ki ng strategy: (list strategy) - Zaar i zaar i nabbabiyoogaa Ha nabbaboy tana s awi? Ay ssi nabbabiyaana? Ta ha nabba buwab ba kase e r iyoobi de ʹi?

Nabbabu wappe ay i e r iddanaa? Ha nabbaboy tawu gelideyye ? Gelenan xaykko tamaar issiyaagaa/yaaro ochc hiyoogaa

9. Vocabulary

Qaalaa Eraa


Ensure that in the teacher explains key words well when giving exercises and discussion new items] Xaafuwawunne haasayawu oortta qaalata go'ettanadan mintettite. Ayfe qaalati suure qonccidogaa akeekkite.

Introduce/discuss thematic and other new vocabulary Thematic words for this week: (List 6-10 words) Academic words that are new this week: ( L ist wo rds) Academic words that have been introduced previously but are important this week: ( L ist wo rds) List some antonyms and synonyms related to topic Thematic words for this week: ( L ist 6- 10 wo rds) Hadiya

Gaammuwa goofariya

Gixetuwa

Maahe landduwa

Deeshshaa agoziya

Dorssaa ukaa

Bawunddiya

Jaanuwa

Waaruwa

Caammaa

Kootiya

Shamiziya

Koporttaa

Suufiya

Bootta qoliya

Academic words that are new this week: ( L ist wo rds) Woqaa Eeshshaawata Kuushshaa Doomettaa Gidduwa Wurssettaa Issitoo Koyro naaʹʹantto Wurssettan Bootta Karetta


Ensure that in the teacher explains key words well when giving exercises and discussion new items] Xaafuwawunne haasayawu oortta qaalata go'ettanadan mintettite. Ayfe qaalati suure qonccidogaa akeekkite.

Academic words that have been introduced previously but are important this week: ( L ist wo rds) List some antonyms and synonyms related to topic Gaasoy

Kaalettiyoobay

Heeppe denddidaagan

Yaaniyoo gishshawu

Ehiyoo gishshawu

Heegaa gaasuwan

Teqqanaayyo

Yaanikko

10a Writing

Composition

Xaafuwa

qaraa

Write a 2 paragraph evaluation the reading text of day 1 in week 1 using a provided format – continuation

koyro gallassa xuufiya xeelliyagan naau mentto yigeta xaafona

10b Writing

Conventions

Xaafuwaa wogaa

Writing conventions – practice spelling :

Spelling (intro): Spelling rule/words/morpheme in focus: (list rule) Pitaliya utettaa (erissuwa): Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: Seeratu zuliya: - Telxxa guttuma kaallidi yiya guttumati daro wode daabuloosona. Lm. Barkka ‘r’ telxxa guttuma A kaalliya ‘k’ daabuliis. Telxxa guttumati: l, m, n, r, s, y, z, sh, zh nne ts

- /y/ sohuwan /i/ gelenna qassikka /i/ sohuwan /y/ gelenna. Gaasoykka eta cenggurssaa dummatettaa. Lm. May? Gay? Geettesppe attin mai? Gai? Geettenna. - Asaa, deriya, shaafaa, biittatu gallassatu, aginatu, saaminttatu hhm sunttati wogga pitaletun doommoosona. - ‘f’, ‘h’, ‘v’, ‘nh’ daabulokkona. Gishsha qaalata/sample words:

Wolayttatettaa

Aannisaa

Dungguzaa

lemʹʹiyoode

Leemisuwa

Gufanddidi

Sample words: (list 6- 10 words)

Use knowledge of morphological meaning (derivational and/or

inflectional) to write unfamiliar words.

Peeshotu mera sunttay selle, cora, maaccawu gidiyo wode xeella

Selle:goggees

Cora:goggoosona

Macca selle:yawus

Macca cora: yoosona

*Kotta sunttatu cora gidiyo wodenne Kettawa gidiyo wode /-ti/

asa –asati

mittaa-mitati

kutto-kutoti

11. Reading Fluency

Tololayo Nabbabuwa


Prereading:

Short reminder what the text

was about

Reading:

Read and practice fluency. Focus on intonation, expression and reading with sufficient pace. . Read and p rac tic e flue nc y - use into n atio n at t he p unc tu atio n level th at demo n strate s meani ng o f grade level text.

12: Oral language: Speaking listening Haasayaa

Using the paragraphs writing during writing competencies students Practice and begin presenting a evaluation report of the text read in week 1 in their own words.

Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify

expression.

Xaafuwa qaraa wode xaafido menttotta go'ettidi koyro gallassi nabbabido xuufiya xeelliyagan xaafido pissiya kifiliyawu haasayidi sisonna.

13. Grammar Practice: Proper and common nouns and common verbs

Buzo su nttaanne kotta sunnaa meezetite

Doonaa Seeraa Da a n i Za l’ees

An jju loy yee s

An jo o ra xis ka wus

Na ’iya a eraw u s

keetta - keetta ta

b o o ra -b oo ra ta

ta ma a re - ta ma reta

mich o - mich o ta

is h a - is ha ta

d ere - d ereta

g iya - g iya ta

tu kiya a - tu kketa

mitta - miitta ta

ku to - ku tto ta

q u ma - qu ma ta

h a atta a -h atta ta

Attu ma Buzo s u ntta ta

(xee ra a kekka ) - a

M a na , Ba lxxa , Ba n cca ,

Cu u tu lla , Ma a deb a

M a cca Bu zo su ntta ta (xee ra

a kekka ) - 0

An jo o ro, Ayn a to, Astiro,

Alma a zo, Ya llis o

Grade 6, 1-3: Week 3 – Theme: Wogaa Maayuwa; Topic: Wogaa Maayuwa

Bonchchiyoogaa

Genre/Text Types/Structure: Persuasive writing

Day 1 Day 2 Day 3 14. Word-study Qaalaa Xanna'uwa

Blend or segment the more complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) Bullukkuwa H adiya Dung g uzaa Maz zaabaa Ma ʹʹiyaabaa Minjja maayuwa Allee qiyo o gaa Saapho yiyo o gaa Nashs hiyo o gaa Bonchchiyoogaax

15. Reading Comprehensio n Nabbabuwa Akeekuwaa

Before reading: Make connections to prior knowledge, experiences and other texts; Discuss thematic and key words. ( list wo rds) Remind to use self-checking strategy: (list strategy) Reading the text: (silent reading) Read and practice accuracy

After reading: Answer text based and inferential questions. Identify arguments for or against an opinion. Before re ading : Make co nnec tio ns to p rio r kno w ledge, expe rienc es an d o ther texts; Disc uss thematic and key wo rds. (list words) Saapho yiyo o gaa Allee qiyo o gaa Nashs hiyo o gaa

Bo nc hc hiyo o gaa Maz zaabaa Ma ʹʹ iyaabaa Minjja maayuwa Gitayiyaagaa H aydaa Aanni saa Bo o limaa Puuxi saa Guu baa Go o jjaa miya H adiya Dung g uzaa Bullukkuwa

Practice/assess comprehension Abbabuwa akeekka meezeyogaa/paacciyogaa

Remind to us e self- c h ec king strategy: (list strategy) Af te r re ading : Answer text based and inferential questions. Identify arguments for or against an opinion.

16. Vocabulary

Qaalaa Eraa


Ensure that in the teacher explains key words well when giving exercises and discussion new items] (se e C ompre he nsion)

Assess Vocabulary (skill and

words)

Qaalaa eranne qaraa paaccite




Xaafuwa qaraa

Write a 2 paragraph evaluation the reading text of day 1 in week 1 using a provided format – application

The teacher helps the students to revise their writing. Check writing also for: 1) use proper paragraph marking, punctuation, and capitalization (if appropriate in the script). 2) use of new vocabulary/thematic vocabulary. Immetida formattiya go’ettidi koyro samminta koyro gallassa nabbabuwa naa”u menttuwan yiigona



Yiigetta:

Wursetta ustetota shaakosoon

18. Reading Fluency

Tololayo Nabbabuwa

Read and practice accuracy Nabbabitenne bali baynnan nabbabiyoga meezetite

Prereading:

Short reminder what the text

was about

Reading: Read and assess fluency Nabbabisitenne tololoyuwa paaccite


Using the paragraphs writing during writing competencies students present the evaluation report of the text read in week

1 in their own words.

Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression. Koyro sammintan nabbabido xuufiya boli gigisido pitsiya luxiuageeti Shishshonna.

20 Grammar

Doonaa Seeraa

Assessment – Proper and common nouns and common verbs

Oyd d u du mma

d u mma ko tta s u ntta tun qofaa qa sh sh u wa a medh dh a

Attu ma a , ma cca a ,

s o ha an n e ha ra d u mma d u mma b u zo s u nta tu yo s elle lee mis o ta imma

Ko tta s u nta ta co ra oo ta da

xa a fa

Grade 6, Unit 2 (Weeks 4-6). Theme: Famous Athletes

Grade 6, 2-1: Week 4 – Theme: Nashettida Wottanchchata; Topic: Eta Deʹo Taarikiya

Genre/Text Types/Structure: Biograp hy

Day 1 Day 2 Day 3

1. Word-study Qaalaa Xanna'uwa

Blend or segment the more complex taught syllable structures and morphemes to identify words. (List the 6-10 target words) Karssikarssan Qo nc c issiyaagaa Wottanchchaa Woytettobay Nashettidi bonchchettidi Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words.


Before reading: Make connections to prior knowledge using a graphic organizer. [Note: Illustration should have captions]. Introduce/Discuss thematic and key words. ( list wo

rds) Erettida

Wottanchcha

Annaaciya

Doorettidi

Yaynettidi

Woytettidi

Yelettosaa

Tamaarosay

Diccosay

Geeddarissiyoode

Bonchchiyo biittatun

Read headings, captions, and labels to understand text.

Re ading the text:



After reading: Answer text based and inferential questions and write 3-4 sentences or a paragraph;


Recognize elements of literature: biography.

3. Vocabulary Qaalaa Eraa [Through out the lesson,



Introduce/discuss thematic and other new vocabulary Thematic words for this week: ( L ist 6- 10 wo rds) Academic words that are new this week: (List words) List some antonyms and synonyms related to to pic





Use a graphic organizer to write two or more paragraphs about a person – like a biography. Students can use the reading text of day 1 or they can write about someone in their family/they know well.

Introduction Writing conventions - intro: Spelling (intro): Spelling rule/words/morpheme in focus: ( list r ule) Sample words: ( list 6- 10 sample wo rds) Pitaliya utettaa (erissuwa): Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: See rat u z uliya : - Telxxa guttuma kaallidi yiya guttumati daro wode daabuloosona. Lm. Barkka ‘r’ telxxa guttuma A kaalliya ‘k’ daabuliis. Telxxa guttumati: l, m, n, r, s, y, z, sh, zh nne ts - /y/ sohuwan /i/ gelenna qassikka /i/ sohuwan /y/ gelenna. Gaasoykka eta cenggurssaa dummatettaa. Lm. May? Gay? Geettesppe attin mai? Gai? Geettenna. - Asaa, deriya, shaafaa, biittatu gallassatu, aginatu, saaminttatu hhm sunttati wogga pitaletun doommoosona. - ‘f’, ‘h’, ‘v’, ‘nh’ daabulokkona. Gishsha qaalata/sample words: Naaʹʹantto Eeshshaawaa Karssikarssaa

Toophphiya


Buzo sunttaa wursetta pitaliyaa keetawa gidiyo wode gujjiyooga

kotta sunttaa wursetta pitaliyaa keettawa gidiyo wode gujjiyooga

5. Reading Fluency Tololoyo Nabbabuwa


(oral reading – teacher lead) Read and practice accuracy.


Read and practice fluency - use intonation at the punctuation level that demonstrates meaning of grade level text.

Before listening: Make connections to prior knowledge, experiences and other texts. Teacher reads the listening text During listening: Listen for important things the person in the biography has done/accomplished.

After listening: Answer questions about the text, including questions that help the students to identify the main accomplishments of the person in the biography.

They present their findings orally. evaluate a text

Identify the characters, setting and events of a story and present their findings orally. Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). (practice) - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

7. Grammar Doonaa seera Intro: Revision: Identify nouns as

subjects, the most common subject and

pred icate se nte nc e st ruc ture

Kottanne buzo Sunttati qofa qashuwaan keettawa gidi yiyo wode

Wurseta pitalee ayi gidiyaakko loytadda akeeka

Keettawa buzotta qq peeshoy baa

Da a n i gooba hiilancha An jo o ra oopekka lo’’o Ayn a ta ha yaanappe kase wordancha M a ad d i beni Zigiranchcha

Grade 6, 2-2: Week 5 – Theme: Nashettida Wottanchchata; Topic: Eta Deʹo Taarikiya

Genre/Text Types/Structure: Biograp hy

Day 1 Day 2 Day 3

8. Reading Comprehension Nabbabuwa Akeekuwa

Before reading: Make connections to prior knowledge and; Discuss thematic and key words. ( list wo rds) Mino Paci baynnan Keehi erettida Sintta xeera Kiphata Kaalliyay baynnan Hiyyeesatettaappe Baaxetidi Salettennan Mishettidi She niya mirq qidi Introduce self-checking strategy: ( l ist strate gy) Intro duc e s elf- c hec ki ng


strategy: (list strategy) Reading the text:


* Nabbabaydda, ha

nibaabiya bessiya misiliya ne guugge giddon medhdha. Ha hiillay nena aro akeekana maaddees.







* Tamaarissiyaagaa/y aaro ochchiyoogaa

After reading: Answer text based and inferential questions; Ask q uestio ns t hat Compare and contrast texts of week 4 and 5



Ensure that in the teacher explains key words well when giving exercises and discussion new items] (see Comprehension)

Introduce/discuss thematic and other new vocabulary Thematic words for this week: ( L ist 6- 10 wo rds) Keehi erettida Sintta xeera Kiphata Kaalliyay baynnan Hiyyeesatettaappe Baaxetidi Salettennan Mishettidi She niya mirq qidi Academic words that are new this week: ( L ist wo rds) Qonccissiyaageeti Huuphe yohoy Yaaniyo gishshawu Hegaayyo zaarettada Koyro Dembbay Sohoy Biittay Oychchiyoode


Ensure that in the teacher explains key words well when giving exercises and discussion new items] Review vocabulary [In other activities in week: use new words in speaking, writing and look them up in references.]



Xoqqidi Ziqqidi someti Academic words that have been introduced previously but are important this week: (List words) List some antonyms and syno nyms related to to

pic Koyro

naaʹʹantto

wurssetta

hegaappe simmidi

Eeshshaawaa

Karssikarssaa

Doomettan

Gidduwan

Yaaniyo gishshawu

woqaa

Practise- Use a graphic organizer to write two or more paragraphs about a person – like a biography. Students can use the reading text of day 1 or they can write about someone in their family/they know well

The teacher helps the students to revise their writing. Use check-list for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherency. 2) Correct use of new and rich vocabulary/thematic vocabulary.

Writing conventions - practice:

Spelling (practice) Wursetta pitaliyaa keettawaassinne qonccisiyaagawu akeeka

11. Reading Fluency


Oyde-oydee Duussa-duussay Gaammo-gaammoy Michcha-michchiyo

Prereading: Short reminder what the text was about Read and practice fluency


Haasayaa

Introduction and practice: Ask and respond to an interview using texts in the unit. (e.g. the text about the athelet in week 1 or week 2). Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

13. Grammar Doonaa Seeraa Practice: Revision: Identify nouns

as subjects, the most common subject and predicate sentence

struc tu re

Kotta sunttaa keettawadan gelliyo wode

Ta zino yiyo wode oyd ee me”o Du u s sa y keehippe lo’’o Ga a mmoy woggaa

Ka n a y hargancha M ich ch iya haakime

Grade 6, 2-3: Week 6 – Theme: Erettida Wottanchchata; Topic: Wottanchchatuppe

Naagettiyabata

Genre/Text Types/Structure: Info rm atio nal Text

Day 1 Day 2 Day 3


Blend or segment the more complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds)

Giigettiyoogaa Salettennaagaa Meezetiyoogaa

Shenaamatettaa Maayettiyoogaa Zoriya ekkiyoogaa

15. Reading Comprehension Nabbabuwaa Akeekuwa

Before reading:

Make connections to prior


other texts;

Discuss thematic and key

words. (list words)

Giigettiyoogaa Salettennaagaa Barina naagiyoogaa Xooniyoogaa Saaqqatiyoogaa Bizzatettaa Meezetiyoogaa Shenaamatettaa Maayettiyoogaa Zoriya ekkiyoogaa Loohiyoogaa Minotettaa

(see writing) Review thematic words

Practice/assess

comprehension

Remind to use self-checking

strategy: (list strategy)

Re ading the text:

( sile nt read ing)


After reading:

Answer text based and

inferential questions and write

a paragraph summarizing the

text.


[Through out the lesson, Assess Vocabulary Through out the lesson, enco ura ge t he stu de nts to u se

new wo rds in s peaki ng ,

w riting

E nsure t hat i n the teac he r


giving exerc i ses a nd d isc us sio n

new items]

(see Comprehension)

en co u rage t h e stu d ent s to u s e

n ew wo rd s in sp eak in g ,

writin g.


exp lain s key wo rd s we ll wh en

givin g exercis es a n d d iscu ssio n

n ew item s ]


Rewrite and revise writing

Us e a grap h ic o rgan izer to

write t wo o r mo re

p aragrap h s a b o u t a p erso n – like a b iograp hy. Stu d ents can

u se t h e read in g text o f d ay 1 o r th ey can write a b o u t so m eo n e in t h eir fa mily/t h ey kn o w well

The teacher helps the

students to revise their

writing.

Check writing also for:

1) use proper paragraph

marking, punctuation, and

capitalization (if

appropriate in the script),

spelling, and for

coherence.

2) correct use of new and

rich vocabulary.


Writing conventions -

practice :


(write grade level words

with 90% accuracy)



(silent reading) Read and practice accuracy

Kotta sunttatu wurseta pitaliyaa xaafa

Kotta sunttati keettawa gidiyo wode wurseta pitalee oone?

Buzo sunttay keettawa gidiyo wode wurseta pitalee oone?

Macca Buzo sunttay Keettawa gidiyo wode wurseta pitalee oone?

Prereading: Short reminder what the text was about Read and assess fluency - use intonation at the punctuation level that demonstrates meaning of grade level text.

Application: Ask and respond to an interview using texts in the unit (e.g. the text about the althete in week 1 or week 2).

Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language dependent).

- Use newly acquired vocabulary in speaking to extend

knowledge and clarify expression.

20. Grammar Assessment – Revision: Identify nouns as subjects, the most

common subject and predicate sentenc e str uc ture verbs

Buzo sunttaa keettawaadan go’’etadda qofa qashuwaa lm imma

kotta sunttaa keettawaadan go’’etadda qofa qashuwaa lm imma

Asaa, sohuwaa, maccaa

Grade 6, Unit 3 (Weeks 7-9). Theme: Oral Poetry

Grade 6, 3-1: Week 7 – Theme: Haasayettida Hayyo Danttota; Topic: Bullachchaanne

Yeehuwa Haasaya Danttota

Genre/Text Types/Structure: Poet ry


Blend or segment the more complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds)

Bullac hc haa Alissuwan Yelagatettaa Kehatettaabaa gereessanchchaa Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words.

2. Reading Comprehension Nabbabuwa Akeekkuwaa

Before reading: Make connections to prior knowledge, experiences and other texts. Introduce/Discuss thematic and key words. ( list wo rds) Discuss format of poetry style. Reading the text: (oral reading – teacher lead) Read and practice accuracy.

After reading: Identify poem structure (this information will be used in composition); Discuss visualizing images in poetry. Bullachchaa Yettaa Yambbulliya Gereessaa Zilaassaa Naachchaa Koyssaa Darbbiya Wogaa Alissuwa Laggetaa Dabbotaa Siiqotaa Dosuwa Ixuwa minotettaa Discuss format of poetry style. After reading:


Identify poem structure; Discuss visualizing images in poetry.




Introduce/discuss thematic and other new vocabulary Thematic words for this week: ( L ist 6- 10 wo rds) Laggetaa minotettaa Bullachchaa Yettaa Yambbulliya Gereessaa Zilaassaa Naachchaa Koyssaa Darbbiya Academic words that are new this week: ( L ist wo rds) Synonyms and imagery words. Milatiyaabata Keettaa Guphiis Danx xii s Kuushshaa Nashettaa Kuriya/Qooxuwa Yafaraa Eedduwa/yetta c enhg gurs saa



Review vocabulary [In other activities in week: use new words in speaking, writing and look them up in references.]

introduce Skill: use context to get the meaning of words (paragraph level)


Begin to write a poem – using a provided framework – introduction (refer the students back to some questions they answered in day 1 about the reading text/poem)

4b Writing Conventions Xaafuwa Wogaa Writing conventions - intro:

Spelling (intro): Spelling rule/words/morpheme in focus: (list rule) Sample words: (list 6-10 sample wo rds) Pitaliya utettaa (erissuwa):

Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: See rat u z uliya :

- Telxxa guttuma kaallidi yiya guttumati daro wode daabuloosona. Lm. Barkka




- ‘f’, ‘h’, ‘v’, ‘nh’ daabulokkona. Gishsha qaalata/sample words:

Miiretettaa qolʹʹuwan Allaanaa Kafuwa Use knowledge of morphological meaning (derivational and/or inflectional) to write unfamiliar words. Kaalliya soometta akeka. Adhdhida wodiyaa bessoosona.

*Buzzo attuma gidiyo wodenne kotta selle:

Yiis, miis, woxxiis, guppiis *Buzzo macca gidiyo wode

Yaasu, maasu, woxxaasu, guppaasu

Xapho peeshoti: y-,m-, woxx-, gupp-



Prereading: Short reminder what the poem was about Reading:

Read and practice fluency – use expression and intonation at the punctuation level that demonstrates meaning of grade level text.


Teacher reads a new poem.

Before l i sten in g :

Discuss structure of

poem and vocabulary.

Teacher reads t he listening

text/ poem

After l i sten ing : Make personal connections to the poem. (If time, teacher re- reads poem.)


Intro: Most common statement sentenc e str uc ture. Ha kaalliya odiyaa qofaa qashoti adhdhida wodiya bessiyaa peeshuwaa oyqidosona. Peeshota loytta akeekka.

Daani zino yiis

Anjoora zino ya a su

Da lg g i z in o yiis

Do s i d o gg iis

Grade 6, 3-2: Week 8 – Theme: Haasayettida Hayyo Danttuwa; Topic:

Meeze/Heeran/Danttettiya Danttota

Genre/Text Types/Structure: Po etry

Day 1 Day 2 Day 3 8. Reading

Comprehension

Nabbabuwa Akeekuwa

Before reading: Make connections to prior knowledge, experiences and other texts; Review structure of poetry, visualization of imagery. Discuss thematic and key words. ( list wo rds)


Geree ssaa Ceequwa Yexxiyoogaa Goshshaa Danttuwa Gaachchaa Danttuwa Yeehuwa Shankkaa Woridi Minotettaa c eequwa Introduce self-checking strategy: ( list st rategy)

Reading the text: (pair and/or silent reading) Read and practice accuracy

After reading: Answer text based and inferential questions and questions about the meaning and use of the poem. Also help students to apply the visualization strategy by drawing a picture of the poem.

9. Vocabulary Qaalaa Eraa (see Comprehension) Introduce/discuss thematic and

other new vocabulary Thematic words for this week: ( L ist 6- 10 wo rds) Gereessaa Ceequwa Yexxiyoogaa Goshshaa Danttuwa Gaac hc haa Dantt uwa Yeehuwa Shankkaa Minotettaa ceequwa Academic words that are new this week: ( L ist wo rds) Danxxuwa Shochchaa

Review vocabulary [In other activities in week: use new words in speaking, writing and look them up in references.]

10a Writing

Composition

Xaafuwa Qaraa 10b Writing

Convention Xaafuwa Wogaa

Eedduwa Milatiyabaa Waattaa Guug g iyan misi liyo o gaa Academic words that have been introduced previously but are important this week: ( L ist wo rds) L ist so me syno nyms and ima ge ry words in poetry. Milatiyaabata Keettaa Guphiis Danxxiis Kuushshaa Nashettaa Kuriya/Qooxuwa Yafaraa Eedduwa/yetta cenhggurssaa

Write a poem – using a provided

framework - continuation The teacher helps the students to revise their writing with coherence.

Writing conventions - continuation: Spelling (practice) xay-iis xeell-iis kaa’-iis gupp-iis door-aasu(macca) dog-iis yiidosona




Prereading: Short reminder what the poem was about Reading: Read and practice fluency - use intonation at the punctuation level that demonstrates meaning of grade level text

Using the poem writing during writing competencies (and/or the poem in text book of students) to practice presenting a poem. Discuss the different local poems that are there, why poems are used. Practice presenting a poem.

13. Grammar Practice: Most common statement sentence structure.

• Kanay zino..Y&

• Michchiyaa zino yaasu

• Kanati zino yiidosona

• Asati zino miidosona

• Dorsay zino hayqiis

Grade 6, 3-3: Week 9 – Theme: Haasayettida Hayyo Danttuwa; Topic: Danttoy Laatettiya

Mayzza Buqura

Genre/Text Types/Structure: Po etry

Day 1 Day 2 Day 3

14. Word-study Blend or segment the more

complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) Gaacciyoosan Laatettidabay Shooruwaappe Goyyiyoosan Gutaraaninne


Before reading: Make connections to prior knowledge, experiences and other texts; Review main idea and supporting details. Discuss thematic and key words. ( list wo rds)

(see writing) Review thematic words Practice/assess comprehension

Siyettidi Tama matan Gutaran Oottiyoosan Mayyzza Buqura Laatettida Oduwan Cimaa Shooruwaappe Laggiyaappe


Re ading the text:

(sile nt re ad ing )

Re ad and pract ice ac curacy

After reading:

Apply the visualization strategy by drawing a picture of the poem.

Add questions about Poetry to faciliate a discussion on Poetry as cultural heritage. (ENSURE THAT THE TEACHER HAS INFORMATION ABOUT THIS)



Assess Vocabulary [Through out the lesson,


use new words in

speaking , w riting.


explains key wo rds well


discussio n new item s]

17a. Writing (see Comprehension) Composition

Assess Skill: use context to

get t he m eaning o f wo rds

(paragraph level)

Rewrite and revise a poem – using a provide framework - checking for spelling, and word imagery


writing.




discussio n new item s]

17 b.Writing conventions

Writing conventions - ASSESSMENT:


(write grade level words with 90% accuracy) Xapho peeshota: xaaf-, kaa’’-, woxx- nne Adhdhida wodiyaa bessiyaageta go’etada qofaa qashuwaa medhdha

18. Reading Fluency

19. Oral Language: Speaking


Prereading: Short reminder what the poem was about Reading: Read and assess fluency - use intonation at the punctuation level that demonstrates meaning of grade level text.

Orally present the poem written during writing competences Discuss poetry as cultural heritage (how has poetry been important in the culture, why is it used, when and by whom). Add dicussion point for the teacher.

20. Grammar Assessment – Most common

statement sentence structure. Adhdhida wodiyaa bessiya

soometta go’etada odiyaa qofaa qashuwaa medhdha

Grade 6, Unit 4 (Weeks 1-3). Theme: Childhood Grade 6, 4-1: Week 1 – Theme: Naʹʹatettaa; Topic: Naʹʹatettaa Kaassata

Genre/Text Types/Structure: Seq uen ce (a text with in st ru ct ion s, e . g. how to p lay a certain game )

Day 1 Day 2 Day 3


complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) Curqqa kuwaasiya Qanʹʹishiya Xooringgiya Eeshinggiya hekkulʹʹiya isttootiya L eemisuwaass i H egaappe d end didaaga n Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words.


Nabbabuwa Akeekuwaa

Before reading: Make connections to prior knowledge, experiences and other texts. Introduce/Discuss thematic and key words: ( list wo rds) Qanʹʹishiya Xooringgiya Eeshinggiya hekkulʹʹiya Isttootiya Urzziya Curqqa kuwaasiya Sololiya Heleliya Urqqaa kaassaa laklakuwa (example: sequential words: first, then, after, finally..) Re ading the text:



After reading: Answer text based and inferential questions Respond to sequence questions express their opinion about the game. Writing 3-4 sentences or a paragraph.

3. Vocabulary [Throughout the lesson, encourage

the students to use new words in speaking, writing.

Ensure that in the teacher explains

key words well when giving exercises and discussion new ite

ms] (see Comprehension)

Introduce/discuss thematic and other new vocabulary Thematic words for this week: ( L ist 6- 10 wo rds) Urqqaa kaassaa laklakuwa Qanʹʹishiya Xooringgiya


Ensure that in the teacher explains key words well when giving exercises and discussion new items] Review vocabulary


4b Writing


hekkulʹʹiya Isttootiya Urzziya Curqqa kuwaasiya

Academic words that are new this week: (List words) Leemisuwaassi H egaappe d end didaaga n Hegeetikka Ha hanotan Ootti bessanawu Tumaappe Hegaa gaasuwan Qoodaa maaraa Hanotata Koyro Naaʹ ʹ antto Kaallidi Kasetidi Haʹʹi Introduce skill: use dictionary to look up meaning of words (second time, first time to learn how to use a dictionary was in grade 5 unit 4

Begin to write two paragraphs of instruction ( se que nc e text) how to play a traditional game using a Sequence graphic organizer. Teacher monitors use of sequence key words.

Writing conventions - intro: Spelling (intro):

Spelling rule/words/morpheme in focus: (list rule) Sample words: (list 6-10 sample wo rds) Pitaliya utettaa (erissuwa): Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: See rat u z uliya : - Telxxa guttuma kaallidi yiya guttumati daro wode daabuloosona. Lm. Barkka ‘r’ telxxa guttuma A kaalliya ‘k’ daabuliis. Telxxa guttumati: l, m, n, r, s, y, z, sh, zh nne ts - /y/ sohuwan /i/ gelenna qassikka /i/ sohuwan /y/ gelenna. Gaasoykka eta cenggurssaa dummatettaa. Lm. May? Gay? Geettesppe attin mai? Gai? Geettenna. - Asaa, deriya, shaafaa, biittatu gallassatu, aginatu, saaminttatu hhm sunttati wogga pitaletun doommoosona.



Isttootiya Hekkulʹʹiya Xooringgiya Lufaa keehip pe Use knowledge of morphological meaning (derivational and/or inflectional) to write unfamiliar words.

Paydiyoo wursetta /-a/

Xekkatu wursetta

Paydoti sunttaa qonccisiyoode

Paydotti Issibi woysuto haniddaakko odanawu



Prereading:

Sho rt remi nde r w hat th e po em w as abo ut

Reading:



Teacher reads new short text that has sequence of how to play a game.

Before listening: Remind how to complete sequence graphic organizer.

During listening: Ask a question to monitor comprehension After listening: Students analyse the structure of the text and then express their opinion about the game. Give instructions how to play a game - introduction

7. Grammar Doonaa Seeraa Intro: Adjective and common

cardinal & ordinal numbers (revision) Paydotti Issibi woysuto haniddaakko odanawu Ta Naa’-uto maas Ta heezzuto-uto maas Ta oyd-uto maas Xeekka paydotta Naa’-anto Na”aa orde

Grade 6, 4-2: Week 2 – Theme: Naʹatettaa; Topic: Qeeri Naatu Wolqqa Qohuwa

Genre/Text Types/Structure: Sequence (a text with information/time line on what child labor does to children in their lives

Day 1 Day 2 Day 3 8. Reading Comprehension


Before reading: Make connections to prior knowledge, experiences and other texts; Discuss thematic and key words (list words) Ootissiyoogaa Tamaarissennaagaa Naatu abbiya Deexuwa Kawushshaa Saaphuwa Yiiraa Maataa Seeraa Wadhdhiyoogaa Cashshaa Toochchiyoogaa Daganttiyoogaa Dirbbanttiyoogaa

Interpret information from grade level appropriate tables, maps, charts to learn about a topic. Re ading the text:



After reading: Answer text based questions from the charts and/or tables and inferential questions express their opinion about the game. Writing 3-4 sentences or a paragraph.




Introduce/discuss thematic and other new vocabulary Thematic words for this week: (List 6-10 words) Wadhdhiyoogaa Cashshaa Toochchiyoogaa Daganttiyoogaa Dirbbanttiyoogaa Ootissiyoogaa Tamaarissennaagaa Naatu abbiya Deexuwa Kawushshaa Academic words that are new this week: ( L ist wo rds) Gaasuwa Polettidabaa Leemisuwassi Hanidabay Yaaniyo gishashawu

Hegaappe denddidaagan Ayssi giikko




10b Writing Conventions

Kaassaa Zaraa Giraafiya Karttaa Kasiya-kaaluwa Academic words that have been introduced previously but are important this week: ( L ist wo rds) practice skill: use dictionary to look up meaning of words (second time, first time to learn how to use a dictionary was in grade 5 unit 4 Leemisuwaassi Hegaappe denddidaagan Hegeetikka H a hano tan Ootti bessanawu Tumaappe Hegaa gaasuwan Qoodaa maaraa Hanotata Koyro Naaʹʹantto Kaallidi Kasetidi Haʹʹi

Practice: write two paragraphs of instruction (sequence text) how to play a traditional game using a Sequence graphic organizer. Teacher monitors use of sequence key words.

Writing conventions - practice: Spelling (practice)

11. Reading

Fluency


-a paydotta qoodawu go’’etiyoode wursettan yees -u paydotti sunttaa odiyiyo

wode wurssettan yees

-ant paydotti mala koyiyo wode bolli gujetees

Prereading:

Sho rt remi nde r w hat th e po em

was abo ut Re ading :

Read and practice fluency - use intonation at the punctuation level that demonstrates meaning of grade level text


Begin to express opinions with reasons – practice Check speaking for: Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). (practice) Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.


Practice: Adjective and common cardinal & o rd inal numb ers ( revisio n)

Paydotti suntaa qonccisioy Naa’’u keetta Heezzu keetta Paydiyo paydo Naa’’a, heezza, oydda,…. lm Addussa naata heezzuto be’aas I ichshashanttan heezzanta kiyiis Heezzu naata be’aas Ista, naa’a, heezza, gaada qooda

Grade 6, 4-3: Week 3 – Theme: Naʹatettaa; Topic: Qeeri Naatussi oottana Bessiyaabata

Genre/Text Types/Structure: Sequ en ce (a text with in st ru ct ion s, e . g. how to care for an d p rotect ch ild ren )

Day 1 Day 2 Day 3


complex taught syllable structures and morphemes to identify words. (List the 6-10 target words) Kabboyiyoogaa Iitaappe teqqiyoogaa Mayzziyoogaa Tamaarissiyoogaa Harggiyaappe naagiyoogaa Nashshiyoogaa


Before reading: Make connections to prior knowledge, experiences and other texts; Discuss thematic and key words. (list words) Naagiyooyaa Miz iyo o gaa Ushshiyoogaa Kabboyiyoogaa Iitaappe teqqiyoogaa Mayzziyoogaa Tamaarissiyoogaa Harggiyaappe naagiyoogaa Nashs hiyo o gaa Remind to use self-checking strategy: ( l ist strate gy)

* Nabbabaydda, ha








Re ading the text:


After reading: Answer text based and

inferential, cause and effect,


Questions, and write a paragraph summary of the story.




Assess Vocabulary Assess skill: use dictionary to look up meaning of words (second time, first time to learn how to use a dictionary was in grade 5 unit 4



17a. Writing Composition Xaafuwa Wogaa


Revising and finalizing two paragraphs of instruction (sequence text)how to play a traditional game using a Sequence graphic organizer. Teacher monitors use of sequence key words.The teacher helps the students to revise their writing. Check writing also for: 1) Use proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) Correct use of new vocabulary/thematic vocabulary.

Writing conventions - assessment: (write grade level words with 90% accuracy) Paydottu Wursetta xaafa



Qoodassi go’’etiyoode

Suntta qonccisiyoode

Issibi aapputo hanaakko odiyo wode

Xekka odiyo wode

Prereading:

Sho rt remi nde r w hat th e po em was abo ut

Re ading

19 Oral language: Speaking

Haasayaa

Read and assess fluency - use intonation at the punctuation level that demonstrates meaning of grade level text.

Final/assessment: express opinions with reasons ; express feelings well Check speaking for:

-Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.


Assessment – Adjective and common cardinal & ordinal

numbers

Pyduwaa xaafa(1-10)

Paydotti Issibi woysuto haniddaakko odanawu go'etiyoogeta xaafa(1- 10)

Paydotti suntta qonccisanaadan oottada lm imma

Xekka paydotanne suntta qonccisoyaageta gujjada qofa qashshuwaa medhdha

Grade 6, Unit 5 (Weeks 1-3). Theme: Tourism

Grade 6, 5-1: Week 1 – Theme: Zannaqaa; Topic: Nu Heeran Deʹiya Zannaqa Sohota

Genre/Text Types/Structure: Persuasive

Day 1 Day 2 Day 3

1. Word-study Blend or segment the more complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) Shuchchata Mittata Gongolota Ufayssaa Dalbbanttaa Allaxxiyoogaa

dummatiya hanettidabata Use knowledge of morphological

meaning (derivational and/or

inflectional) to read unfamiliar words.

Qaalaa

Xanna'uwa

2. Reading Before reading: Make connections to prior knowledge, experiences and other texts. Introduce/Discuss thematic and key words. ( list wo rds) (examples: compare, contrast) Allaxxiyoogaa Ufayssaa Labaa Nashuwa Buquraa Toga miishshata Kaamiya Baluquwan Paran Haattaa Gongolota Shuchchata Mittata Woosa Keettata Deriya Bilbbota Abbayya sima Abbaa Dalbbanttaa Wolaytta Keettaa Interpret information from grade level appropriate maps and/or charts to learn about a topic. Read headings, captions, and labels to understand text. After reading:


comprehension Nabbabuwa

Akeekkuwaa

Answer text based and inferential and compare and contrast questions and write a paragraph.




4a Writing

Composition

4b Writing conventions Xaafuwa wogaa

Introduce skill: discuss thematic and other new vocabulary Thematic words for this week: ( L ist 6- 10 wo rds) Allaxxiyoogaa Ufayssaa Labaa Nashuwa Buquraa Toga miishshata Kaamiya Baluquwan Haattaa Gongolota Shuchchata Mittata Woosa Keettata Deriya Bilbbota Abbayya sima Abbaa Dalbbanttaa Wolaytta Keettaa Academic words that are new this week: (List words) hanettidabata palamaa dummatiya huuphe yohota issi mala hegaa bo llikka malaatata milatennaagaa

Begin to write a common information text using a provided framework, using information from the maps, charts and text.

Writing conventions - intro: Spelling (intro): Spelling rule/words/morpheme in focus: ( list r ule) Sample words: ( list 6- 10 sample wo rds) Pitaliya utettaa (erissuwa): Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: See rat u z uliya : - Telxxa guttuma kaallidi yiya guttumati daro wode daabuloosona. Lm. Barkka







Ufayssiyaaba Allatta Dummatiya Lawuhu Hobbichchi Use knowledge of morphological meaning (derivational and/or inflectional) to write unfamiliar words. Keettawa qonccisiyaageti wursettan ekiyo pitaleta xaafa



Daani gaammo

Dosi oosuwaan hare

Anjoora tawu michcho

Hinna miizza

Re ading :

6, Oral Language: Listening Ezgguwa

Read and practice fluency - use intonation at the punctuation level that demonstrates meaning of

grade level text.Teacher reads out loud a short text.

Befo re listen in g : Review purpo se

o f a persuasive text.

Du rin g listen in g : Ask stud ents to

listen fo r th e mes sage o f the

text. After listening: Evaluate the

text, what

was the text

wanting to

convince/pe

rsuade the

listener about? Evaluate the message.

7. Grammar Intro: Identify nouns as subjects, the most common

subject and predicate sentenc e str uc

ture

kottati keettawa peeshoy baa Bita n ee kase lo’’oshim hi laamettiis

L a a xa y guutta

Aa yiya a ooppekka keha

M is h iriya a zal’’ancha

Heg ee Shuchcha keetta

Ha a ta y ciimma

Ha a ta y geeshsha

Woza ny baa

Grade 6, 5-2: Week 2 – Theme: Zannaqaa; Topic: Nu Heeran Deʹiya Zannaqa Sohota

Naaguwa

Genre/Text Types/Structure: - Persuasive (Sug gestio n: bro chure o r newspaper article)

Day 1 Day 2 Day 3

8. Reading Before reading: Make connections to prior knowledge, experiences and other texts; Discuss thematic and key words. (list words) Make a short prediction about the topic of the text (use title, illustration, caption and subheadings)

Re ading the text:

Dirssaa Saaphoyidi Ogiya kesuwa Kooliya Zannaqa Kaysuwa Buquraa Mayz zaa/m aʹʹiya L aataa Interpret information from grade level appropriate tables, maps, charts to learn about a topic. OR Read headings, captions, and labels to understand text. Introduce self-checking strategy: ( list st rategy) (pair and/or silent reading) Read and practice accuracy

* Nabbabaydda, ha








* Tamaarissiyaagaa/yaar o ochchiyoogaa


comprehension Nabbabuwa

Akeekuwa

After reading: Respond to text based questions to understand the structure of the text (use a graphic organiser to answer the questions). Respond to inferential that help the students to see the point of view of the author. Answer text based and inferential questions and write a paragraph.




10a Writing


practice skill: Introduce/discuss thematic and other new vocabulary Thematic words for this week:

( L ist 6- 10 wo rds) Dirssaa Saaphoyidi Ogiya kesuwa Kooliya Zannaqa Kaysuwa Buqu raa Mayzzaa/maʹʹiya Laataa Academic words that are new this week: ( L ist wo rds) Hageetikka Ha hanotan Qonccissanawu

Bessanawu Tumu o duwan Hegaa gaasuwan Usakka ubbakka Academic words that have been introduced previously but are important this week: ( L ist wo rds) hanettidabata palamaa dummatiya huuphe yohota issi mala hegaa bollikka malaatata milatennaagaa haraykka hara baggaara

Contiue to write a persuasive information text using a provided framework, using information from the maps, charts and text. Use grade level appropriate graphic organizers to arrange ideas and begin writing a persuasive text.

[Through out the lesson, encourage the students to use new words in speaking, writing. Ensure that in the teacher explains key words well when giving exercises and discussion new items] Review vocabulary [In other activities in week: use new words in speaking, writing and look them up in references.]


Xaafuwa wogaa

11. Reading

Fluency tololayo Nabbabuwa


Writing conventions - practice: Spelling (practice)

Sunttatu wursetta xaafa(buzo, kotta, maccaa, attumaa)

Keettawa kotta sunttata

Dembay

Deree

Keettay

Asay

Deyshshay

Dorsay

Na’iya

Keettawa buzzo sunttata Aleeqa

Anjoora

Daani

Dosi Dalgi

Prereading:

Sho rt remi nde r w hat th e text

was abo ut

Re ading :



Practice persuasive arguments.

Check speaking for: Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). (practice) Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

13. Grammar Doonaa Seeraa Practice: Identify nouns as

subjects, the most common subject and predicate sentence structure *Buzo keettawa ootti go’etiyo

wo d e:

Q o lch ch i daafuranchcha

Alee q a minno

An jo o ra azzalancha

Grade 6, 5-3: Week 3 – Theme: Zannaqaa; Topic: Moochchenaa Booraago Gonggoloy

Beʹettana Bessees.

Genre/Text Types/Structure: Persuasive

Day 1 Day 2 Day 3


complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) Geemmiyoosaa Booraaga Go ng go luwa


Before reading: Make connections to prior knowledge, experiences and other texts; Discuss thematic and key words. ( list wo rds) Booraaga Gonggoluwa Naaguwa Daamota Deriya Beni Asay Olaa Geemmiyoosaa Buqurati Aaho I Make a short prediction about the topic of the text (use title, illustration, caption and subheadings)

Re ading the text:

Interpret information from grade level appropriate tables, maps, charts to learn about a topic. OR Read signs, captions, and labels to understand text. Remind to use self-checking strategy: ( l ist strate gy)

* Nabbabaydda sinttaara aybi hananaakko qoppa/hiraaga.

After reading: Respond to text based questions to understand the structure of the text (use a graphic organiser to answer the questions). Respond to inferential that help the students to see the point of view of the author.


Answer text based and inferential questions and write a paragraph evaluating the text.



Assess skill: Use of context to get meaning of words (paragraph level)



17b Wrting Conventions

18. Reading Fluency



Thematic words for this week: ( L ist 6- 10 wo rds) Academic words that are new this week: ( L ist wo rds) Academic words that have been introduced previously but are important this week: (List words) Review and revise/finalize a persuasive text.

The teacher helps the students to revise their writing. Check writing also for: 1) Use proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) Correct use of new vocabulary/thematic vocabulary. Writing conventions - assessment:

Spelling (assessment) (write grade level words with 90% accuracy) Keetawadan maadiya sunttatu(buzo, kotta, macca, attuma) wursetta pitaliyaa xaafa

Ensure that in the teacher explains key words well when giving exercises and discussion new items] Prereading:


was abo ut

Re ading :



Orally present a persuasive argument.

Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). - Use newly acquired vocabulary in speaking to gain and extend


20. Grammar Assessment – Identify nouns as subjec t s, the mo st co mmo n subject and predicate sentence structure

Sunttaanne a qonccissiyaaga xaalaala go’ettada 10 qofa qashota xaafa

Grade 6 semester 2 (15 Weeks– Units 6-10) Grade 6, Unit 6 (Weeks 1-3). Theme: Favorite Stories Grade 6, 6-1: Week 1 – Theme: Haysiya; Topic: Compare/contrast stories, explain why one

is favorite

Genre/Text Types/Structure: Narrative (fo r Wo layta include dialo gue)

Day 1 Day 2 Day 3

1. Word-study Blend or segment the more complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) qohiyaabaa maaddiyaabaa miichchiyoogaa aadhdhidabaa kaassiyoogaa

Qaalaa Xanna'uwa



comprehension

Nabababuwa

akeekkuwa

knowledge, experiences and other texts. Introduce/Discuss thematic and key words. Haysiya Oduwa doʹaa asaa miichchiyoogaa kaassiyoogaa era hayyuwa aadhdhidabaa iitabaa loʹʹobaa qohiyaabaa maaddiyaabaa Introduce punctuation, intonation for dialogue/quotes within a text. Re ading the text:



After reading: Fill in an overview of the text structure using a graphice organiser by answering text based questions. Answer inferential questions and And recognize elements of literature: dialogue. Answer text based and inferential questions and write a paragraph showing beginning, middle and end. Recognize elements of literature: dialogue.

3. Vocabulary [Through out the lesson, Introduce skill: manipulate [Through out the lesson, encourage encourage the students to use new relationships between and the students to use new words in words in speaking, writing. amongst words speaking, writing.




Introduce/discuss thematic and other new vocabulary Thematic words for this week: ( L ist 6- 10 wo rds) Haysiya Oduwa doʹaa asaa miichchiyoogaa kaassiyoogaa era hayyuwa aadhdhidabaa iitabaa loʹʹobaa qohiyaabaa maaddiyaabaa

Academic words that are new this week: (List words) List some antonyms and synonyms related to topic Eeshshaawaa Hanettidabaa Woqaa Kuush shaa Doomettaa Gidduwa Wurssettaa Koyro naaʹʹantto

Begin to write a page of text using dialogue and narration – introduction

Writing conventions - intro: Spelling (intro): Spelling rule/words/morpheme in focus: ( list r ule) Sample words: ( list 6- 10 sample wo rds) Pitaliya utettaa (erissuwa): Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: See rat u z uliya : - Telxxa guttuma kaallidi yiya guttumati daro wode daabuloosona. Lm. Barkka ‘r’ telxxa guttuma A kaalliya ‘k’ daabuliis. Telxxa guttumati: l, m, n, r, s, y, z, sh, zh nne ts - /y/ sohuwan /i/ gelenna qassikka /i/ sohuwan /y/ gelenna. Gaasoykka eta cenggurssaa dummatettaa. Lm. May? Gay? Geettesppe attin mai? Gai? Geettenna. - Asaa, deriya, shaafaa, biittatu gallassatu, aginatu, saaminttatu

Ensure that in the teacher explains key words well when giving exercises and discussion new items Review vocabulary [In other activities in week: use new words in speaking, writing and look them up in references.]

hhm sunttati wogga pitaletun doommoosona.




Lahuwa Biddaa lemʹʹilemʹʹaa Booraaga QIre Use knowledge of morphological meaning (derivational and/or inflectional) to write unfamiliar words. Sunttaduwaa bolli gujetta soometta akeekka

ta-aga

ne-ega

nu-aga

ente-ega

A iig a

I a a ga

Eti eta a g a

Prereading:

Sho rt remi nde r w hat th e text was abo ut Re ading :



Teacher reads a new short text.

Pre listening: Ask some

questions to activate pre

knowledge During listening:

Ask what author’s message is.

After listening: Students

discuss and evaluate the

characters, setting and plot

(using a grapahic organiser); Making personal connections to the text

7. Grammar Intro: Personal and possessive

pronouns the most common morphemes or words that indicate definite article

Bu zo Su nttad u wa a – haggeeti buzo sunttatu sohuwaan gellid etaddan haggaazan dandayiyaageta

Ta, ne, nu, ente, A, O, eti

Ke ettawa sunttaduwaa

Grade 6, 6-2: Week 2 – Theme: Haysiya; Topic: Compare/contrast stories, Haysee Ayssi

Dosettii?

Genre/Text Types/Structure: Narrative

Day 1 Day 2 Day 3 8. Reading comprehension

Nabbabuwa Akeekuwaa

Before reading: Make connections to prior knowledge, experiences and other texts; Discuss thematic and key words. (list words) Miichcheess Era immees Zorees Ufayssees Hassayissees Wozanttees. Maaduwa Laammees Wogaa bessees Allaxxissees Re ading the text:

Introduce self-checking strategy: (list strategy) (pair and/or silent reading)


Nabbabaydda takki gaada nabbaba kanttidobaa hassayada nena oychcha. Ne hassayiyoobi xayikko zaaretta nabbaba. After reading: Fill in an overview of the text structure using a graphice organiser by answering text based questions. Answer inferential questions and And recognize elements of literature: dialogue.


9. Vocabulary




practice skill: manipulate relationships between and amongst words Thematic words for this week: ( L ist 6- 10 wo rds) Miichcheess

Era immees Zo rees Ufayssees Hassayissees Wozanttees. Maaduwa Laammees Wogaa bessees Allaxxi sse es Academic words that are new this week: ( L ist wo rds) MIsileta Huuphe yohuwa Zarata

Koyro naaʹʹantto Heezzantto




10b Writing conventions Xaafuwa Wogaa 11. Reading



Geeddariyoogaa Gato qaalata Doomettaa Gidduwa wurssettaa Academic words that have been introduced previously but are important this week: ( L ist wo rds) List some antonyms and synonyms related to topic

Write using dialogue and narration – continuation. The teacher helps the students to revise their writing. Check writing also for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherency. 2) Correct use of new vocabulary/thematic vocabulary. Writing conventions - practice: Spelling (practice) Xaafada meezeta

Taaga, neega, nuuga, enteega, iiga, aaga, etaaga

Sunttati erettidaba gidiyo wodenne erettibeenna gidiyo wode wursetta pitalee laamettees. Hegeeta loyttada akeekka. Keettaawa gidiyo wodenne kaalliyaaga gidiyo wode wursetay laamettees

Prereading:


was abo ut Re ading :

Read and practice fluency - use

intonation at the punctuation level

that demonstrates meaning of

grade level text


Ask and respond to interview (about the reading text of this week, practising dialogue).

Check speaking for: Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). (practice) Use newly acquired vocabulary in speaking to gain and extend Knowledge and clarify expression.

13. Grammar Practice: Personal and possessive

pronouns the most common

morphemes or words that indic ate defi nite artic le. E rett ib ee na b aa s u ntta (ka a lliya a g a ) Kana Hare Gaammo macca E rettid a ba a s u ntta a (kaa lliya a g a ) Kanaa Hariya Gaammuwaa Na’iyo

Eretidabaa suntta(keettawa) Kani Hare Gaammoy macci Eretidabaa suntta(keettawa) Kanay Haree Gaammoy Na’iya

Grade 6, 6-3: Week 3 – Theme: Haysiya; Topic: Compare/contrast stories, Issi Haysiya


Day 1 Day 2 Day 3


complex taught syllable structures and morphemes to identify words. (List the 6-10 target words)


Nabbabuwa Akeekuwa

Before reading: Make connections to prior knowledge, experiences and other texts; Discuss thematic and key words. ( list wo rds) .


Re ad in g t h e text: Practice self-checking strategy: ( list st rategy) Nabbabaydda takki gaada nabbaba kanttidobaa hassayada nena oychcha. Ne hassayiyoobi xayikko zaaretta nabbaba. (silent reading) Read and practice accuracy

After reading: Fill in an overview of the text structure using a graphice organiser by answering text based questions. Answer inferential questions and And recognize elements of literature: dialogue.

16. Vocabulary Qaalaa Eraa (see Comprehension) Assess Vocabulary Assess

skill: manipulate relationships between and amongst words

17a Writing


17b Writing

Conventions Xaafuwa

Wogaa

Thematic words for this week: ( L ist 6- 10 wo rds) Academic words that are new this week: ( L ist wo rds) Academic words that have been i

ntroduced previously but are important this week: (List words) Write using dialogue and narration - finalization The teacher helps the students to revise their writing. Check writing also for: 1) Use proper paragraph marking, punctuation, and capitalization (if appropriate in the script) , spelling and coherency. 2) Correct use of new vocabulary/thematic vocabulary. Writing conventions - practice: Spelling (assessment) (write grade level words with 90% accuracy)

Eretidaaga eretibeenage waati qonccisiyaakko yoota. Pitaletta qonccissa

18. Reading (silent reading) Read and practice accuracy

Prereading: Fluency


was abo ut

Re ading :


Tololayo

nabbabuwa

19. Oral Ask and respond to interview. (About the reading text of this week, practising dialogue).

Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language Dependent). - Use newly acquired vocabulary in speaking to gain and extend Knowledge and clarify expression.

language: Speaking

Haasayaa

20. Grammar Assessment – Personal and po sses sive pro no uns t he mo st common morphemes or words that indicate definite article. Kaalliyaageta Eretidaaga eretibeenagetuppe shaakka Asa,asaa, Kutto, kuttuwaa, Kere,keriyaa, Deysha, deyshshiyo

Doonaa Seeraa

Grade 6, Unit 7 (Weeks 1-3). Theme: HIV/AIDS in Ethiopia- Grade 6, 7-1: Week 1 – Theme: HIV/AIDS in Ethiopia; Topic: Prevention and transmission

(health 1 )

Genre/Text Types/Structure: Informational Text - Cause and Effect (used fo r t he 2 nd tim e in grade 5 -8 , 1 st

tim e in grade 5 unit2)

Grade 6, 7-1: Week 1 – Theme: Echi/Ay/Vee Toophphiyan; Topic: Echi/Ay/Viya

teqqiyoonne I Laaʹiyo Ogeta

Day 1 Day 2 Day 3


complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) Saaqqatidi Shunchchuwa amma nettiyo o gaa Ko nddo miya

2. Reading

Comprehension

Nabbabuwa

Akeekuwa

Before reading: Make connections to prior knowledge, experiences and other texts. Introduce/Discuss thematic and key words. ( list wo rds) Saaqqat idi Saallidi Teqettaa laaʹettaa zoriya bohettaa amma nettiyo o gaa Konddomiya Yedaa Shu nc hc huwa Read signs, captions, and labels to understand text. Introduce self-checking strategy: (list strategy)

Re ading the text:



After reading: Fill in an overview of the text structure using a graphice organiser by answering text based questions. Answer text based and inferential questions and write a paragraph citing at least one cause and effect from the text.


encourage the students to use new

words in speaking, writing.

Ensure that in the teacher explains key words well

when giving

Introduce skill: collocations (1) (see mini scope and sequence for collocations) Introduce/discuss thematic and other new vocabulary Thematic words for this week: ( List 6-10 words) [Through out the lesson, encourage the students to use new words in speaking, writing.

Ensure that in the teacher explains key words well when giving



exercises and discussion new items] (see Comprehension)

Saaqqatidi Saallidi Teqettaa laaʹettaa zoriya bohettaa ammanettiyoogaa Konddomiya Yedaa Shu nc hc huwa Academic words that are new this week: (List words) List some antonyms and synonyms related to topic Leemisuwaassi Wudidi Hegeetikka H a hano tan Hegee bessiyoobay Tumaape Hegaa gaasuwan

Begin to write two paragraphs of cause and effect, using a graphic organizer. Teacher helps students in identifying cause and effect. Writing conventions - intro: Spelling (intro): Spelling rule/words/morpheme in focus: ( list r ule) Pitaliya utettaa (erissuwa): Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: See rat u z uliya : - Telxxa guttuma kaallidi yiya guttumati daro wode daabuloosona. Lm. Barkka ‘r’ telxxa guttuma A kaalliya ‘k’ daabuliis. Telxxa guttumati: l, m, n, r, s, y, z, sh, zh nne ts - /y/ sohuwan /i/ gelenna qassikka /i/ sohuwan /y/ gelenna. Gaasoykka eta cenggurssaa dummatettaa. Lm. May? Gay? Geettesppe attin mai? Gai? Geettenna. - Asaa, deriya, shaafaa, biittatu gallassatu, aginatu, saaminttatu hhm sunttati wogga pitaletun doommoosona. - ‘f’, ‘h’, ‘v’, ‘nh’ daabulokkona. Gishsha qaalata/sample words:

exercises and discussion new items Review vocabulary [In other activities in week: use new words in speaking, writing and look them up in references.]

Shunchchuwa ammanettiyoogaa Ko nddo miya Toophphiya

Sample words: ( list 6- 10 sample words)


6, Oral Language: Listening Haasayaa


Use knowledge of morphological meaning (derivational and/or inflectional) to write unfamiliar words. Eretidabaa soometa(keettawa) Kani Hare Gaammoy macci Eretidabaa soometa(keettawa) Kanay Haree Gaammoy Na’iya

Prereading: Short reminder what the text was about Reading: Read and practice fluency - use intonation at the punctuation level that demonstrates meaning of grade level text.

Teacher reads a new short text.

Pre listening: Ask some questions to activate preknowledge During listening: Answer text based questions (multiple choice) as they are listening After listening In small groups, discuss one or two inferential questions and present their answer to another small group.

Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). (practice) - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

7. Grammar Intro: Adverbs for time and place; The mo st co mmo n mo rphemes o r

words that indicate tense and definite article. Wo d iya a tenq q o . Issi oosoy awude oosetidaakko odees Zino, Hachchi, wontto, zillaytti, kase, beni,

So h uwa a ten q qa a . Issibi awan de’iyaakko odiyaaga Yaa, haa, pude, duge, gede, hini,

Grade 6, 7-2: Week 2 – Theme: HIV/AIDS in Ethiopia; Topic: Consequence

Genre/Text Types/Structure: Narrative – Informational - Cause and Effect

Grade 6, 7-2: Week 2 – Theme: Echi/Ay/Vee Toophphiyan; Topic: Echi/Ay/Vee Kaalettiyoobaa Genre/Text Types/Structure: Narrative - Cause and Effect

Day 1 Day 2 Day 3


Nabbabuwa Akeekuwaa

Before reading: Make connections to prior knowledge, experiences and other texts; Read signs, captions, and labels to understand text. Discuss thematic and key words. ( list wo rds) Kayyuwa Hiyyeesatettaa Qohuwa Namisaa Miishshaa metuwa Waayiya Metuwa Tuggaa Barkkatettaa Hayquwa amʹʹetettaa pootetettaa yiiʹotettaa (orphanage) Introduce self-checking strategy: ( list st rategy)








Re ading the text:



After reading: Fill in an overview of the text structure using a graphice organiser by answering text based questions. Answer text based and inferential questions and write a paragraph of cause and effect based on text.



Practice skill: collocations (1) (see mini scope and sequence for collocations)

Introduce/discuss thematic and other new vocabulary [Through out the lesson, encourage the students to use new words in speaking, writing.


Thematic words for this week: ( L ist 6- 10 wo rds) Kayyuwa Hiyyeesatettaa Qohuwa Namisaa Miishshaa metuwa Waayiya Metuwa Tuggaa Barkkatettaa Hayquwa amʹʹetettaa pootetettaa yiiʹotettaa (orphanage) Academic words that are new this week: ( L ist wo rds) List some antonyms and synonyms related to topic


Gaaso y I kaalettiyoobay Ehiyoobay Hegaa gaasuwan Hegaappe denddidaagan Wurssettan Hagee kaalettiyoobay Ehiyo danoy Hegaa gishshawu



Continue to develop and revise a text that describe cause and effect using a provided framework (graphic organizer) – practice. The teacher helps the students to revise their writing. Check writing also for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script). 2) Correct use of new vocabulary/thematic vocabulary. Writing conventions - practise: Spelling (practice) Sohuwaa tenqqatti qofaa *Sunttadotuura peeshoti geliyo wode wursetay laametees Kaalliyaageta akeekka

Ta woxxaas Nu woxx- id a Ne woxxadasa Ente woxx- id eta A woxxaasu I woxx- i is Eti woxx- id o s o na

11. Reading


(pair and/or silent reading)




12.Oral Use logical and verifiable facts in arguments for or against an opinion - practice & present Check speaking for: Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). (practice) Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify

expression.

language: Speaking

Haasayaa

13. Grammar Practice: Adverbs for time and place; The most common morphemes o r wo rds that in dicate tens e and definite article. Aadhdha wodiyaa

Ta zin o woxxaas Nu zin o woxxida Ne zin o woxxadasa Ente zin o woxxideta A zin o woxxaasu I zin o woxxiis Eti zin o woxidosona Asay yiis

Doonaa Seeraa

Grade 6, 7-3: Week 3 – Theme: Echi/Ay/Vee Toophphiyan; Topic: Echi/Ay/Viya Aybatettaa Genre/Text Types/Structure: infor mati onal - Cause and Effect

Day 1 Day 2 Day 3


complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) saaqqatiyoogaa gaytotettaa ayyeeppe laammiyoogaa shunchchiyoogaa konddomiya


Before reading: Make connections to prior knowledge, experiences and other texts; Discuss thematic and key words. ( list wo rds) . Hargge laaʹiya gaytotettaa yeda ayyeeppe naatukko laammiyoogaa shunchchiyoogaa konddomiya ziitaa saaqqatiyoogaa/abstainance pokkuwa xayuwa miiloone era ogeta Re ading the text:

(silent reading) Read and practice accuracy After reading: Fill in an overview of the text structure using a graphice organiser by answering text based questions. Answer inferential questions and write a paragraph citing at least one cause and effect from the text


16. Vocabulary [Through out the lesson, encourage the students to use new words in speaking, writing.


Assess skill: collocations (1) (see mini scope and sequence for collocations) Introduce/discuss thematic and other new vocabulary Thematic words for this week: ( L ist 6- 10 wo rds) Academic words that are new this week: (List words) List some antonyms and synonyms related to topic




17b Wrting Conventions

Revise and rewrite texts that describe cause and effect using a provided framework (graphic organizer) – practice.

The teacher helps the students to revise their writing. Check writing also for: 1) Use proper paragraph marking, punctuation, and capitalization (if appropriate in the script). 2) Correct use of new vocabulary/thematic vocabulary.


Spelling (assessment) (write grade level words with 90% accuracy) Hara peeshuwaa go’etada lm imma

Ta woxxaas Nu woxx- id a Ne woxxadasa Ente woxx- id eta A woxxaasu I woxx- i is Eti woxx- id o s o na

18. Reading Fluency

19. Oral

language:

Speaking


Use logical and verifiable facts in arguments for or against an opinion – present. Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

20. Grammar Assessment – Adverbs for

time and plac e;

The most common morphemes or words that indicate tense and

defi nite ar tic le.

Wodiyaa tenqqa gelissadda ichhcashu qofa qashuwaa aadhdha wodiyaan xaafa

Sohuwaa tenqqa

gelissadda ichchashu

qofa qashuwaa aadhdha xaafa

Grade 6, Unit 8 (Weeks 1-3). Theme: Traditional Practices Grade 6, 8-1: Week 1 – Theme: Meeze Wogata; Topic: Meeziyan Oottiyoobata

Genre/Text Types/Structure: Description (used for the third time in grade 5-8)

Day 1 Day 2 Day 3


complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) issippetettaassi Baalatanne Dendduwani Bullachchatun Tukkiyaara Gifaataa Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words.

2. Reading comprehension Nabbabuwa Akeekuwa

Before reading: •Make connections to prior knowledge, experiences and texts; •Introduce/Discuss key thematic and key words. (list words) •Identify the use of heading and captions in text Baalata Tukkiya Bullachchaa Gifaataa Shochchaa kaacaa Ufayssaa Dendduwa Issippetettaa Zayyiya Yurppiya Maadettidi Daguwa Maabaraa Qaxxaraa


While reading: remind the students of a self checking strategy (oral reading – teacher lead) Read and practice accuracy. After reading: •Answer text based questions including questions about the heading and captions of the text; •Answer inferential question •Ask 2 questions about linking /transitional words

•Write a paragraph identifying summarising the text.


e ncourage the stude nt s to use ne w words in speaking , wr it ing .

E nsure that in the te ache r

explains key words we ll when g iving exe rcise s and d iscuss ion ne w ite ms]


Academic words that are new this week: (List words) List some antonyms and synonyms related to topic Baalata Tukkiya Bullachchaa Gifaataa Ufayssaa Dendduwa Issippetettaa Zayyiya Yurppiya Maadettidi Daguwa Maabaraa qaxxaraa shochchaa Kaacaa


enco ura ge t he stu de nts to u se ne w

wo rds in s peaki ng , w riting.

E nsure t hat i n the teac he r ex plai ns

key wo rds well w hen g iving

exerc is es an d di sc uss io n new

items]



Begin to write two to three paragraphs to express opinions with reasons, including headings - introduction.


Pitaliya utettaa (erissuwa):

Pitaletu utettaa

seeraa/qaalata/sometuba/

xonggolluwa: Seeratu zuliya:

- Telxxa guttuma kaallidi yiya

guttumati daro wode

daabuloosona. Lm. Barkka

‘r’ telxxa guttuma A kaalliya ‘k’

daabuliis. Telxxa guttumati: l, m, n,

r, s, y, z, sh, zh nne ts

- /y/ sohuwan /i/ gelenna qassikka

/i/ sohuwan /y/ gelenna.

Gaasoykka eta cenggurssaa

dummatettaa. Lm. May? Gay?

Geettesppe attin mai? Gai?

Geettenna.

- Asaa, deriya, shaafaa, biittatu

gallassatu, aginatu, saaminttatu

hhm sunttati wogga pitaletun

doommoosona.



Maadettidi Keha Issippetettaa Shochchaa kaacaa Gifaataa Sample words: (list 6-10 words)

Use knowledge of morphological


inflectional) to write unfamiliar

words.



Prereading: Short reminder what the text was about Reading: Read and practice fluency. Focus on intonation, expression and reading with sufficient pace Teacher reads a new short text. Pre listening: Ask some questions to activate preknowledge During listening:

Answer text based questions (multiple choice) as they are listening After listening In small groups, discuss one or two inferential questions and form an opinion about the text heard and present their small group. Introduce - Express opinions with reasons.

7. Grammar Intro: Common demonstratives and coordinating conjunctions

ma la a tiya g eeta . Issibay haasayiiddi de’iyaa keettawappe ayi keesha haahokkonne matakkone odiyaageta

ha, he, hini

wa a xiya a g eta

hageeti naa’u bana dandayida qofa qashota gattiyaaga

qassi

-nne

Woykko

Grade 6, 8-2: Week 2 – Theme: Meeze Wogata; Topic: Qohiya Meezeta

Genre/Text Types/Structure: D escriptive text


Nabbabuwa Akeekuwa

Before reading: Make connections to prior knowledge, experiences and other texts; Discuss thematic and key words. ( list wo rds) Qohiyoogaa Woriyoogaa Yesuwa Eraa pacatettaa Harggiya Paxotettaa Maadettiyoogaa Xalettanawu Daro Metuwa While reading: remind the students of a self checking strategy (pair and/or silent reading) Read and practice accuracy After reading: •Answer text based questions including questions about the heading and captions of the text; •Answer inferential question •Ask 2 questions about linking /transitional words Write a paragraph identifying summarising the text.


9. Vocabulary

Qaalaa Eraa Through out the lesson,

e ncourage the stude nts to use ne w words in speaking , wr it ing .



Skill practice :manipulate

relatio n ship s betwe en an d

amo ngst wo rds

Intro duc e/d isc us s th ematic an d

o ther new vo cabula ry

Thematic words for this week:

( L ist 6- 10 wo rds) Qohiyoogaa Woriyoogaa Yesuwa Eraa pacatettaa Harggiya Paxotettaa Maadettiyoogaa Xalettanawu Academic words that are new

this week: ( L ist wo rds)

Hegeetikka


enco ura ge t he stu de nts to u se

new wo rds in s peaki ng , w riting.


explai ns key wo rds wel l w hen


new items]

Yaa Haa etikka Dummatiyaagaa Etawu hegaadan Academic words that have been

introduced previously but are

important this week: ( L ist wo

rds)



Baalata Tukkiya Bullachchaa Gifaataa Ufayssaa Dendduwa Issippetettaa Zayyiya Yurppiya Maadettidi Daguwa Maabaraa qaxxaraa shochchaa

Kaacaa

10a Writing Composition Xaafuwa Wogaa


Continue to write two to three paragraphs to express opinions with reasons - practice

The teacher helps the students to revise their writing. Check writing also for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script). 2) Correct use of new

vocabulary/thematic vocabulary.

Writing conventions - practise: Xuufiya harummiygaa meezetite



12.Oral Express opinions with reasons - practice & present Check speaking for: Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). (practice) Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

language: Speaking

Haasayaa

13. Grammar Practice: Common demo nst rati ves an d co nju nc tio ns Malaatiyageeta . Issibay haasayiiddi de’iyaa keettawappe ayi keesha haahokkonne matakkone odiyaageta

ha ogiyaa

he heera

Hini dembbaa

waaxiyaaga hageeti naa’u bana dandayida qofa qashota gattiyaaga

I astamaare q a ssi A ishay goshshanchcha

I tamaarenne- nn e oosanchcha

I tamaare woykko oosanchcha

Doonaa Seeraa

Grade 6, 8-3: Week 3 – Theme: Meeze Wogata; Topic: Meeze Wogatu Maaduwa

Genre/Text Types/Structure: Description (Suggestion: Newspaper article)

Day 1 Day 2 Day 3


complex taught syllable

structures and morphemes to

identify words.

( L ist th e 6 - 10 ta rg et w or d s)

Maadettiyoogaa Minttettiyoogaa Seeriyoogaa teqqiyoogaa Issippetettaa bonchchettiyoogaa


Before reading: Make connections to prior knowledge, experiences and other texts; Discuss thematic and key words. ( list wo rds) . Issippetettaa Laggetaa Hassayyaa Dabbotaa medhdhiyoogaa Maadettiyoogaa Minttettiyoogaa Zoriya Seeriyoogaa Teqqiyoogaa


While reading: remind the students of a self checking strategy (silent reading) Read and practice accuracy

After reading: •Answer text based questions including questions about the heading and captions of the text; •Answer inferential question •Ask 2 questions about linking /transitional words Write a paragraph identifying summarising the text..

16. Vocabulary Through out the lesson,

e ncourage the stude nts to use ne w words in speaking , wr it ing . E nsure that in the te ache r explains key words we ll when

Assess Skill: manipulate

relatio n ship s betwe en an d

amo ngst wo rds T hrough out the lesson, encourage the students to use

new words in speaki ng , w riting.

giving exercises and discussion

ne items]

Grade 6, Unit 9 (Weeks 1-3). Theme: Empowerment of Women Grade 6, 9-1: Week 1 – Theme: Macca asaa Dichchiyoogaa; Topic: Timirttiya Lagge

demmanaadan oottiyoogaa

Genre/Text Types/Structure: Pro blem -so lutio n

Day 1 Day 2 Day 3

1. Word-study

Blend or segment the more


structures and morphemes

to identify words.

1. Word-study



Before reading: Make connections to prior knowledge, experiences and other texts. Introduce/Discuss thematic and key words for sequence and compare and contrast. ( list wo rd s ) Oosuwa Coratettaa Macca Laggeyuwa Kaafiyoogaa Tamaarissiyoogaa Wodiya Aattiyoogaa Qohiyoogaa timirttiya Interpret information from grade level appropriate tables and charts to learn about a topic. After reading: Answer text based and inferential questions and write a paragraph using compare and contrast. Use taught morphemes, transitional words, linking words and phrases to comprehend the text read.


3. Vocabulary Qaalaa Eraa (see Comprehension) Introduce/discuss thematic and

other new vocabulary Thematic words for this week: (List

6-10 words) Recognize idiom. Dichchiyoogaa Kaafiyoogaa LaggeyiyoogaaGeniyoogaa Oosuwa

Review vocabulary

[In other activities in week: use

new words in speaking, writing and

look them up in references.]

Coratettaa Macca Laggeyuwa Kaafiyoogaa Tamaarissiyoogaa Wodiya Aattiyoogaa Qohiyoogaa

Academic words that are new this

week: (List words):

Koyruwan

naaʹʹantto

kaallidi

gaasoykka

heegaappe simmiyoode

I kaalettiyoobay

Aawu qofay

4a Writing Begin to write two or three paragraphs using a graphic organizer for sequence or cause and effect. Teacher helps the students in putting their ideas in coherent way.

Composition

Xaafuwa Qaraa

4a Writing Spelling (intro):

Spelling rule/words/morpheme in

focus: (list rule)

Sample words: (list 6-10 sample

words)


Pitaletu utettaa




guttumati daro wode










Geettenna.



Composition

Xaafuwa Wogaa


doommoosona.



Loohissuwa

Lime

Dummaa

Ashkko

laʹa




words.

5. Reading (oral reading – teacher lead)

Read and practice accuracy. Nabbabissitenne bali baynnan nabbabiyogaa meezeyite

Read and practice fluency -

use intonation at the

punctuation level that

demonstrates meaning of

grade level text.

Fluency Tololayo

Nabbabuwa

6. Oral Teacher reads new text.

During reading: Stop and

think. After reading:

Students express their

opinions with reasons.

Language: Listening

Haasayaa

7. Grammar Intro: Coordinating conjunctions; Most common compound sentence Doonaa Seeraa

struc tu re Lageyi waaxiyaageta

Ente sooddo biitte woykko oosuwaa doomitte

Ente Sooddo biitte- nn e asaa koyyitte

I dure qassi tamaarida asa

Puddeera imettida qofaa qashoti

Laggeyti Waaxetidda qofa qasho

Grade 6, 9-2: Week 2 – Theme: Maccaa asa Dichchiyoogaa; Topic: Ubba Oosotun

Hasheyiyoogan Laggeyiyoogaa



Nabbabuwa Akkekuwa

Before reading: Make connections to prior knowledge, experiences and other texts; Discuss thematic and key words. Zaggennan Karennan Laggeyanawu Sinttaynawu Kaafiyoogaa tooshiya Interpret information from grade level appropriate tables, charts Introduce self-checking strategy: Nabbabaydda ne heeran macca asaa bolli gakkiyaabaa ne nabbabuwaara yigga. After reading: Answer text based and inferential questions and write a paragraph using sequence to describe text read..


9. Vocabulary (see Comprehension) Introduce/discuss thematic and

other new vocabulary Thematic

words for this week: (List 6-10

words)

Zaggennan Karennan Laggeyanawu Sinttaynawu Kaafiyoogaa tooshiya Use of idiom.

Academic words that are new

this week: (List words)

Kasetidi

Hegaappe simmidi

Wurssettan

hegaappe kaallidi

haʹʹ

mata wodiyan

Academic words that have been


important this week: (List words)

Koyruwan

naaʹʹantto

kaallidi

Review vocabulary


new words in speaking, writing

and look them up in references.]






gaasoykka

heegaappe simmiyoode

I kaalettiyoobay

Aawu qofay

Use grade level appropriate graphic organizers for sequence or cause/effect to arrange ideas for writing a two to three paragraph text. The teacher helps the students to revise their writing. Check writing also for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherency. 2) Correct use of new


Spelling (practice) xaafa -shin woykko -nne





grade level text


Practice expressing their opinions with reasons.

13. Grammar Doonaa Seeraa Practice: Coordinating

conjunctions; Most common compound sentence structure -Ta wolaytta doona hasayayiisshinne ta ishay parnjja qaala haasayees (gujjo qofa)

- Tana namsiis s h in ta ma beykke(balqetta) -I zal’’ees woykko goyyees(naa’’ubappe issoy haniyo wode woykko issuwaa dooriyo wode)

Grade 6, 9-3: Week 3 – Theme: Macca Asaa Dichchiyoogaa; Topic: Leemiso Gidiya Macca

Asata


Day 1 Day 2 Day 3


complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) kaalettiyoogaa dichchiyoogaa laggeyiyoogaa kaafiyoogaa minotettaa dungguuxennaagaa huqqunnaappe


Nabbabuwa Akeekuwa

Before reading: Make connections to prior knowledge, experiences and other texts; Discuss thematic and key words (list words) kawotettaa biittaa haariyoogaa leemiso macca kaalettiyoogaa dichchiyoogaa laggeyiyoogaa kaafiyoogaa minotettaa dungguuxennaagaa While reading: remind the students of a self checking strategy (silent reading) Read and practice accuracy After reading: •Answer questions about the heading and captions of the text; •Answer text based questions including questions using a graphic organiser. •Ask 2 questions about linking/transitinal words/antecedent words Answer inferential questions and write a paragraph citing at least one problem and solution from the text.




Skill assessment: use the context

to get meani ng o f

unkno w n/diffic ult wo rds


enco ura ge t he stu de nts to u se new wo rds in s peaki ng , w riting.


explains key words we ll when

g iving exe rcise s and d iscuss ion ne w ite ms]


(List 6-10 words)





giving exerc i ses a nd d is c us sio n

new items]


17b Writing


Final: write two or three paragraphs using a graphic organizer for problem and solution. The teacher helps the students to revise their writing. Check writing also for: 1) Use proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherency. 2) Correct use of new



asses sme nt:

Lageyi waaxiyaageti waani

xaafetiyaakko xaafa.



silent reading Read and practice accuracy

Nabbabisitenne bali baynan nabbabiyogaa meezeyite

Prereading: Short reminder what the text was about Reading: Read and practice fluency. Focus on intonation and expression .

Orally present expressing their opinions about a problem and solution situation with reasons.Check speaking for:



Assessment – Coordinating conjunctions; Most common compound sentence structure Lageyi waaxiyaageta go’ettadda qofaa qashota medhdha

Grade 6, Unit 10 (Weeks 1-3). Theme: Drama Grade 6, 10-1: Week 1 – Theme: Diraamaa; Topic: Issi wodiyan Hanettidabaa

Genre/Text Types/Structure: Drama

Day 1 Day 2 Day 3


complex taught syllable structures

and morphemes to identify words.

2. Reading comprehension Nabbabuwa Akeekuwaa

( L ist the 6 - 10 target wo rds) Eeshshaawata Karssikarssaa Galchchaa Umbbubulettaa Miichchiyoogan diraamaaranne Use knowledge of morphological meaning (derivational and/or Inflectional) to read unfamiliar words.

Before reading: Make connections to prior knowledge, experiences and other texts. Introduce/Discuss thematic and key words. Diraamaa Bollaa Palamaa Kaassaa Ootti bessiyoogaa Qaattaa Miichchaa cuccumaa Eeshshaawata Karssikarssaa Galchchaa Umbbubulettaa Taarikiya daraphaa Teacher explains structure of drama text. During reading: Give different students a role for reading the drama.


After reading: Answer text based and inferential questions (identify the narrative structure of the text). Recognize elements of drama: dialogue and narration.

3. Vocabulary

Qaalaa aaeraa [Through out the lesson,



explains key words we ll whe n g iving exe rcise s and d iscuss ion ne w ite ms]

Introduce skill: understand figurative speech in drama

Thematic words for this week: ( L ist 6- 10 wo rds) Diraamaa Ootti bessiyoogaa Qaattaa Poliyoogaa Eeshshaawaa Xeelliyaageeta Michciya wurssettaa Miichchaa cuccumaa Eeshshaawata Karssikarssaa Galchchaa Umbbubulettaa Taarikiya daraphaa Academic words that are new this

week: ( L ist wo rds)


enco ura ge t he stu de nts to u se ne w

wo rds in s peaki ng , w riting.



exerc is es an d di sc uss io n new

items]



Begin to write drama using dialogue and narration – introduction to drama format. Writing conventions - intro: Pitaliya utettaa (erissuwa):

Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: Seeratu zuliya: - Telxxa guttuma kaallidi yiya guttumati daro wode daabuloosona. Lm. Barkka ‘r’ telxxa guttuma A kaalliya ‘k’ daabuliis. Telxxa guttumati: l, m, n, r, s, y, z, sh, zh nne ts - /y/ sohuwan /i/ gelenna qassikka /i/ sohuwan /y/ gelenna. Gaasoykka eta cenggurssaa dummatettaa. Lm. May? Gay? Geettesppe attin mai? Gai? Geettenna. - Asaa, deriya, shaafaa, biittatu gallassatu, aginatu, saaminttatu hhm sunttati wogga pitaletun doommoosona. - ‘f’, ‘h’, ‘v’, ‘nh’ daabulokkona. Gishsha qaalata/sample words: Palama Kaassaaa Ezzggiyaageeta Laawiya umbbubulettaa




words.

Shaakkada xaafa




Sunttaa wursettaa

Koyro kaalliyaaga wursetta pitaliya

Naa’anto kaalliyaaga wursetta pitaliyaa

Laaxay baa Ta laaxaa maas

Aayiyaa laaxaa Dosayyo immaasu

Prereading:

Short reminder what the text was about


Reading: Read and practice fluency. Focus on intonation, expression and reading with sufficient pace. Performing drama – introduction. Teacher’s reads the drama first, then starts to practise with the students to perfom the drama. Divide the students in smaller groups so that each one can practise a part. In small groups they can read/recite the drama

7. Grammar Doonaa Seeraa Intro: Identify nouns as subjects,

nouns as direct and indirect objects Su bj ec t and p red icate se nte nc e structure and the most common statement sentence structure Koyro ka a lliya a g a - peeshuwaan oosettida oosoy pee’iyoogawoykko shemppiyooga Qofa qashuwaa giddoppe ‘aybaa?’ ‘oona?’ ga oychchada demiyo oga

Laaxay kutto

Ta laaxaa maasi

Ta la a xa a Daanawu immaas

Grade 6, 10-2: Week 2 – Theme: Diraamaa; Topic: Issi Diraamaa/Tiyaatiriya giddon

polettidabaa

Genre/Text Types/Structure: Drama (Suggest: May continue with same piece)


Nabbabuwa Akeekuwaa

Before reading: Make connections to prior knowledge, experiences and other texts; discuss form of drama text. Discuss thematic and key words. ( list wo rds) Diraamaa Xeelliyoogaa Galchchaa Daraphaa Eeshshaawata Karssikarssaa Umbbubulettaa Miichchiyoogaa Read heading s, captions, and labels to understand text. During reading: Give different students a role for reading the drama.


After reading: Answer text based and inferential questions (identify the narrative structure of the text). Recognize elements of drama: dialogue and narration.

9. Vocabulary

Qaalaa Eraa [Throughout the lesson,




Practise skill: understand

figurative spe ec h i n drama


( L ist 6- 10 wo rds)

Gishshatiyoogaa malatissiyoogaa Diraamaa cuccumaa Xeelliyoogaa Galchchaa Daraphaa Eeshshaawata Karssikarssaa Umbbubulettaa Miichchiyoogaa Academic words that are new this week: (List words) Minuwa Ezggiyaageeta Tumaa Qiriya/naachchaa

[Throughout the lesson,



explai ns key wo rds wel l w hen giving exerc i s es a nd d isc us sio n new items]



Eeshshaawaa Magalashuwa danttuwa Daraphaa zugiya Academic words that have been introduced previously but are important this week: ( L ist wo rds) Kasetidi Hegaappe simmidi Wurssettan hegaappe kaallidi haʹʹ mata wodiyan

Continue to write drama using dialogue and narration. The teacher helps the students to revise their writing. Check writing also for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) Correct use of new



Sunttati naa’anto kalliyaageta

gidiyo wode wursettan ekkiyo

soomme:

-wu

-ssi Ta miiishshaa a-wu immaas

Ta miiishshaa a-ssi immaas






Performing drama – Practice & present

13. Grammar Doonaa seeraa Practice: Identify nouns as

subjects, nouns as direct and indirect objects

Subject and predicate sentence structure and the most common statement sentence structure Koyro kaalliyaaga Ta Ha a ttaa ekkaas Naati p a aciya a adhdhidosona Nu aaway nuussi xu u ra yootiis Ta awu is s i b ira tal’’aas

Naa’antto kaalliyaaga Nu aaway n uu ss i xuura yootiis Ta na’iyo a a yekko kiitaas E miishshaa ta wu immenna Ta laaxaa Da a na wu immaas

Grade 6, 10-3: Week 3 – Theme: Drama; Topic: Issi Diraaman/Kaassan Aadhdhida Kiitaa

Akeekiyoogaa

Genre/Text Types/Structure: [Using dramas of week 1 and 2]

Day 1 Day 2 Day 3



structures and morphemes

to identify words.

( L ist the 6 - 10 target

wo rds) Xeelliyoogaa Eeshshaawata Karssikarssaa Umbbubulettaa Miichchiyoogaa Akeekiyoogaa Ano eeshshaawaa Gishshatiyoogaa

Malatissiyoogaa

15. Reading Before reading: Make connections to prior knowledge, experiences and other texts; Discuss thematic and key words: Akeekiyoogaa Ano eeshshaawaa Gishshatiyoogaa malatissiyoogaa Diraamaa haasayaa cuccumaa Xeelliyoogaa Galchchaa Daraphaa Eeshshaawata Karssikarssaa Umbbubulettaa Miichchiyoogaa Birshshiyoogaa Buzu akeekkaa Evaluate character's action. Discuss message in pieces. During reading: Give different students a role for reading the drama.

After reading: Analyze message of the drama in week 10-1 and 10-2 and recognize elements of literature: dialogue and narration. Evaluate character’s actions.

(see writing) Review thematic words Practice/assess comprehension comprehension


e ncourage the stude nts to use ne w words in speaking , wr iting

E nsure that in the te ache r explains key words we ll when g iving exe rcise s and discussi on ne w ite ms]

Assess skill: understand

figurative spe ec h i n drama









giving exerc i ses a nd d isc us sio n new items]



18. Reading Fluency

Revise and rewrite drama using dialogue and narration - final The teacher helps the students to revise their writing. Check writing also for: 1) Use proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherency.2) Correct use of newvocabulary vocabulary. Writing conventions - assessment: Sunttati naa’anto kalliyaageta

gidiyo wode wursettan ekkiyo

soommeta xaafa . Eta go’ettada

leemisuwaa imam. Prereading: Short reminder what the text was about Reading: Read and practice fluency Focus onintonation, Expression and reading with sufficient pace



Performing drama of students' own work – Present

20. Grammar

Assessment – Identify nouns as subjects, nouns as direct and indirect objects; Subject and predicate sentence structure and the most common stateme nt se ntenc e struc tu re Kaaliyaagetuppe naa’’anta kaalliyaage de’iyoogenne baynnaageta shaakka. Ubbatakka go’ettada lm imma

Xaafa

lmma

Ekka

Gordda

Menta

Zora

GRADE 7

Scope and Sequence Grade 7 semester 1 (Weeks 1-15 – Units 1-5) Grade 7, Unit 1 (Weeks 1-3). Theme: Appreciating Nature

Grade 7, 1-1: Week 1 – Theme: Meretan Maalaalettiyoogaa; Topic: Meretan

Deʹiyaabaanne Asi Medhdhidobaa

Genre/Text Types/Structure D escript ive : Qonccissuwa



Blend or segment the more complex taught syllable structures and morphemes to identify words. (List the 6-10 target words) Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words. Blend o r se gme nt th e mo re co mplex tau ght sy llabl e str uc ture s (List the 6-10 target words)

komppiiteriya ushachchaaninne gididabtuppe hemettiyakkonne lokkomettosaappe geeddarettiyaabi beettidabatuppe micettidoogee de'iyageetuppe

To read unfamiliar words, Before reading:

Make connections to prior knowledge, experiences and texts. Introduce/Discuss thematic words. (list words) Introduce descriptive words and how to evaluate a text. Reading: (oral reading – teacher lead) Read and practice accuracy. After reading: Answer text based and inferential questions, add questions so that students have to compare their

background knowledge with the information just read: eg compare the local environment with the environment which is described in the text. The students write the answers down in full sentences. Before reading: Introduce/Discuss thematic words. (list words) Xoossa mereta Asi medhdhoba Koshshiyaaba Malaaliyaaba Carkkuwa


Haattaa Biittaa Woraa Mehiya doʹaa saluwa Awa ayfiya Shemppuwa Iraa aginaa Answer text based and inferential questions, write 3-4 sentences or a paragraph



Ensure that in the teacher explains key words well when giving exercises and discussion new items

4a. Writing Composition Xaafuwa Qaraa

Introduce/discuss thematic and other new vocabulary Thematic words for this week: ( L ist 6- 10 wo rds) Xoossa mereta Asi medhdhoba Koshshiyaaba Malaaliyaaba Carkkuwa Haattaa Biittaa Woraa Mehiya doʹaa saluwa Iraa aginaa Academic words that are new this week: ( L ist wo rds: pooʹuwa loʹiya Gita Guutta Woraa Maaddiya Immiyoobi

Introduction: using a graphic organiser and using the information/answers on the questions from the reading text 1, day 1 students begin to write three paragraphs in which they compare and contrast (eg local environment/other environment, natural/manmade environment, etc). Use common statement sentences and common compound sentence structure in your text



4b. Writing Writing conventions – intro:

Spelling (intro):Spelling

rule/words/morpheme in

focus: (list rule)


Pitaletu utettaa




guttumati daro wode



daabuliis. Telxxa guttumati: l,

m, n, r, s, y, z, sh, zh nne ts

- /y/ sohuwan /i/ gelenna

qassikka /i/ sohuwan /y/

gelenna. Gaasoykka eta

cenggurssaa dummatettaa. Lm.

May? Gay? Geettesppe attin

mai? Gai? Geettenna.




doommoosona.



Malaaliyaabaa

Shemppuwa

Maaddiyaaba

medhdhoba

Sample words: (list 6-10 words)

Use knowledge of

morphological meaning

(derivational and/or


words.

convention

Xaafuwa Wogaa

5. Reading Fluency


Pre-reading: short reminder what the text was about. Reading:

Tololayo Nabbabuwa


M aintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels.

6. Oral language: Listening Speaking Haasayaa

Teacher reads text (compare and contrast).

Before listening: make connections to prior knowledge, experiences, and other texts.

Introduce/discuss thematic words (list words).

During listening: ask a question in which the students are asked to compare (information within the text/new information with background knowledge, etc).

After listening: infer meaning of words through context.

Identify events of the text, in particular on comparing and contrasting. The students can list the causes and positive and negative effects which are mentioned in the text. They can also write down questions they have about the text

7. Gramma Intro: conjunction morphemes or

Doonaa Seeraa wo rds. Write common statement sentences and common compound sentence structure.

O diya qofaa

qashuwaa Ta so

oosuwaa xaafayiis Ta aaway wolayttattuwa nabbabees

Waaxettida Qofa qasho ta Naa’’u banttana dandayiidi eqqana qofa qashoti waaxiyaa qaalatun woykko soomettun issuwaa gidiyo wode Waaxettida Qofa qashota gidoosona.

lm Ta so oosuwaa xaafayiis ta aaway qassi wolayttattuwa nabbabees

I soo biis woy kko ba aawaara haasayees

Aaway lo’’o shi n naati a mala gidokkona

Grade 7, 1-2: Week 2 – Theme: Meretan Maalaalettiyoogaa; Topic: Meretaaranne Asaara

Deʹiya Dabbotaa

Genre/Text Types/Structure: Qonccissuwa

Day 1 Day 2 Day 3 8. Reading Comprehension Nabbabuwa Akeekuwaa

Before reading: Make connections to prior knowledge, experiences and other texts; Discuss thematic words. Review self-checking strategy: (make connections to what you already know) Reading: (Independent silent reading) Read and practice accuracy After reading: Answer text based and inferential questions add questions so that students have to compare their background knowledge with the information just read: eg compare the local environment with the environment which is described in the text. The students write the answers down in full sentences. Answer text based and inferential questions and write a paragraph of personal experience with nature.

Introduce/discuss thematic and other new vocabulary Thematic words for this week: ( L ist 6- 10 wo rds) goʹettiyoogaa shemppiyoogaa hoʹʹiyoogaa aliyoogaa Allaxxiyoogaa Miyooga Uyiyoogaa Miishshaa demissiyoogaa

9. Vocabulary







Academic words that are new this week: ( L ist wo rds) Ko yro Issitoo naaʹʹantto heezanttuwan Appe simmin Yig ga o diyo o gaa Academic words that have been introduced previously but are important this week: ( L ist wo rds) pooʹuwa loʹiya Gita Guutta Woraa Maaddiya Immiyoobi

Continue - using a graphic organiser and using the information/answers on the questions from the reading text 1, day 1 in week 1 students begin to write three paragraphs in which they compare and contrast (eg local environment/other environment, natural/manmade environment, etc).

10b. Writing convention

Work with teacher, other students or individually to revise writing. Use check-list for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) Correct use of new vocabulary/thematic vocabulary. 3. Use of correct statement sentences, and common compound sentences Continue to

conti nuat ion:

Peeshota akeekkaa

11.Reading Fluency Tololayo Nabbabuwa


(Independent silent reading) Read and practice accuracy

Pre-reading: short reminder what the text was about. Reading: Read and practice fluency - use intonation at the punctuation level that demonstrates meaning of grade level text. Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels. Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels.

Use the paragraphs written during writing competencies. Let students report (to each other) what they have written about their topic, and express their opinion about the topic.

Students give each other feedback, and information about: 1. the clarity of the content of the report 2. way of reporting (clarity of speaking) 3. logical reasoning of their opinions. 4. incorporation and use of newly learnt words in their talk.

Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.



Practice: Conjunction morphemes or words. Write common statement sentences and common co mpo und se ntenc e struc t ure.

Tumaa yoota woykko sooppe kiya Aaway woykko naa’ay soona Aayiyaa naata waxxaasu woykko zoraasu Daani n ne timirtiyawu Danssi gooba Danssi zal’’eessinne tamaaarees Tamay keetta xuuggiis sh in asi hayqqibeenna

Grade 7, 1-3: Week 3 – Theme: Meretan Maalaalettiyoogaa; Topic: Meretata Imotata Naagiyoogaa Genre/Text Types/Structure: Qonccissuwa

Day 1 Day 2 Day 3 14. Word-study

Qaalaa

Xanna'uwa

Blend or segment the more complex taught syllable structures and morphemes to identify words. (List the 6-10 target words) Use knowledge of morphological meaning (derivational and/or inflectional) to read words. toochchiyabaappe qohiyabaappenne unddennaba kaafettennaaninne allaxxanawu alleeqiyoogaa

mucurettida toochchiyabaappe allaalliyawu


Before reading: Make connections to prior knowledge, experiences and other texts; Discuss thematic words ( list wo rds) Imotaa Meretaa Saaphoyiyoogaa Anjjuwaa Naaguwa Dichchiyoogaa qeexuwa xaragaa Moorennaagaa woriyoogaa Saalliyoogaa Reading: (silent reading) Read and practice accuracy hambbalaas huwa Remind to use self-checking strategy – (make connections) Reading: (silent reading) Read and practice accuracy Ha nabbabiyo taarikiya Kase ne eriyobaara gatta.



Add questions so that students

have to compare their background knowledge with the

information just read: eg compare the local environment with the environment which is described in the text. The students write the answers down in full sentences.




Assess Vocabulary Qaalaa era paaccite




Xaafuwa Qaraa

17b. Writing convention Xaafuwa Wogaa

Application – The students revise and rewrite the text they have written in week 2.

Work with teacher, other students or individually to revise writing. Use check-list for: 1) use proper paragraph marking, punctuation, and capitalization, spelling and coherence. 2) use of new vocabulary/thematic vocabulary. 3. Use of correct statement sentences, and common compound sentencesRevise and


applic atio n:

Kase xaafido xuufiya

zaaretiyogaa


Pre-reading: short reminder what the text was about. Reading: Read and assess fluency – Use intonation at the punctuation level that demonstrates meaning of grade level text Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches

advanced levels.


Let (some of) the students present the text which they have written and express their opinion about the topic (see Writing composition and speaking in week 2). Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). - Use newly acquired vocabulary in speaking to gain and extend


Write common statement sentences

Assessment – Conjunction morphemes or words. Write common statement sentences and common compound sentence structure. Qassi, -shin, -nne, woykko go’etada waaxetidda qofa qashuwaa issuwawu issuwawu heezzaa medhdha Odiyaa qofa qashuwaa ichchashshaa medhdha

20.Grammar

Doonaa Seeraa

and

Grade 7, Unit 2 (Weeks 4-6). Theme: Family Planning

Grade 7, 2-1: Week 4 – Theme: Halchchidi Yeliyoogaa; Topic: Halchchidi yeliyoogaa

Aybatettaa

Genre/Text Types/Structure: Sp ee ch es/M ain id ea an d su pp or tin g d etails


Qaalaa Xanna'uwa

Blend or segment the more complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) Ekettidoogaappenne ye li yoo gaa nne naa ge tta wu su ge le tti doo gaa ppe ko shshe nna ba qaxarettada

Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words.


Before reading: Make connections to prior knowledge, experiences and texts.


Bolli-bollaa

Halchchuwa

Hassiyoogaa

Metuwa

Dishuwa

Tamaarissuwa

Payyatettaa

Miishshaa xayuwa

Hirggaa

Namisaa

Pacatettaa

Introduce Self-checking strategy: (Read headings, captions, and labels to predict content and understand text)

Re ading :



urac y. Huuphe

yohuwaanne sima huuphe yohota goʹettada nabbaboy ay kiitaa attanaakko hiraaga.

After reading:


Answer text based and inferential questions, and questions abut main idea of the text and some supporting details.

For speech: Identify the main message of the speech. What did the speaker want the listeners to know/change/convince of?






Introduce/discuss thematic and other new vocabulary Thematic words for this week: ( L ist 6- 10 wo rds) haassiyoogaa go"aa

payyatettaa

hirgga

shahaara

bosha

maayettiyooba

kotta Academic words that are new this week: ( L ist wo rds) leemisuwaassi ha hanotan hagaa gaasuwan hegeetikka Huuphe yohuwa Charttiya giraafiya Zaaretuwa Yinggiyoo qofaa

Introduction: Arrange, convert and describe ideas presented in the text and write: a speech about familiy planning. ) (for Hadiya: a expository text about family planning) using main idea and supporting details, with chart or graph –

introduction

Writing conventions – intro: Spelling (intro): Spelling rule/words/morpheme in focus: (list rule) Sample words: (list 6-10 words) Pitaliya utettaa (erissuwa):



Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: See rat u z uliya :





- ‘f’, ‘h’, ‘v’, ‘nh’ daabulokkona. Gishsha qaalata/sample words: Metuwa Payyatettaa Miishshaa Hirggaa Qo lc hc haa


Zemppoyiyaa soommeta xeella

Ta, nu, ne, ente, A, I, eti

:–iyo

Ta, nu, ne, ente, A, I, eti: -iido

Coraw, asawu, mattumawu dummatokkona



Pre-reading: short reminder what the text was about. Reading: Read and practice fluency - use intonation at the punctuation level that demonstrates meaning of grade level text. Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels.




During listening: ask a question in which the students identify the main idea of the text.

After listening: infer meaning of words through context. Answer questions about the main idea of the text and some supporting details.

For speech: Identify the main message of the speech. What did the speaker want the listeners to know/change/convince of?

Begin to prepare a speech evaluating ideas based on the theme. Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). (practice) - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.


Intro: New: The most common subordinate clauses. Revision: Coordinating co njunc tio n mo rph emes o r wo rd s.

zemppetiyaa qq giyoogee issi zemppenna qq nne issi zemppa qq oykkaaga

Zemppoyiyaa qaalata: hageeti zemppena qq xapho peeshshuwaa wurssettan gelidi zemppo qq ootiyageeta. (wode, simmin/makkin)

*Wodiyaa qq *gaasuwaa qq

ta y-iyo wode I xiskkiis ta y-iido wode I xiskkiis ta y-a makkin I muussa doommiis ta namsso gishshawu maas

Zemppida qq: ta y-iyo wode ta y-iido wode ta y-a makkin

zemppenaage I xiskiis I yuussaa doommiis

Grade 7, 2-2: Week 5 – Theme: Halchchidi Yeliyoogaa; Topic: Halchchidi Yeliyo Dumma

Dumma Ogeta

Genre/Text Types/Structure : Sp ee ch es/M ain id ea an d su pp or tin g d etails



Discuss thematic words. ( list wo rds)

qashissiyoogaa

Gaytotettaa

Kushe qitaa shahaari attenna

hiilla

loohida

maynissanaw

naqaashati

moogiyaga

Practice Self-checking strategy: (Read headings, captions, and labels to predict content and understand text.)

Re ading :

( Indep end ent sil ent readi ng)


urac y Huuphe

yohuwaanne sima huuphe yohota goʹettada nabbaboy ay kiitaa attanaakko hiraaga. After reading: Answer text based and inferential questions and write a paragraph about main idea questions abut main idea of the text and some supporting details, For speech: Identify the main message of the speech. What did the speaker want the listeners to know/change/convince of?


9. Vocabulary Qaalaa Eraa Through out the lesson,



Introduce/discuss thematic and other new vocabulary Thematic words for this week: ( L ist 6- 10 wo rds)

Teqqanawu

moogiyoogaa

maynissanawu



Xaliya mituwa

Narppiya Luuppiya

Qesiyan moogettiyaabaa

Kushe qitaa

Gaytotettaa



Academic words that are new this week: (List words) Hegaa gishshawu Leemisuwaassi Addappe Hegeetikka Ha hanotan Bessanaayyo Academic words that have been introduced previously but are important this week: ( L ist wo rds) leemis uwaassi ha hanotan hagaa gaasuwan hegeetikka Huuphe yohuwa Charttiya giraafiya Zaaretuwa Ying giyo o qo faa

practice: Arrange, convert and describe ideas presented in the text and write: a speech about familiy planning. (for Hadiya: a expository text about family planning) using main idea and supporting

details, with chart or graph – continuation Work with teacher, other students or individually to revise writing. Use check-list for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) Correct use of new vocabulary/thematic vocabulary.

Writing conventions – practice:

Spelling (practice)

Zemppoyiyaa soommeta xaafa

Lm imma

-ida

-iyo

-o


(Independent silent

reading)

Read and practice accuracy Nabbabissitenne bali baynan nabbabiyogaa meezeyite

Pre-reading: short reminder what

th e text was a b o u t.

Read in g:


intonation at the punctuation

level that demonstrates

meaning of grade level text.

Maintain an oral rate that is

grade and language

appropriate - Oral reading rate

approaches advanced levels.


Haasayaa

Practice a speech evaluating the theme of this week and deliver the speech.


13. Grammar Doonaa Seeraa Practice:

New: The most common subordinate clauses. Revision: Coordinating conjunction morphemes or words. Wolaytta Dichchay zino ta kiy a

s immin naa’’u hoolliyaa gelissiis Ta kaa’iyo wode tayshay nabbabees Daro tamaareti minni ootiyo wode adhdhanawu metenna Naati so oosuwaa ootti simmid kaassa kaa’’ana koshshees

Grade 7, 2-3: Week 6 – Theme: Halchchidi Yeliyoogaa; Topic: Qeeru Naatu Ohettaa

Genre/Text Types/Structure: Sp ee ch es/M ain id ea an d su pp or tin g d etails

Day 1 Day 2 Day 3

14. Word-study Qaalaa Xanna'uwwa




identify words.

(List th e 6 -10 target wo rd s ) Danddayibeennaageeta

e re nnaa gee ta nne

ko shshi yaa ba tuu ni maa ddi ya ba tun

qu ma te tta wu nne Tamaarissiyoogaa

Use knowledge of morphological meaning (derivational and/or Inflectional) to read unfamiliar words.


Before reading: Make connections to prior knowledge, experiences and other texts; (Suggestion: Discuss connections in life of responsibilities for younger children.)


kabboyidi

geelladan

zuuqqiyoogeekka

bol"ida

salettennan

katafissiyoogaa Miziyoogaa

silissiya

ho"issiyoogaa

afuutiya

shirkkattennaadan

Remind to use self-checking strategy: (Stop and think)

Re ading :



After reading:


Answer text based and inferential questions and questions abut main idea o f th e text and some supporting details, summarize text either orally or

writing one paragraph. For speech: Identify the main message of the speech. What did the speaker want the listeners to know/change/convince of?

16, Vocabulary



Assess Vocabulary Qaalaa era paaccite. Through out the lesson,




(see Comprehension)


explai ns key wo rds wel l w hen giving exerc i ses a nd d isc us sion new items]



Finaliz: Arrange, convert and describe ideas presented in the text and write: a speech about familiy planning.Work with teacher, other students or individually to revise writing.Use check-list for: 1) use proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence.2) use of new vocabulary/thematic vocabulary. Writing conventions –

asses sme nt: Spelling (assessment)(write

gradelevel words with 90%

accuracy) Ichchashu zemppo

peeshshuwaa lm imma



Nabbabissitenne bali baynan nabbabiyogaa meezeyite

Pre-reading: short reminder what the text was about. Reading: Read and assess fluency –

Use intonation at the



grade level text


grade and language

appropriate - Oral reading

rate approaches advanced

levels.


Haasayaa

Deliver a speech evaluating ideas of the theme. Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

20. Grammar Doonaa Seeraa Assessment – New: The

most common subordinate clauses. Revision: Coordinating conjunction morphemes or words. Zemppo qq medhdhada zemppoy zemppo gidenaage awigaakko shaakka. Zemppoyiyaa soommetakka xaafa

Grade 7, Unit 3 (Weeks 7-9). Theme: HIV/AIDS and social crisis

Grade 7, 3-1: Week 7 – Theme: Echch/ay/ve Eedisiyaanne Asaa Deʹuwan I gattiyo Qohuwa

Topic: Eechch/Ay /Vii Eedisiya

Genre/Text Types/Structure: Cause and Effect

Day 1 Day 2 Day 3

1. Word-study

Blend or segment the more complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) Oyqettibeenna Sahettibeenna maaretissiya cadettibeenna maaretissishin erennaagaappe

2. Reading

Comprehension Nabbabuwa Akeekuwa

Use knowledge of morphological meaning (derivational and/or Inflectional) to read unfamiliar words.



laa'anawu

lcadettibeenna

diina

pilggetti

am"eyees

ceequwa

pooteyees

yii'oyeesinne

maaretissishin

(examples: thus, because, therefore, so that, results in)

Introduce self-checking strategy: (Define your purpose for reading)

Ha xuufiya ayssi nabbabiyaakko halchcha.

Re ading :



Re ad and pract ice ac

curacy. After reading: Answer text based and inferential questions Add some questions that help students to analyse and talk about cause and effect.

Use taught morphemes, transitional words, linking words and phrases to comprehend the text read.

3. Vocabulary Qaalaa Eraa [Throughout the lesson, encourage

the students to use new words in speaking, writing.


( see Co mpreh ens io n)


4b Writing

Introduce/discuss thematic and other new vocabulary (this could be done using the skills mentioned above)

Thematic words for this week: ( L ist 6- 10 wo

rds)

diina

coo ceequwa

pilggetti

am"eyees.

Cadettenna

Yelagaa

Xayssiyoogaa

Mishshaa metuwa

Amʹʹeyiyoogaa

yiiʹoyiyoogaa (orphanage)

Academic words that are new this week: (List words: (Cause and effect conjunctions.) Hagee Hegee I Gaasoykka I kaalettiyoobay Hegaa gishshawu Hegaappe denddidaagan

Introduction: Begin to write a three paragraph text using common text structure – for cause and effect , using a graphic organizer– The text is about the theme. The students can look at the reading text as an example.



Convetntion Xaafuwa Wogaa Writing conventions – intro:

Spelling (intro): Spelling rule/words/morpheme in focus: ( list r ule) Sample words: ( list 6- 10 wo rd s) Pitaliya utettaa (erissuwa): Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: See rat u z uliya :






Harggiya

laaʹiyoogaa

Diinaa

Amʹʹeyiyoogaa Use knowledge of morphological meaning (derivational and/or inflectional) to write unfamiliar words.

Malaatiyaagettuppe sunttaa –gee gujjiddi keettawa gidiyaa

sunttaa medhdhana dandayettees Hagee Hegee Hiniigee Gedeege

Kaalliyaagakka gidoosona Hagaa Hegaa Hiniigaa gedeegaa

5. Reading (oral reading – teacher lead) Read and practice accuracy.

Pre-reading: short reminder what the text was about. Fluency Reading:

Read and practice fluency Read poetry with expression.

6. Oral Teacher reads text (compare and contrast).



During listening: ask a question in which the students are asked to compare (information within the text/new information with background knowledge, etc).


Discuss cause and effect of theme, present ideas - introduction .

language: Listening

Ezgguwa

7. Grammar Intro: New: Use nouns as compliments (new). Doonaa Seeraa

Revise/practice in this unit: Common demonstratives;

Malaatiya sunqqota Malaatiyaageta qonccisiyoode Ha ha na’aa He he na’aa Hini hini na’aa

Malaatiyaa sunttata Malaatiyaageta keettawa gidiyo wode Ha…….hagee He……hegee Hini…..hiniige

Ha g ee maataa Heg ee keettaa

Hin ig ee goshshaa

Grade 7, 3-2: Week 8 – Theme: Echch/ay/ve Eedisiyaanne Asaa Deʹuwan I gattiyo

Qohuwa; Topic: Echch/ay/ve gattiyo daafaa



Before reading: Make connections to prior knowledge, experiences and other texts; use charts, tables and graphs for information from text.


gasheyiiddi

aqotay

hashiyan

dagattiya

uniya

danuwan

loohida

way"ana

haggaazaa

Review self-checking strategy: (define your purpose for reading)

Reading:



After reading: Answer text based and inferential questions and design a graph, chart or table using information from text to show cause and effect relationships. .


9. Vocabulary [Throughout the lesson,


Practice skill: use context (at

essay level) to get meani ng o f wo rds)

[Throughout the lesson,




(see Comprehension)

Intro duc e/d isc us s th ematic an d o ther new vo cabula ry ( this co u ld be do ne usi ng th e ski lls mentio n ed abo ve)

(List 6-10 words) Thematic

words that are new this week:

Gasheyiiddi

Aqotay

Hashiyan

Kabboyanawu

haggaazaa


explai ns key wo rds wel l w hen giving exerc i ses a nd d isc us sio n new items]

Review vocabulary




words) List some antonyms and


aqotaa……manqqotaa way"ana…hashshukka kabboyanawu…tochchanawu dagattiya…laalettiya danuwan…ufayssan erida…eeyyida go"aa…qohuwa Academic words that are new


Zaarettidi Yiggidi Akiridi Hanettiyabaanne gakkiyaabaa Giraafiya Charttiya Hagee hegee Academic words that have been



Hagee Hegee I Gaasoykka I kaalettiyoobay Hegaa gishshawu Hegaappe denddidaagan

10 a Writing Composition

Continue to write a three parag rap h text u sing co mmo n

text struc t ure fo r ca use a nd

effec t , us ing a g rap hic o rganize r..

Continue to write a cause and

effect three paragraph text,

using a chart, graph or table to

provide information.

Work with teacher, other

students or individually to revise

writing.

Use check-list for:

1) Use of proper paragraph


Xaafuwa Qaraa

capitalization (if appropriate in

the script), spelling and

coherence.

2) Correct use of new



Xaafuwa Wogaa


Wurssetaa dummatetta xeella

He Ha Hini Hegaa Hagaa Hiniigaa Hegee Hagee Hiniigee

11. Reading Fluency


(Independent silent reading) Read and practice accuracy Nabbabissitenne bali baynan nabbabiyogaa meezeyite

Pre-reading: short reminder what the text was about. Reading: Read and practice fluency Read poetry with expression.

Intro and Practice – Using the text written during writing composition, the students start to Present orally information text of cause and effect on theme.

Students give each other feedback, and information about: 1. the clarity of the content of the report 2. way of reporting (clarity of speaking) 3. Logical reasoning of their opinions. 4. Incorporation and use of newly learnt words in their talk.

13. Grammar

Doonaa Seeraa Practice: : new: Use nouns as

compliments (new). Revise/ Common demonstratives; Use nouns as compliments Ha keetta doora He keettaa doora Hegee eranchcha Hagee ne dabbo Ta dosiyo hegaa Ta ixxiyo haga

Grade 7, 3-3: Week 9 – Theme: Echch/ay/ve Eedisiyaanne Asaa Deʹuwan I gattiyo Qohuwa;

Topic: Echch/ay/ve Eedisee Asaa issippetettaa Deʹuwan payyatettaninne

miishshaan/Ikkonoomiya bollan gattiyo Qohuwa


Day 1 Day 2 Day 3


complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) Unddugaalonne Marccuwappe Dottoretinne Hargganchchatussi Loohissanawu Daruwaaninne Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words.


Before reading: Make connections to prior knowledge, experiences and other texts; discuss how to present information in a graph, chart or table. Discuss thematic words . ( list wo rds) abbiyappe porqqattiiddihirggennan boolimay murutati sheniyan beeraa maayettidi marccuwa ganddaa Practice using self-checking strategy. (define your purpose for reading: What do already know?) Reading: (silent reading) Read and practice accuracy

(Ne aybissi nabbabiyaakko akeekada A bollan wuda. Qassikka ne kase eriyoobaa hassaya.) After reading:


After reading: Answer text based and inferential questions and analyze table, graph, or chart for information in text.

16. Vocabulary Qaalaa Eraa [Throughout the lesson,



Assess skill: use context (at essay level) to get meaning of words)

Assess Vocabulary Qaalaa eraa Yiggite




17 b Writing

(see Comprehension) Finalize - Write a grade level text

using text structure – cause and

effect. Work with teacher, other students or individually to revise writing. Use check-list for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) Correct use of new/thematic vocabulary.

Convention Xaafuwa Wogaa Writing conventions

assessment: Spelling (assessment) (write grade level words with 90% accuracy)



Nabbabissitenne bali baynan nabbabiyogaa meezeyite

-Malaatiyaageti suntta qonccisiyo wodenne suntta gidiyo wodiyo wursettan yiyaa pitaliyaa xaafa -Qonccisiyo wode wursetay -Sunttaa gidiyo wode wursettay -Kaalliyaaga gidiyo wode ”

Pre-reading: short reminder what the

text was a bo ut.

Read and assess fluency – Read dialogue with phrasing and expression that shows understanding of character and events.

19. Oral

language:

Speaking

Haasayaa

Present orally cause and effect on theme using graph, chart or table made on week before.


Students give each other feedback, and information about: 1. the clarity of the content of the report 2. way of reporting (clarity of speaking)

3. logical reasoning of their opinions. 4. incorporation and use of newly learnt words in their talk.

20. Grammar Doonaa Seeraa Assessment – new: Use nouns as

compliments (new).

Revise/practice in this unit: Common demonstratives

Common demonstrative s; Use nouns as complim ents.

-Malaatiyaageta sunttaappe sinttara go’ettada leemisuwaa imam -Malaatiyaageti keettaawaddan

go’etada qofa qq imma -Malaatiyaageti keettaawaddan go’etada qq imma - Malaatiyaageti kaalliyaagadan go’etada qq imma

Grade 7, Unit 4 (Weeks 1-3). Theme: Famous Artists

Grade 7, 4-1: Week 1 – Theme: Erettida Arttistteta Famous Artists; Topic: Issi Arttisttiya

Deʹo Taarikiya

Genre/Text Types/Structure: Bio graphy

Day 1 Day 2 Day 3


complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) miiliniyeeme Erissanawu Yettanchchatuura Eeduwaaninne Peeshshidoogaappe arttisttetuppe Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words.



Introduce/Discuss thematic words. ( list wo rds) Yaynettidiwoytuwa hombbees nashuwa allaalleta gutaratun daraphatuninne ofinttay

baazaaretun

.Reading: (oral reading, teacher lead)


After reading: Answer text based (asking for text elements: sequence) and inferential questions questions and write a paragraph summarizing the text, using sequential order. Use taught morphemes, transitional words, linking words and phrases to comprehend the text read.


3. Vocabulary Qaalaa

Xanna'uwa [Through

out the lesson,

encourage the students to use new

words in speaking, writing.


Introduce/discuss thematic and other new vocabulary Thematic words for this week: ( L ist 6- 10 wo) Yaynettidi Hombbees Nashuwa Gutaratun Daraphatuuninne Baazaaretun Qanxxidi ayssanawu



Academic words that are new this week: (Words showing sequence). Introdu ce skill: a sso c iatio n Doomettan naaʹʹanttuwan kaallidi koyro iita pala keehi daro

wogi baynna


Begin to write a personal diary ( auto bio graphy) that shows the sequence of events.

4b Writing Writing conventions – intro:


Spelling (intro): Spelling rule/words/morpheme in focus: ( list r ule) Sample words: ( list 6- 10 wo rd s) Pitaliya utettaa (erissuwa): Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: Se e rat u z uliya :





- ‘f’, ‘h’, ‘v’, ‘nh’ daabulokkona. Gishsha qaalata/sample words: Durssaa Annaaciya Oottidobaa Laafennan kaaʹiiddi Use knowledge of morphological meaning (derivational and/or inflectional) to write unfamiliar words. -ha’i wodiyaa bessiyaa soommetta xaafa. Sunttadoy dummatiyo wode eta merayikka dummatees Ta -ays nu -oos



(oral reading – teacher lead) Read and practice accuracy. Nabbabissitenne bali baynnan nabbabiyogaa meezeyite

ne -aasa ente -eeta a -awus I -ees Eti -oosona

Pre-reading: short reminder what the text was about. Reading: Read and practice fluency – Read with phrasing and expression that shows understanding of the text.

Read dialogue with phrasing and expression that shows understanding of character and events. Read and practise fluency and use intonation at the punctuation level that demonstrates meaning of grade level text. Maintain an oral rate that is grade and language appropriate - Oral reading rate.

Teacher reads text Before listening: make connections to prior knowledge, experiences, and other texts.


During listening: ask a question in which the students are asked to evaluate the biography. After listening: infer meaning of words through context orally,

Evaluate events in biography that is read .

7. Grammar Intro: Use adverbs for time and place, and

common morphemes or words that indicate tense.

Ha”i wodiyaa –hagee

oosettidi de’iyaa oosuwaa odanawu maadees. Xapho peeshuwaa bolli soommeti gujetoosona. Ha”i wodiyaa bessiyaa tenqqati: hachci, ha’i

-Ta ha’i y- a ys

-Nu ha’i y-oos -Ne ha’i y- a a sa -Ente ha ’i y- eeta

-A ha’i y- a wu s -I ha’i y- ees

-Eti h a ’i y- o o so na

Grade 7, 4-2: Week 2 – Theme: Erettida Arttistteta; Topic: Issi izaawu Zaari Hassayanawu

xaafi oyqqiyoogaa

Genre/Text Types/Structure: (auto) bio graphy – e. g. a day o ut o f t he life o f a diary o f artist




bohiyoogee

yeellataydda

masunttaa

Duretettaa

bolla apacatettay

boroosona

kayyoyees

hannannidaba

mali be'in

duuxxida

xuuqqidi

Practice self-checking strategy: (Make a mental picture.)

Reading:

(independent silent reading)


urac y (Nabbabaydda ne nabbabiyoobaabaa ne guuggiyan misila)

After reading: Answer text based (asking for text elements: (events) and inferential questions and questions about the artist's life and motives; write a paragraph summarizing the text, using sequential order.Use taught morphemes, transitional words, linking words and phrases to comprehend the text read.





Introduce/discuss thematic and other new vocabulary Thematic words for this week: ( L ist 6- 10 wo rds) bohiyoogee masunttaa bollaa pacatettaa kayyoyees hannannidaba mali be'in

xuuqqidi


Ensure that in the teacher explains key words well when giving exercises and discussion new items] Review vocabulary [In other activities in week: use new words in speaking, writing




11. Reading



duuxxidi

Academic words that are new this week: ( L ist wo rds) qatuwa po lettidabaa doomettan wurssettan peeshshaa koyruwan App e gu yyiyan Academic words that have been introduced previously but are important this week: ( L ist wo rds) Doomettan naaʹʹanttuwan kaallidi koyro iita pala keehi daro wogi baynna Practice skill: association

Continue to write a diary ( auto bio graphy) showing sequence of events. Work with teacher, other students or individually to revise writing. Use check-list for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) Correct use of new vocabulary/thematic vocabulary.


Spelling (practice) Woxx-, doy- xapho peeshshota go’etada ha’i wodiyaa ubba asawukka medhdha Woxx-ays Woxx-oos Woxx-aasa Woxx-eeta Woxx-awus Woxx-ees Woxx-oosona

Pre-reading: short reminder what the text was about. Reading: Read and practice fluency- Read with phrasing and expression that shows Understanding of the text.

Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels.


Evaluate events of a text that is read – practice through speaking. Haasayan xuufiyabaa yiigaa


Prepare for an oral evaluation of the text that is read this week– intro and practice Practice: Use adverbs for time and place, and common morphemes or wo rds that i ndic ate ten se. Hachchi, ha’i, Ta hachchi mentays Nu hachchi mentoos Ne hachchi mentaasa Ente hachchi menteeta A hachchi mentawus I hachchi mentees Eti hachchi mentoosona

Grade 7, 4-3: Week 3 – Theme: Erettida Arttistteta; Topic: Leemiso gidiya Arttistteti

oottiyoobata

Genre/Text Types/Structure: Narrative/Descriptive Info rm atio nal text (m ain idea w ith suppo rting details)

Day 1 Day 2 Day 3 14. Word-study Blend or segment the more

complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds)

Ammanettiyaageetanne

Gencciyageeta

Erettidaageeti

gagaamettiyageeta Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words.


Before reading: Make connections to prior knowledge, experiences and other texts; (suggestion: Discuss role model of someone in life of individual.)


Maaddiyoogaa

koshshaara

Biittaawatettaa

deshenna

gagaamettiyaageta

mucurettidabaa

galchchan

eeduwa

genccay

ililo

Remind to use self-checking strategy: ( Figure out unknown words.)

( Nabbabayd da ne eren na o o ratta qaalatu birshshettaa demmiyo hiillata goʹetta; Awudiya/qaalaa ko c hc haa) ……..

Reading: (silent reading)

Read and p rac tic e ac c urac y After reading:

Answer text based (asking for text elements: character, events, plot, resolution) and inferential questions and write a paragraph summarizing the text.






Assess Vocabulary Asse ss s kill: as so c iatio n [Through out the lesson,




17b Writing


Revise and rewrite diary ( auto bio graphy) showing sequence of events. Work with teacher, other students or individually to revise writing. Use check-list for: 1) use proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) use of new vocabulary/thematic vocabulary.

Writing conventions

asse ssme nt:

Spelling (assessment) (write grade level words with 90% accuracy) -ha’i wodiyaa bessiyaa soommeta ubba asawukka xaafa. qer- xapho peeshshuwaa go’etadda leemisuwaa imma


19. Oral Language: Speaking Haasayaa

(silent reading) Read and practice accuracy Nabbabissitenne bali baynnan nabbabiyogaa meezeyite

Pre-reading: short reminder what the text was about. Reading: Read and assess fluency – Read with phrasing and expression that shows Understanding of the text. Read dialogue with phrasing and expression that shows understanding of character and events. Read and practise fluency and use intonation at the punctuation level that demonstrates meaning of grade level text. Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels.

Present an oral evaluation of the text that is read last week– practice and assessment. Check speaking for:



Assessment – Use adverbs for time and place, and common

morphemes or words that indic ate ten se. Ha’i wodiyaa qq medhdha

Grade 7, Unit 5 (Weeks 1-3). Theme: Water and its Uses

Grade 7, 5-1: Week 1 – Theme: Haattaanne A Goʹʹaa; Topic: Uyettiyaanne Uyettenna

Haattaa


Day 1 Day 2 Day 3 1. Word-study Blend or segment the more

complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) azazettiddoogaadan meegettiyoogaanne yaagidoogaara ammanettidoosona gidiyoogaakka guummiyoogaanne Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words.



Introduce/Discuss key thematic words. ( list wo rds) gaccidi bawuta miiriqaa bulqqo goochchidi hambbalaashettida Hambalaashettidaagaa Deelliya xuyiraara awaa pulttuwa Using the title, illustration and labels/subheadings, make a prediction about the text.

Reading: Introduce whilst reading skill: (List)

(oral reading, teacher lead) Read and practice accuracy

After reading:


.

Fill in an overview of the text structure using a graphice organiser by answering text based questions.

Answer inferential questions and And recognize elements of literature: plot


[Throug h out t he le sson,

e ncourage the stude nts to use

ne w words in speaking , wr it ing .



g iving exe rcise s and d iscuss ion

ne w ite ms]

(see Comprehension)

Intro duc e sk ill: co llo catio n

Thematic words for this week: (List

6-10 words)

Haattaa Ushshaa Katuwa Bulqquwa Harggiya Geeshshaa Hambalaashettidaagaa Deelliya Shaafaa diʹuwa pulttuwa mehiya dirssaa Academic words that are new this

week: (List words)

Haasayan Qonccissiyoogaa Macaraa Koyro Kaallidi Wurssettaa Kuushshaa Somiya Qofaa

[Through out the lesson, encourage the st ud ent s to us e new wo rds in

speaki ng , w ritin g .

Ensure that in the teacher explains

key words well when giving exercises

and discussion new items]

Review vocabulary

[In other activities in week: use new

words in speaking, writing and look

them up in references.]


Begin to write more than three paragraphs of an original story using main character and sub characters, setting, events, plot and a satisfying ending using descriptive details, sequence and a satisfying ending


Writing conventions – intro: Spelling (intro):


focus: (list rule)



Pitaletu utettaa




guttumati daro wode










Geettenna.




doommoosona.


Haattaa pulttuwa Shaafaa mehiya Use knowledge of morphological



words.

Eti waani asay dummatiyo wode

dummatiyaakko loytta akeekka

-iikke

-ookko

-aakka

-eekketa

-uukku

-eenna

-ookkona



Pre-reading: short reminder what the text was about. Reading: Read and practice fluency -

6, Oral Language: Listening Ezgguwa

Read and practice fluency and use intonation at the punctuation level that demonstrates meaning of grade level text. Maintain an oral rate that is grade and language appropriate - Oral reading rate.

Teacher reads text Before listening: make connections to prior knowledge, experiences, and other texts.


During listening: ask a question in which the students are asked to evaluate the narrative After listening: infer meaning of words through context. Orally, evaluate events and in particular the plot in the story. Give reasons for opinions. Prepare a speech to present, practice expressing yourself – tell a story about water in your life, using provided framework.

7. Grammar Doonaa Seeraa Intro: Most common positive,

negative, and question morphemes or words, and common question sentence structures. - Een iya a qq: issi haasayettida qq tuma gidiyoogaa bessees. - ee n enn a qq: issi haasayettidabi word gidiyoogaa bessees. -hegaa bessanawu soommiyaa peeshshuwaa bolli wurssettan gujjees Kaalliyaageti ha’’I wodiyaan Issuwaappe (–nn-) attin hara ubban –kk- gidduwan de’iyogaa akeekka. I de’iyooge qq eenennaaga gidana mala maadees.

Ta m- iikke Nu m- o o kko Ne m- a a kka Ente m- ee kketa A m- u u kku I m- ee n n a Eti m- o o kkon a

Grade 7, 5-2: Week 2 – Theme: Haattaanne A Goʹʹaa; Topic: Haattaa Goʹaa




Discuss key thematic words. ( li st wo rds) qaxuwatidi hayse oottidi medoosati bonccuwa gilqqidaagaa galchchay zaa'ana dakko shooqaa shohattidi

Using the title, illustration and labels/subheadings, make a prediction about the text.

Re ading :

prac tic e w hil st rea din g ski ll: (L ist)



After reading: Fill in an overview of the text structure using a graphice organiser by answering text based questions. Answer inferential questions and And recognize elements of literature: plot

Answer text based and inferential questions and write a paragraph about cause and effect in the text.



[Through out the lesson, Introduce/discuss thematic and

other new vocabulary

Prac tic e skill: co llo catio n


(List 6-10 words)

Loomiya ayfee Shukkaaree Baa'eelay Gaashee

[Through out the lesson, e ncourage the stude nts to use





(see Comprehension)




giving exerc i ses a nd discussio n new items]

Review vocabulary

Boynay Academic words that are new


Gaasoy I kaalettiyoobay Leemisuwaassi Hegaappe denddidaagan Wurssettan Hegaa gaasuwan Aybissi giikko Academic words that have been introduced previously but are important this week: (List words) Haasayan Qonccissiyoogaa Macaraa Koyro Kaallidi Wurssettaa Kuushshaa Somiya Qofaa





Continue to write more than three paragraphs of an original story using main character and sub characters, setting, events, plot and a satisfying ending Work with teacher, other students or individually to revise writing. Use check-list for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) Correct use of new vocabulary/thematic vocabulary.



Spelling (practice) gupp-ikke gupp-okko gupp-akka guppe-ekketa gupp-ukku gupp-enna gupp-okkona


(Independent silent

reading)

Read and practice accuracy Nabbabissitenne bali baynnan nabbabiyogaa meezeyite

Pre-reading: short

rem inder w hat t he text was

abo ut. Reading: Read and practice fluency

and use intonation at the



grade level text.


grade and language



levels.


Haasayaa

Introduction and practice: Orally, in pairs evaluate the reading text of this week and express their opinion about the reading text giving reasons. Speak with expression: clearly, slowly.

13. Grammar Doonaa Sereraa Practice: Most common positive,

negative, and question morphemes or words, and common question sentence Structures

Ta woxx- ikke Nu woxx- o kko Ne woxx- a kka

Ente woxx- ekketa A woxx- u kku I woxx- en n a

Eti woxx- o kko n a

Oyshaa qaalata

oonee?

aybee?

awude?

ayssi?

awu?

Grade 7, 5-3: Week 3 – Theme: Haattaanne A Goʹʹaa; Topic: Haattaa Ohettaa



Blend or Segment the more complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) Oosanchchatuppe Karssikarssidosona doommaydda koshshiyoogaakka uyanaadaaninne Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words.


Before reading: Make connections to prior knowledge, experiences and other texts; Discuss key thematic words.

Using the title, illustration and labels/subheadings, make a prediction about the text.

Diridi dagayidi denggeliya goozidi qazhzhota karssikarssidosona pulttuwa olla qum"uwa silimuwa

Re ading :

practice/assess whilst reading skill: (List) (silent reading) Read and practice accuracy Read headings, captions, and labels to predict content and understand text. After reading:


Fill in an overview of the text structure using a graphice organiser by answering text based questions.

Answer inferential questions and And recognize elements of literature: plot Answer text based and inferential questions and complete missing information from a chart, table, graph etc.





(see Comprehension)

Assess skill: collocation


(List 6-10 words)



Assess Vocabulary





giving exerc i ses a nd d isc us sio n new items]


17b Writing

Conventions Xaafuwa wogaa

Revise and rewrite more than three paragraphs of a story usi ng main character and sub characters, setting, events, plot and a satisfying endingWork with teacher, other students or individually to revise writing. Use check-list for: 1) use proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and cohesion. 2) use of new vocabulary/thematic vocabulary.


asses sme nt:


Eeno qq eenennaaga oottanawu

go’etiyo soommeta ubba asa

kifiliyawu xaafa

(write grade level words with

90% accuracy)


(silent reading) Read and practice accuracy Nabbabbissitenne bali baynan nabbabiyogaa meezeyite

Pre-reading: short

rem inder w hat t he text

abo ut.

Reading: Read and practise

fluency and use intonation

at the punctuation level

that demonstrates meaning

of grade level text.


grade and language



levels.


Haasayaa

Some pairs present evaluation of last weeks the reading text and express their opinion about the reading text giving reasons.

20. Grammar Assessment –

Most common positive, negative, and question morphemes or

words, and common question sentence structures.

Kaalliya eeno qq eenenna qq laamma

-ta immays -nu immoos -ne immaasa -ente immeeta -A immawus -I immees -Eti immoosona

Scope and Sequence Grade 7 semester 2 (15 Weeks– Units 6-10) Grade 7, Unit 6 (Weeks 1-3). Theme: Social relationships

Grade 7, 6-1: Week 1 – Theme: Asaa Giddon Deʹiya Gaytotettaa; Topic: Understanding

one another/Issoy Issuwawu Qoppiyoogaa

Genre/Text Types/Structure: Narrative /Drama

Day 1 Day 2 Day 3


complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) metootiyoogaa Hayyottidosona Ganccarissiyoogee Kaafettiyoogaa Maadettiyoogaa Geeduwaara Biittaawatettaanne Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words.


Nabbabuwa Akeekuwaa


Introduce/Discuss key thematic words ( list wo rds) ;

hayyottidosona

siiqettiyoogaa

Kaafiyoogaa

maasho

Biittaawatettaa

Ganccarissiyogee

Kiirimmaydda

Palaha

Eeshshaa

Luxissanawu

Introduce/discuss elements of drama: dialogue; reading with intonation and expression. Re ading

Self-checking strategy: (Figure out the unknown words)




After reading: Answer text based and inferential

questions and questi

ons about character, setting, plot events, and

write a paragraph about character's actions.


Introduce skill: use of context (essay level) Introduce/discuss thematic and other new vocabulary





(see Comprehension)

Thematic words for this week: (List 6- 10 wo rds) Siiqettiyoogaa Kaafiyoogaa maasho biittaawatettaakKiirimaydda Ganccarissiyoogee eeshshaa palaha luxissanawu Academic words that are new this week: (List words) Palamaa Diraam aa Xoqqissiyoogaa Ziqqissiyoogaa Qonccissiyoogaa Eeshshaawaa

Begin to write one page text using dialogue and narration with a provided framework.

Writing conventions – intro: Spelling (intro): Spelling rule/words/morpheme in focus: (list rule) Sample words: (list 6-10 words) Pitaliya utettaa (erissuwa): Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: See rat u z uliya : - Telxxa guttuma kaallidi yiya guttumati daro wode daabuloosona. Lm. Barkka ‘r’ telxxa guttuma A kaalliya ‘k’ daabuliis. Telxxa guttumati: l, m, n, r, s, y, z, sh, zh nne ts - /y/ sohuwan /i/ gelenna qassikka /i/ sohuwan /y/ gelenna. Gaasoykka eta cenggurssaa dummatettaa. Lm. May? Gay? Geettesppe attin mai? Gai? Geettenna. - Asaa, deriya, shaafaa, biittatu gallassatu, aginatu, saaminttatu hhm sunttati wogga pitaletun doommoosona. - ‘f’, ‘h’, ‘v’, ‘nh’ daabulokkona. Gishsha qaalata/sample words:

Harggiya Sahuwa





(oral reading – teacher lead) Read and practice accuracy. Nabbabissitenne bali baynnan nabbabiyogaa meezeyite.

Paca Sooddooni Naaʹʹanttuwan Use knowledge of morphological meaning (derivational and/or Inflectional) to write unfamiliar words.

Pre-reading: short reminder what the text was about. Reading Read and practice fluency - Read and practise fluency and use intonation at the punctuation level that demonstrates meaning of grade level text. Maintain an oral rate that is grade and language appropriate - Oral reading rate.



During listening: ask a question in which the students are asked to evaluate the biography. After listening: infer meaning of words through context. Orally, in pairs discuss text based and inferential questions and questions about character, setting, plot events, and evaluate the character's actions

7. Grammar Doonaa Seeraa Intro: Coordinating conjunction

morphemes or words; Write common statement sentences and common compound sentence structure.

Odiyaa qq Issibi oonakko ayi malakko ayi oottiyakko odiyaaga. Etikka darotto keettawaanne A qonccisiyaaga oyqqees. Peeshshoy baynaagekka odiya qq gidees Lm: Daani astamaare

Daani guuran woxxees Ta michchiya a eranchcha

Waaxxiyaa qaalata: -nne, woykko, shin, qasi go’etdi waaxan dandayetees Lm

Ta ayyo tumaa yootaas woykko I wordottiis

Grade 7, 6-2: Week 2 – Theme: Asaa Giddon Deʹiya Gaytotettaa; Topic: Asay asaara

Gayttiyoo Hanotaa/Gaytotettaa

Genre/Text Types/Structure: Narrative/Drama

Day 1 Day 2 Day 3


Nabbabuwa Akeekuwaa

Before reading: Make connections to prior knowledge, experiences and other texts; Discuss key thematic words ( li st) Kafotiyoogaa Shooruwa Gammaba Televizhiiniya Leqqiis Zammaanabaa Mociyaara Sirada Silkkiya/moobayliya Posttaa

Discuss elements of Drama: dialogue with expression. Conflict and resolution.

Re ading


(Inde pe nde nt s ile nt rea din g)


After reading: Answer text based and inferential questions and write a short dialogue expressing communication in social relationships.





practice skill: use of context (essay level) Introduce/discuss thematic and other new vocabulary Thematic words for this week: ( L ist 6- 10 wo rds) Shooruwaara Odi-bessaa/televizhiiniya Leqqiis Sirada Mociyaara Zammaanaba Kafotiyoogaa Kuuyiichchoos Academic words that are new this week: ( L ist wo rds)







Kaallidi Appe simmidi Wurssettan Nabbabuwa Qofa qashuwa Academic words that have been introduced previously but are important this week: ( L ist wo rds) Gaasoy I kaalettiyoobay Leemisuwaassi Hegaappe denddidaagan Wurssettan Hegaa gaasuwan Aybissi giikko

Continue to write a page showing dialogue and narration, conflict and resolution - practice

Begin to revise writing independently, with support of checklist and feedback from teacher. Use check-list for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) Correct use of vocabulary.


Wogga pitaliya suure xaafiyogaa

Pre-reading: short reminder what the text was about.

Reading Read and practice fluency Read and practise fluency and use intonation at the punctuation level that demonstrates meaning of grade level text. Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels.

Use the text read on day 1, students read a role in the drama, reading with intonation and expression - practice.

13. Grammar Doonaa Seeraa Practice: Conjunction morphemes or

words; Write common statement sentences and common compound sentence structure. Woykko, shin, -nne, qassi Dossi yees Haatay ciimma Karee xuma

Duusay keehi lo ’’o Dosi zino yiis woykko soon attiis

Grade 7, 6-3: Week 18 – Theme: Asaa Giddon Deʹiya Gaytotettaa; Topic: Asaa gaytotettaa

Giddon Deʹiyaabata

Genre/Text Types/Structure: Narrative /Drama

Day 1 Day 2 Day 3


complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) haasayissokkona Ekettiyoogaaninne amaridaageeta demmidobaappenjaalattiyoogaa ixettanaadan Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words.


Nabbabuwa Akeekuwaa

Before reading: Make connections to prior knowledge, experiences and other texts; Discuss key thematic words (list words) dungguuxissiyo eenennaagee tal"ee garxxiyoogee shufiyoogaa warkkiyoogaa deretettan jaalattiyoogaa zirxxi kaacaa

Practice self-checking strategy: Read ahead

. Re ading



After reading: Answer text based and inferential questions and write a short dialogue expressing communication in social relationships.



practice skill: use of context (essay level) Assess Vocabulary



(see Comprehension)



17b Wrting

Conventions

Revise and rewrite a page of a dialogue with character, conflict and resolution. Begin to revise writing independently, with support of checklist and feedback from teacher. Use check-list for: 1) use proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) use of new vocabulary/thematic vocabulary.


asse ssme nt :



(silent reading) Read and practice accuracy Nabbabissitenne bali baynan nabbabiyogaa meezeyite

Spelling (assessment) (write grade level words with 90% accuracy)

Pre-reading: short reminder what the text was about. Reading Read and practise fluency and use intonation at the punctuation level that demonstrates meaning of grade level text. Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels.

Use the text read on day 1, students read a role in the drama, reading with intonation and expression – present to the class.

20. Grammar Doonaa Seeraa Assessment –Conjunction

morphemes or words; Write common statement sentences and common

compound sentence structure.

Neeppe tammu odiyaa qq imma Ichchashu waaxettida q medhdha

Grade 7, Unit 7 (Weeks 1-3). Theme: Addiction

Grade 7, 7-1: Week 1 – Theme: Amaliya; Topic: Sijaaraa Sarbbiyoogaanne Jimaa

Coommiyoogaa /Smoking and chewing khat (chat)

Genre/Text Types/Structure: Pro blem – so lutio n ( 3 rd tim e in grade 5 -8)

Day 1 Day 2 Day 3


complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) hayqqiyageetuppekka Karexxanaadan

Peenotanaadaaninne

malatiyageeta sarbbiyageetinne danddayettennaagaa Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words.


Nabbabuwa Akeekuwa


Introduce/Discuss key thematic words. ( list wo rds) sarbbiyoogee

Niikootiiniya hada ajaajjiya coppayidi sheenuwa cashiyoogaa boshettanaadan panttatettaara kansseriya

Practice self-checking strategy: (Reread).

(Zaaretta nabbaba) Re ading




After reading: Answer text based using a graphic organiser for problem and solution.

Answer one or two inferential questions responding to a problem presented in the text and write a paragraph expressing their opinion about a problem.

Answer text based and write a paragraph evaluating character's actions in a story.




4a Writing



Xaafuwa Wogaa

Introduce skill: manipulate relationships between and amongst words Introduce/discuss thematic and other new vocabulary Thematic words for this week: ( L ist 6- 10 wo rds) sheenuwa sarbbiyoogaa boshettanaadan kansseriya ajaajjiya cashiyoogaa panttatettaara coppayidi Niikootiiniyoo hada Academic words that are new this week: (List words) Leemisuwaassi Gaasoykka Hegaappe denddidaagan Hanno gakkanawu Hegaa gishshawu

Begin to write a personal opinion using logical and verifiable facts,with a graphic organizer for pro blem and so lutio n – introduction

Writing conventions – intro:

Spelling (intro): Spelling rule/words/morpheme in focus: (list rule) Sample words: (list 6-10 words) Pitaliya utettaa (erissuwa): Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: See rat u z uliya : - Telxxa guttuma kaallidi yiya guttumati daro wode daabuloosona. Lm. Barkka ‘r’ telxxa guttuma A kaalliya ‘k’ daabuliis. Telxxa guttumati: l, m, n, r, s, y, z, sh, zh nne ts - /y/ sohuwan /i/ gelenna qassikka /i/ sohuwan /y/ gelenna. Gaasoykka eta cenggurssaa dummatettaa. Lm. May? Gay?



Geettesppe attin mai? Gai? Geettenna.




(oral reading – teacher lead) Read and practice accuracy. Nabbabissitenne bali baynan nabbabiyogaa meezeyite

- ‘f’, ‘h’, ‘v’, ‘nh’ daabulokkona. Gishsha qaalata/sample words: wolʹʹuwa Harggiya Kaafaafissuwa Achchaa xin qquwa Use knowledge of morphological meaning (derivational and/or inflectional) to write unfamiliar words. Meezetida zempuwaa qaalatanne soommeta: wode -shin Makkin/simmin -ikko

Pre-reading: short reminder what the text was about. Reading Read and practice fluency - Read and practise fluency and use intonation at the punctuation level that demonstrates meaning of grade level text. Maintain an oral rate that is grade and language appropriate - Oral reading rate.



During listening: Answer text based questions (multiple choice) as they are listening.

After listening: infer meaning of

words through context. Orally, in pairs discuss 3 text based and then one inferential question responding to a problem presented in the text . In small groups, they express their opinion about a problem. and questions about character, setting, plot events, and evaluate the character's actions.

7. Grammar Doonaa Seeraa Intro: Conjunction morphemes or

words; The most common subordinate

clauses. Zemppetetiyaa qqta: naa’’u qq oykkees; issoy issuwa bolli zemppes. Issoy barkki eqqana dandayiyoo

wode issoy haray baynnan ku mmetta q q g id an a da nd da yenn a Meezetida zempuwaa qaalatanne soommeta:

Wo d e - s h in M a kkin /simmin

- ikko Ta yiyo wo d e I meesi

Ta yiido wode I biis Ta miishin I silkkiyaa shoccees Ta ya ma kkin / s immin shiishoy doommis I oottikko duretana

Grade 7, 7-2: Week 2 – Theme: Amaliya; Topic: Amalee Kaalettiyoobaa

Genre/Text Types/Structure: Pro blem - so lutio n

Day 1 Day 2 Day 3


Nabbabuwa Akeekuwaa


Discuss thematic words. ( list wo rds )

manqqotettaa

ooshshaa

saaqqatana

lo"o kandduwa

man"iya

yaynettees

cashidi

maacidi peenuwa pagalanawu

Practice self-checking strategy: (reread).





* Ha nabbaboy tawu geliddeyye?


Re ading

( In d ep end ent silent rea d ing )


After reading: Answer text based using a graphic organiser for problem and solution.





practise skill: manipulate relationships between and amongst words Introduce/discuss thematic and other new vocabulary Thematic words for this week: ( L ist 6- 10 wo rds) maacana cashada





pagalanawu manqqotettaa peenotees lo"o kandduwan ixettiyabaa Academic words that are new this week: ( L ist wo rds) L eemisuwaass i Gaasoykka Hegaa gishshawu Hegaappe denddidaagan Hagee kaalettiyoobay Hegaa gaasuwan Yaaniyo gishshawu Academic words that have been introduced previously but are important this week: ( L ist wo rds) Leemisuwaassi Gaasoykka Hegaappe denddidaagan Hanno gakkanawu Hegaa gishshawu Hegaappe simmin

Continue to write a personal opinion using logical and verifiable facts problem and so lutio n - practice

Begin to revise writing independently, with support of checklist and feedback from teacher. Use check-list for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) Correct use of new


Writing conventions – practise:

Spelling (practice)

Peeshotta xaafa

wurs-iyo

b-iido

woxxishi

doora

11. Reading Fluency

(Independent silent reading) Read and practice accuracy Nabbabissitenne bali baynnan nabbabiyogaa meezeyite

Pre-reading: short reminder what the text was about. Reading Read and practice fluency Read and practise fluency and use intonation at the punctuation level that demonstrates meaning of grade level text. Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels.

12.Oral Prepare to present their personal language: opinion about a topci (written during

writing composition ) using logical and Speaking verifiable facts in arguments for or

against. Haasayaa

13. Grammar Practice: Conjunction morphemes or words; The most common subordinate c lauses.

w ode

- s h in M a kkin /simmin - ikko

-Ta doora s immin I ixxiis -I woxxishin ta hemetayiis -Ta soo biido wod e I baawa -Ta timirtiyaa wursiyo wo d e hara biita baana

Doonaa Seeraa

Grade 7, 7-3: Week 3 – Theme: Amaliya; Topic: Personal life management and avoiding

addiction/


Day 1 Day 2 Day 3

14. Word-study Blend or segment the more complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target

wo rds) ufayttiyoobaanne

ammanettiyooba

oyqettidaagan

gakkanaashin

sarbbiyoogaanne

xeesettiyoogaappe Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words.

15. Reading Before reading: Make connections to prior knowledge, experiences and other texts; (suggestion: Discuss decision making strategies)

Discuss thematic words.( List words)

kandduwa

deretettan

cashana

dabarssidi

banqqayanawu

barchchiyappe

tooshiya

zuppetana

kaarettaa

gooshshaa

Practice self-checking strategy: ( reread)

(ha ta nabbabiyo allaalliyaabaa kase ta ay eriyaanaa gaada nena oychcha) Reading (silent reading)


After reading:

(see writing) Review thematic words Practice/assess comprehension comprehension

Nabbabuwa

Akeekuwaa

Answer text based using a graphic organiser for problem and solution.


16. Vocabulary





Assess skill: manipulate

relatio n ship s betwe en an d amo ngst wo rds




this week:

( L ist wo rds)

[Through out the lesson, encourage

the st ud ent s to us e new wo rds in

speaki ng , w ritin g.

E nsure t hat i n the teac he r ex plai ns key wo rds well w he n givi ng exerc is es and disc us sio n new items]


17b Wrting


Rewrite and revise a personal opinion using logical and verifiable facts including problem and so lut io n With support of checklist and feedback from teacher. Use check-list for: 1) use proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) use of newvocabulary.


asse ssme nt :

Spelling (assessment) (write grade level words with 90% accuracy)

in M a kk in /simm -

in - ikko



Nabbabissitenne bali baynnan nabbabiyogaa meezeyite

Pre-reading: short reminder what the text was about. Reading Read and assess fluency – Read and practise fluency and use intonation at the punctuation level that demonstrates meaning of grade level text. Maintain an oral rate that is grade and

language appropriate - Oral reading rate approaches advanced levels.

19. Oral Present their personal opinion about a language: topci (written during writing

composition ) using logical and Speaking verifiable facts in arguments for or

against. Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

Haasayaa

20. Grammar Assessment – Conjunction morphemes or words; The most common subordinate clauses.

Kaalliya Zempoyiyaa geta go’etada qq xaafa w ode - s h in M a kkin /simmin - ikko

Doonaa Seeraa

Grade 7, Unit 8 (Weeks 1-3). Theme: Patriotism

Grade 7, 8-1: Week 1 – Theme: Patriotism; Topic: Biography of a patriot

Genre/Text Types/Structure: Biography

Day 1 Day 2 Day 3




( L ist the 6 - 10 target wo rds)

yumbberesttiya torkkoshissanawu Waabbaqissanawu bessiyabatuppe Attumaageetikka Luxissiyageeti

Haggaaziyoogan Gayttanaakkonne hassayissaydda


meaning (derivational

and/orinflectional) to read

unfamiliar words.


Nabbabuwa Akeekuwa



Yeqiyeeqenna

Murtte

Torkkoshissanawu

Lahottenna

Sinttayiyoogaa

kaalettiyogan

Tolssuwa

yiireeyo

maachchaa

Practice self-checking strategy: (Read ahead.)

(Niyo nabbaboy gelenna ixxikko hara akeekissana danddayiyaa hiilla goʹetta).

Reading




After reading: Answer text based questions that identify character's motive and evaluate personal decisions by

writing a paragraph.

Ask 2 questions about linking/transitinal words/antecedent words,

3. Vocabulary


e ncourage the stude nts to use ne w words in speak ing , wr it ing . E nsure that in the te ache r


Introduce skill: association (2)

Thematic words for this week : ( L

ist

6- 10 wo rds)


week: (List words)

q[Through out the lesson, encourage

the st ud ent s to us e new wo rds in speaki ng , w ritin g.

E nsure t hat i n the te ac he r ex plai ns key wo rds well w hen g iving exercises and di sc uss io n new item s]



Begin to write a biography of more than three paragraphs that a patriot they know or have learnt about. In the biography they use descriptive details clear event sequence and a satisfying ending – introduction



focus: (list rule)




Inflectional) to write unfamiliar

words.

Malaatiyaageeti suntta gidiyo

wode de’iyaa mera eti sunttappe

kase yiyo wode de’iyaaga xaafa

Ha-hagaa He-hegaa Hini-hiniiga


(oral reading – teacher lead) Read and practice accuracy. Nabbabissitenne bali baynan nabbabiyogaa meezeyite

Pre-reading: short reminder what

th e text was a b o u t. Read in g Read and practise fluency and



demonstrates meaning of grade

level text.


grade and language appropriate -

Oral reading rate.

6. Oral Before listening: make connections to prior knowledge, experiences, and other texts.


Durin g li ste ning :

Answer text based questions (multiple choice) as they are listening.

After li steni ng :Evaluate actions and character's motives the text and report about it orally. - introduction.

Check speaking for: clarity of expression.

Language: Listening

Haasayaa

7. Grammar Intro: Common demonstratives; Use nouns as compliments

Maalatiyaageta sunttadan go’iyoode h eg ee keetta

h a g ee miishsha h a g ee maxaafa h in iig ee dorsaa he keettaa ha keettaa h in i keettaa

Doonaa Seeraa

Grade 7, 8-2: Week 2– Theme: Patriotism; Topic: Forms of patriotism

Genre/Text Types/Structure: Exposito ry - M ain idea and suppo rting details Biography – suggestion take short biographies of different people who exhibited different forms of patriotism.(Suggestion: Newspaper articles)


Nabbabuwa Akeekuwaa

Before reading: Make connections to prior knowledge, experiences and other texts; Discuss thematic words. ( list words) yaynettiis gishshaa yeeqiyeeqenna mino eqoy haggaaziyoogan genccay danqqota bizza


Reading (independent silent reading) Read and practice accuracy

After reading: Answer text based questions that identify character's motive and evaluate personal decisions by writing a paragraph. Ask 2 questions about linking/transitinal words/antecedent words,

9. Vocabulary


e ncourage the stude nts to use ne w words in s pe aking , wr it ing .



Practice skill: association (2)


( L ist 6- 10 wo rds) amuwa yaynettiis yeemuwa tuulama bizza Academic words that are new this week: ( L ist wo rds) Leemisuwassi Hegeetikka Ha hanotan

Ootti bessanawu





Tumuppe Hagaa gaasuwan



Begin to write a biography of more than three paragraphs that a patriot they know or have learnt about. In the biography they use descriptive details clear event sequence and a satisfying ending – introduction

Use check-list for: 1) use proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) use of new vocabulary/thematic vocabulary. Writing conventions – practice: Spelling (practice) He –hegaa Ha-hagaa Hini-hiniigaa



(Independent silent

reading) Read and practice accuracy Nabbabissitenne bali baynnan Nabbabiyogaa meezeyite

Pre-reading: short

rem inder w hat t he text was abo ut.

Readi ng

Read and practise fluency and use intonation at the punctuation level that demonstrates meaning of grade level text. Maintain an oral rate that is grade and language appropriate - Oral reading rate. Evaluate actions of character's

motive in a grade level story that is read – practice and start to present

Check speaking for: Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). (practice) Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression

13. Grammar Doonaa Seeraa Practice: Common

demonstratives; Use no u ns as co mplim ent s Malaatiyaa sunttata

keettawadan go’etada qq med h dh a

Grade 7, 8-3: Week 3 – Theme: Patriotism; Topic: Serving the country/society

Genre/Text Types/Structure: Biography – suggestion take short biographies of different people who exhibited different forms of patriotism

Day 1 Day 2 Day 3




identify words. ( L ist the 6

target wo rds)


ayissanaadaaninne

gididoogaappe maayettanaadan omooddanaadaaninne naagissanawu gonddalliyanne Use knowledge of morphological meaning (derivational and/or inflectional) to read words. Before reading: Make connections to prior knowledge, experiences and other texts; Discuss thematic words. ( list) baalimoolaa worajjida halluut bushaashaa yibbaataa shabbirssay waakke geeddariyo zammaana Remind to use self-checking strategy during silent reading: Defin e the pur po se fo r rea

din g. (Ha xuufiya ayssi

nabbabiyaakko halchchuwa akeekiyoogaa)

Reading

( sile nt read ing)


After reading: Answer text based questions that identify character's motive and evaluate personal decisions by writing a paragraph.

(see writing) Review thematic words

Practice/assess comprehension

16. Vocabulary





Assess skill: association (2)


( List 6- 10 w rds)


this week: ( List word

[T hro ugh o ut the les so n,





17b Wrting Conventions Xaafuwa Wogaa

Revise and rewrite three paragraph text, for biographical writing. – finalization.

Begin to revise writing independently, with support of checklist and feedback from teacher.

Use check-list for: 1) use proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) use of new

vocabulary/thematic vocabulary. Writing conventions –

asses sme nt: Malaatiyaage awuggee? Heegee bittaa Hegee Sooddo Hegee dere Hegee kushe Hegee huphphe Hagee ayfe Hagee sire

18. Reading

Fluency

Pre-reading: short reminder

wh at th e text wa s a b o u t.

Read in g

Read and practise fluency and




grade level text.Maintain an

oral rate that is grade and

language appropriate - Oral

reading rate.

19. Oral

language: Speaking

Evaluate actions of character's motive in a grade level story that is read - present


20. Grammar Assessment – Common demonstratives; Use nouns as Doonaa Seeraa

co mpliment s

Malaatiyaageta sunttadan go’ettada qq medhdha

Grade 7, Unit 9 (Weeks 1-3). Theme: Communicable diseases

Grade 7, 9-1: Week 1 – Theme: Communicable diseases; Topic: Common diseases (TB,

colds, meningitis, cholera)

Genre/Text Types/Structure: Description (explanatory text describing the common diseases

Day 1 Day 2 Day 3




( L ist the 6 - 10 target wo rds) Dummatettaadan

Amaridaageet Aadhdhees Tucettida Kaamiyan Shemppuwan



Inflectional) to read unfamiliar

words.


Nabbabuwa Akeekuwaa


Introduce/Discuss thematic key words. ( list wo rds)

naanidi

yeddi bessiyoogaa

eqettanawu

zambbarzaaquwa

hambbalaashettida

gilqqoosona

maykobaktirem

kaaletota

Interpret information from appropriate tables, charts and graphs to learn about a topic.

Re ading

Practice self-checking strategy: reread( o ral readin g – teac her l ead) Read and practice accuracy


After reading: •Answer text based questions •analyze the information from the chart, table or graph in 2 to 3 sentences.. •Ask 2 questions about linking/transitinal words/antecedent words •Write one paragraph summarising the text.



Introduce skill: manipulate

relatio s hips betwee n and amo ng st

wo rds.







week: ( L ist wo rds) L ist so me

anto nyms an d syno nyms related to

to pic . Eeshshaa Iita balggo Hombbiya ofinttaa bone leemisuwaassi hegeetikka hegaadankka xaaxi-waaxiyoode


key wo rds well w hen g iving exerc ises

and di sc uss io n new item s]



Begin to write a report based on the theme, include a graph or chart to present the information in the report – introduction


-ppe nne –kko sometta

meezetetite




Nabbabissitenne bali baynnan Nabbabiyogaa meezeyite

Pre-reading: short reminder what the text was about. Reading Read and practice fluency - Read and practice fluency and use intonation at the punctuation level that demonstrates meaning of grade level text. Maintain an oral rate that is grade and language appropriate - Oral reading rate.



Durin g li ste ning :

Answer text based questions (multiple choice) as they are listening.

After listening: infer meaning of

words through context.

Arrange and describe ideas presented in the text.- introduction.

Check speaking for: Use transitional/ linking words/phrases when expressing ideas about a topic (language dependent). (practice)


7. Grammar Doonaa Seeraa Intro:

Sinttaba wodiya: Ta wontto yana

Nu yiyaa laytti tamaarana Nu wonttifen haasayana

Nu yiyaa saamntan baana

Use adverbs for time and place, and common morphemes or words that indicate tense.

Grade 7, 9-2: Week 2– Theme: Communicable diseases; Topic: Common diseases (TB,

colds, meningitis, cholera)

Genre/Text Types/Structure: Description (explanato ry text desc ribing t he commo n diseases)


Nabbabuwa Akeekuwa

Before reading: Make connections to prior knowledge, experiences and other texts; [note: chart, table or graph for additional information shoud accompany text.]


ayfettiyaageeti

yooshshaa

baktteeriya

miiriqaa

bawutaa

seebaanettiya

hatattaamidi

Re ading

Practice self-checking strategy: reread

(independentl reading – teacher lead)


Re ading



After reading: •Answer text based questions •analyze the information from the chart, table or graph in 2 to 3 sentences.. •Ask 2 questions about linking/transitinal words/antecedent words Write one paragraph summarising the text.



e ncourage the stude nts to use ne w words in speaking , wr it ing . E nsure that in the te ache r explains key words well when

Practise skill: manipulate

relatio s hips betwee n and

amo ngst wo rds.




enco ura ge t he stu de nts to u se new wo rds in s peaki ng , w riting. Ensure t hat i n the teacher explains key wo rds wel l w hen


ne w items]

ayfettiyaageeti

yooshshaa

baktteeriya

miiriqaa

bawutaa

seebaanettiya

hatattaamidi


new items]



Continue to write a report based on the theme, include a graph or chart to present the information in the report - practice Begin to revise writing independently, with support of checklist and feedback from teacher. Use check-list for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) Correct use of new vocabulary/thematic vocabulary.

Writing conventions – practise:

Danttuwa xaafuwa

meezetite


(Independent silent

reading)



what the text was abou t. Re ad in g .

Read and practise fluency and




grade level text.Maintain an



reading rate approaches

advanced levels.


Haasayaa

Arrange and describe ideas presented in the texts of this unit – the students will give a presentation on the ideas in week 3.- continuation Check speaking for: Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). (practice) Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression

13. Grammar Doonaa Seeraa Practice:

Use adverbs for time and place, and common morphemes or words that indicate tense.

-Nu ya a wontto b aa na

-Ta aaway g iyaa yiya a s a a mntta an baana -Eti wo ntto woxxana

-Ta Arakka wo ntto gakkana

Grade 7, 9-3: Week 3 – Theme: Communicable diseases; Topic: Preventing diseases

Genre/Text Types/Structure: Description (explanato ry text desc ribing t he commo n diseases)

Day 1 Day 2 Day 3




identify words.


Oyqqennaadaaninne koshshiyabati amaridaageeti geeshshatettaara walahettibeenna murutatanne Use knowledge of morphological


inflectional) to read unfamiliar

words.


Nabbabuwa Akeekaa

Before reading: Make connections to prior knowledge, experiences and other texts.

Discuss thematic words ( list wo rds)

muciyoogaa

miiqqiyoogaa

kansseriya

pacinchchidi

jarddiya

duuhiya

Re ading

Practice self-checking strategy: reread


( ( silent readi ng)


After reading: •Answer text based questions •analyze the information from the chart, table or graph in 2 to 3 sentences.. •Ask 2 questions about linking/transitinal words/antecedent words Write one paragraph summarising the text.



ne w words in speaking , wr it ing . E nsure that in the te acher explains key words we ll when giving exe rcise s and d iscussion new ite ms]

assessment: relatioships

between a nd amo ng st wo rds. Thematic words for this week:

( L ist 6- 10 wo rds) Oyqqennaadaaninne

koshshiyabati

amaridaageeti geeshshatettaara walahettibeenna murutatanne



new words in speaking , writing. Ensure that i n the teac her explains key words well when giving exerc i ses a nd disc ussion new items]

17a Writing


17b Wrting


Revise and rewrite a report based on the theme, include a graph or chart to present the information in the report - finalize

Begin to revise writing independently, with support of checklist and feedback from teacher. Use check-list for: 1) use proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) use of new vocabulary/thematic vocabulary.


asses sme nt:

Sintta wodiya bessiyaa

peeshotta imma



Reading:


Read and practice fluency and




grade level text. Maintain an




advanced levels.


Haasayaa

Arrange and describe ideas presented in the texts of this unit – the students will give a presentation on the ideas in week 3.- continuation Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

20. Grammar Assessment– Use adverbs for time and

place, and common Morphemes or words that

indicate tense Wodiyaa tenqqata, sohuwaa

tenqqatanne sintta wodiyaa soomiyaa –ann go’etada qq medhdha lm

A wontto soo yaana

Grade 7, Unit 10 (Weeks 1-3). Theme: Oral Poetry

Grade 7, 10-1: Week 1– Theme: Oral Poetry; Topic: Oral and written poetry

Genre/Text Types/Structure: Poetry (with compare and contrast)

Day 1 Day 2 Day 3


complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target

wo rds) xuufiyaappenne

Busubullaasu

kombbaasissiyay

dinnaaqiyay

bessiyagaatto

laggettiyoogee Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words.

2. Reading Comprehension Nabbabuwa Akekuwaa



kobaa

bul"akkuwa

kombbaasuwa

dinnaaquwa

xiinniyoogaa

bohiyoogaa

xoqolli

Discuss structure of poetry

Remind to use self-checking strategy: (Make a mental picture.)

Reading: (oral reading – teacher reads an oral poem)


(see writing)

After reading: Analyze author's choice of words and the ways words are used in poem; analyze structure of the poem and discuss word imagery.

3. Vocabulary Introduce skill: meaning of words

in poetry/figurative speechLine Stanza Verse

Phrase Rhyme – mention two different types of rhyming which are found to the poems used (Rhythm)

About three different types of figurative speech. Depends on poems which types. e.g - personification - simile - metaphor - hyperbole - paradox



kobaa

bul"akkiyay

kombbaasissiyay

xoqolli

xiinniyoogee

yuushshi


Academic words that are new this week: ( L ist wo rds)

Zaaretuwa

Yettaa

Eedduwa

Qulkka

Qaalaa

Siqqintta

Doorettida

muruta

Introduction Short reminder of different kinds of figurative speech (use poem of Reading text day 1, or short poems as example).

Start to write your own poem. Use at least two different types of figurative speech, and specific type of rhyming throughout the poem (focus on basic rhyming in language):

Sidama: two types of rhyming

(begin- and end rhyme).

Hadiyya: beginning rhyme.

Wo layta: end rhyme


Length: at least 8 lines, 2 stanzas.


Spelling (intro): Spelling rule/words/morpheme in focus: (list rule) Sample words: (list 6-10 words) Use knowledge of morphological meaning (derivational and/or inflectional) to write unfamiliar words.

5. Reading Fluency


(oral reading – teacher reads an oral poem) Read and practice accuracy.

Wursseta akeekka

Pre-reading: short reminder what the poem was about. Read and practice fluency - Read Poetry with expression.


Introduce/discuss thematic words (list words) meaning of words in poetry/figurative speech

After listening: After listening: infer meaning of words through context. Orally, Analyze author's choice of words and the ways words are used in poem; analyze structure of the poem and discuss word imagery and report on it in small groups.

7. Grammar

Doonaa Seeraa Intro: Common positive, negative, and

question morphemes or words; Common question sentence structures

A taamare ? Eti oosanchche? Eti michchonte? Eti gaammo? Hegee haree? I gaammo?

Oonee? Aybee? Ayssi? Awude?

Grade 7, 10-2: Week 2 – Theme: Oral Poetry; Topic: Types of oral poetry

Genre/Text Types/Structure: Poetry (with compare and contrast)




lachchiya

gadaawa

ofintta

malahuwa

marccuwa

edduwa

badduwa

Practice self-checking strategy: (Figure out the unknown words.)

Reading: (oral reading – teacher reads an oral poem)

Read and p rac tic e accuracy.

After reading: Analyze the s choice of words and the ways words (figurative speeach) are used in poem;

analyze structure of the poem and discuss word imagery.

Compare and contrast oral and written poem.

Practise skill: meaning of

wo rds in poet ry/ figurative

speech

(see speaking)

9. Vocabulary

Qaalaa Eraa (see Comprehension) Practise skill: meaning of

wo rds in poet ry/figurative speech

Review vocabulary [In other activities in week: use new words in speaking, writing and look them up in references.

Line, Stanza, Verse, Phrase Rhyme – mention two different types of rhyming which are found to the poems used (Rhythm)

About three different

types of figurative speech.

Depends on poems which

types.


10 b. Writing conventions Xaafuwa Wogaa 11. Reading

Fluency


(Teacher reads out loud a poem) Read and practice accuracy

e.g - personification - simile - metaphor - hyperbole - paradox

Continue to write a poem using poetry structure - practice - Continue to write your own poem. Use at least two different types of figurative speech,

and specific type of rhyming throughout the poem (focus on basic rhyming in language):

Sidama: two types of rhyming (begin- and end rhyme).

H adiyya: beg inn ing rhym e.

Wo layta: end rhyme

L ength: at least 8 line s, 2

stanzas. Begin to revise writing independently, with support of checklist and feedback from teacher including spelling and coherence.


Spelling (practice) Sohuwa woykko ginaa bessiyiya someta mezzeyite

Pre-reading: short reminder what the poem was about Read and practice fluency

Read Poetry with expression. Recite poetry well.

13. Grammar Doonaa Seeraa Practice: : Common positive,

negative, and question morphemes or words; Common question sentence structures

O diyaa qq Eti goshnaccha I zal’’anchcha A tawaassi michcho I kayso Nu dumma Ta miyiis

O yshsha qq Eti goshnacche? I zal’’anchche? A tawaassi michcho?

I kayso? Nu dumme? I miyaana?

Grade 7, 10-3: Week 3 – Theme: Oral Poetry; Topic: Types of oral poetry

Genre/Text Types/Structure: Poetry (Suggestion: Target different types of oral poetry - Historical/Cultural Use of Poetry/Songs)

Day 1 Day 2 Day 3




identify words.


haasayettiya

qaxxarettiya geetettanawu malatiyabatuun sabbiyoogeenne uuzettennan Use knowledge of morphological



words.




eesso

Mixaa

jaalaa

ashshammiyoogaa

gidatettan

uuzettennan

sabboosona

dooddi

waabbaqennaadan

Review self-checking strategies: (Make connections to what already know.)

(Kase ne eriyoobaara gatta)

After reading: Answer text based and inferential questions make personal connections to songs/poetry.


16. Vocabulary Qaalaa Eraa assess skill: meaning of words in

po etry/figu rati ve speech Line Stanza

Verse Phrase Rhyme – mention two different types of rhyming which are found to the poems used (Rhythm)


17b. Writing


About three different types of figurative speech. Depends on poems which types. e.g - personification - simile - metaphor - hyperbole - paradox

Revise and rewrite a poem using poetry structure – finalization. Finalize poem. Check and edit (add language specific information)

Begin to revise writing independently, with support of checklist and feedback from teacher, spelling and coherence.

Writing co nve ntio n s –

asses sme nt:

Qofaa qashota Xaafa

18. Reading Fluency

(silent reading) Read and practice accuracy Nabababissitenne bali baynnan nabbabiyogaa meezeyite

Re Pre-reading: short reminder what the poem was about Read and practice fluency Read Poetry with expression.



Assessment – Common positive, negative, and question morphemes or words;

Common question sentence structures

Oyshaa medhdha

Tumaa yoota

I worduwaa haasayees

Eti mino

Oyshshawu laamiyo wode

GRADE 8

Grade 8, Unit 1 (Weeks 1-3). Theme: Oosuwa Wogaa

Grade 8, 1-1: Week 1 – Theme: Oosuwa Wogaa; Topic: Oosuwa


Day 1 Day 2 Day 3 1. Word-study Qaalaa xanna'uwa

Blend or segment the more complex taught syllable structures and morphemes to identify words. (List the 6-10 target words) Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words. azallatettaa toochchiyoogaa ariyoogaappe issippetettaa qonccidaageeta woyganddiyan saaqqatana toochchiyoogaanne wodiyaara

2. Reading Comprehension Xaafuwa Qaraa



Use information from grade level tables, maps, charts to learn about a topic.

Remind to use self-checking strategy during silent reading: (Reread.)

Reading the text (oral reading – teacher lead)

Read and p rac tic e ac c urac y. After reading: Answer text based and inferential questions and complete missing information from a grade level chart, table, graph.


Ask a 2 questions that help students to express their opinion about the text.

Hoolliya shocenna

hada sohuwan

saaqqatanawu

samppulaa

mulluxidi

pangga

baceessiyoogee

woyganddiyan

zaggiyoogaa

badhdheesay



Introduce/discuss thematic and





baceessiyoogee

woyganddiyan

badhdheesay

pangga

zaggiyoogaa

hoolliya shocenna

saaqqatana

mulluxidi

samppula

hada sohuwan


week: (List words)

List some antonyms and synonyms related to topic samppulaa - minuwa pangga - oosanchcha baceessiyoogee - nashshiyoogee zaggiyoogaa - shaakkennaagaa, lagge xeelliyoogaa badhdheesay - ofinttay



Xaafuwa Qaraa


Xaafuwa wogaa

Minotettaa….laafatettaa

Wozanappe…sheneho

Hashetidi….barkka

Keexettaa…laalettaa

Introduction: Use the information from the text read in day 1 and write more than three paragraphs to express opinions with reasons related to theme Work and income. (use text type: cause and effect)

Writing conventions – intro: Spe ll ing (i ntro): Spel lin g rul e/wo rds/mo rph eme i n focus: (list rule) Sample words: (list 6-10 words) Pitaliya ute ttaa (e r issuwa ): Pitaletu utettaa see raa/qaalata/so metuba/ xonggolluwa: Seeratu zuliya: - Telxxa g uttum a a kaalli di yiya guttumati daro wo de daabulo o so na. L m. Ba rkka

Telxxa g uttumat i: l, m, n, r, s, y, z, sh, z h nn e ts - /y/ so huwan /i/ gele nna qa ssikka /i/ so huwan /y/ gele nna. Gaaso ykka eta c eng gurssaa dummatettaa. L m. May? Gay? Geette spp e atti n mai? Gai? Geette nna. - Asaa, deriya, shaafaa, biittat u gallassat u, aginatu, saam i nttat u hhm su nttati wo g ga pitalet un do o mmoo so na. L .m. B akkaala, H ama ssaa, So lkkuwa, To o phphiya , Wo liilaa, L o ng giya. Guttumay qaalaado o mettan do la

daabul enna shi n u sttay daabu lee s. L m. Manqqo, uuttaa. Guttumay se lletiyo o de lepp ees inn e daab uliyo o de minne es. L m. Mino, minno ! Usttay sellettiyo o de qaam meesi nne daabu l iyo o de aduq qee s. L m. Aro , aaro, laafaa. - ‘ f ’, ‘ h’, ‘ v’, ‘ nh’ daabulo kko na. L m.L efa, lahuwa, anha. Use kno w led ge o f m o rpho lo gical meaning ( derivat io nal and/o r

inflec tio nal) to w rite unfamiliar wo rds.

5. Reading Fluency



Peeshuwaa wursetta akeekka Pre-reading: short reminder what the text was about. Reading: Read and practice fluency - use intonation at the punctuation level that demonstrates meaning of grade level text. Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels. Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels.

Teacher reads text (cause and effect). Before listening: make connections to prior knowledge, experiences, and other texts.


During listening: ask a question about cause and effects.


Identify events of the text, in particular on cause and effects. The students can list the causes and positive and negative effects which are mentioned in the text. They can also write down questions they have about the text.


7. Grammar Intro: Sentences: a) positive, negative, questions b) verb derivation

Intro:

Eeno oyshsha qq Taguu rran woxx-i yaa na ?

Nuguuran woxx-i yo?

Ne g uu ran woxx-a y? Ente gu u ra n woxx-eti? a guu rran woxx-a y? I guu rra n woxx-i? Eti guu ran w oxx-i yoon a?

Een enn a oysh sha q q Ta gu u rran woxx-i kki na ? Nu guu ran w oxx-o kko? Ne g uu ran woxx-i kki ? Ente gu u ra n woxx-ekketi ? a guu rran woxx-ekke? I guu rra n woxx-en n e? Eti guu ran w oxxo ko na ?

Grade 8, 1-2: Week 2 – Theme: Oosuwa Wogaa; Topic: Aqotaa/income

Genre/Text Types/Structure: Cause and effect: Narrative

Day 1 Day 2 Day 3 8. Reading Comprehensio n Nabbabuwa Akeekkuwaa

Before reading:



other texts;

Discuss thematic words. (list

words)

Re ading :


Read an d pr a ctice a ccu r a cy)

After reading:


inferential que stio ns.

Answer two o r thre e qu est io ns

that h elp to express t heir

meaning a bo ut th e to pic .

Reco gnize plo t el eme nts:

begi nni ng , midd le, en d.

List cause and effects mentioned in the text.

Before re ading :

Make co nnec tio ns to p rio r kno w ledge, expe rienc es an d o ther texts;


seeray

amppidi

anzzatidi

toskkayada

qacinchchiya

siitidi

ciipparssiyo

porqqattiyoogaa

uniya

edaa


Recognize plot elements: beginning, middle, end.




Introduce/discuss thematic and other new vocabulary Thematic words for this week: ( L ist 6- 10 wo rds) Academic words that are new this week: ( L ist wo rds) Academic words that have been introduced previously but are important this week: ( L ist wo rds) List some antonyms and synonyms related to topic T hematic wo rds fo r thi s week : (List 6-10 words) Seeray zaakko edaa uniya toskkayada anzzatidi siitidi ciipparssiyo amppidi porqqattiyoogaa




Zaarettidi xaafiyooga gaasoy qofaa kafuwa/kafotiyoogaa kunttiyoogaa zaari xaafuwa karttaa zaraa someta List some antonyms and synonyms related to topic: Minuwa…Azallaa Wozanappe….sheneho Wudidi….qelekkidi Issippe….barkka Maaduwa….qohuwa Keexuwa….kolettaa Injjiya…..tuggaa/waayiya Daafuridi…shemppidi Duretettaa…manqqotettaa Practice: Use the information

fro m the text read i n day 1 an d

w rite mo re than t hre e

parag rap hs to ex pre ss o pin io ns

w ith reaso ns related to theme

Wo rk and inco me. ( use tex t type:

cause an d effec t)

Begin to revise writing

independently, with support of

checklist and feedback from

teacher.

Use check-list for:





coherence.



3) Correct use of cause and effects in your text.

10b. Writing Writing conventions – intro:

Spel lin g ( prac tic e) Aybii gujjetin sunntawu laa mettiya akko a kee kkad a

xeella . Leemsuwaa imma

convention Xaafuwa wogaa

11. Reading Read and practice accuracy Nabbabissitenne bali bayanan nabbabiyogaa meezeyite

Pre-reading: Fluency Sho rt remi nde r w hat th e text

was abo ut.

Reading:



level that demonstrates meaning


Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels. Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels.

12. Oral Use the paragraphs written during writing competencies. Let students report what they have written about their topic, and explain the causes and effects they have written about. Let them express their opinions with reasons.

Check speaking for: - expression, intonation, phrasing - use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

language: Speaking Haasayaa



Practice: Sentences: a) positive, negative, questions b) verb derivation Practice : M ed hd h iyoo g a (deriva tio n ) Ha g ee is s i qa a la h a ra q a a lap p e med h dh iyo o ga . Lm Pee s hu waa pp e su ntta a medh miis - mi ya a g a yiis -y iya a g a woxiis - woxx iya a g a xel liis - xee ll iya a g a xiki is -xis kiya a ro

xis kkiis -xis k i ya a g a p ee sh u wa a su n q qo tu pp e ka rreta - ka rex iis b o otta - bo oxiis zo ’o - zo ’iis s u nq qo ta su ntta a pp e wo rd u wa a - wo rd d an cha tu mma - tu mma n ch a g en iya a -g ena n ch a keh a - keh an cha

Grade 8, 1-3: Week 3 – Theme: Oosuwa Wogaa; Topic: Minnidi Oottiyoogaa Maaduwa

Genre/Text Types/Structure: Cause and effect

Day 1 Day 2 Day 3 14. Word-study Qqqlaa Xanna'uwa

Blend or Segment the more complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words. kottaawaagaa gattiyoogaadan milatiyaageeta qonccissidonne maayiyoogaanne xubetuppe pokkottiyoogaa bonchchettees

15. Reading Comprehensio n Xaafuwa qaraa

Before reading:



other texts;

Discuss thematic words. (list

words)

Read headings, captions, and

labels to understand text.


strategy during silent reading:

(Read ahead).


Re ading :



After reading:


inferential que stio ns.

Answer two o r thre e qu est io ns

that h elp to express t heir

meaning a bo ut th e to pic .

Answer a question using taught morphemes, transitional words, linking words and phrases to comprehend the text read.

pokkottiyoogaa

sheniya mirqqidi

manqotay suddiis

alaa

bonchchettidoogaa

waabbaqennan

amaridaageeti

goshshanchchaa

keedidi

bullukkuwa

( Nabbaboy niyo akeekettenna ixxikko hara hiillaa go ʹ etta)



Assess Vocabulary [Through out the lesson,

encourage the students to use new words in speaking, writing




Revise/finalize the text writen in

week 2 in which students

Writing Competences Xaafuwa Wogaa

express opinions with reasons

related to theme.

Revise writing independently,

with support of checklist and

feedback from teacher.

Use check-list for:

1) Use proper paragraph




coherence.



3) Correct use of cause and effects in your text. 2) Correct use of new vocabulary/thematic vocabulary.

17b. Writing Writing conventions: Medhdhanawu maadiyaa soommeta xaafa

convention Xaafuwa Wogaa

18. Reading Read and practice accuracy Nabbabissitenne bali bayanan nabbabiyogaa meezeyite

Pre-reading: Sho rt remi nde r w hat th e text

was abo ut.

Read and assess fluency –

Read and practice fluency and



Fluency

Tololay

o

demonstrates meaning of grade

level text.


Haasayaa

Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels. Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels.

Let (some) students present the

co nte nt o f their (ca use an d

effec t)text , and ex plain t he

causes a nd effec ts t hey have

w ritten abo ut. L et th em ex pre ss

their o pi nio ns w it h reaso n s.

Check speaking for:

- expression, intonation,

phrasing

- use of newly acquired

vocabulary in speaking to gain

and extend

knowledge and clarify of expression. knowledge and clarify of expression.

20. Grammar

Doonaa Seeraa Assess: Sentences: a) po sitive, negative, q ue stio ns b) verb d erivat io n Assess: 10 Oyshaa oyshaa qaalata

go’ettada medhdha Kaalliya peeshotuppe suntta medhdha -denda,eqqa, utta, zin”a, woossa,

ekka, imma

Kaalliya sunqqotuppe peeshuwaa

medhdha

adussa, lee’e, karetta,

Sunttappe sunqqota

Grade 8, Unit 2 (Weeks 4-6). Theme: Cultural Heritage

Grade 8, 2-1: Week 4 – Theme: Mayzza Buquraa; Topic: Heritage: “Luusi Taarikiya”

Genre/Text Types/Structure: Narrati ve I nfor mati onal

Day 1 Day 2 Day 3




and morphemes to identify

words.(List the 6-10 target words)

Dummayada dicciiddi demmiyooga maaddidi gakkanawu pilggidaageetupe biittaawatettay


meaning (derivational

and/orinflectional) to read

unfamiliar words.

2. Reading Comprehensi On Nabbabuwa Akeekkuwa



arshsho

pilggidaageeti

giissabay

mayzza buqura

xeesissiyara

salo gufantto

biittaawatettay

aqo

konkkomaa

duciya


Reading the text (oral reading – teacher lead)


( Huuphe yohuwaanne sima huuphe yohota xeellada nabbabuwa kiitaa akeeka)


After reading: Answer text based and inferential questions, and questions about the pictures. Ask questions that help students

to summarise the text.

3. Vocabulary [Through out the lesson, encourage the students to use new Qwords in speaking, writing.



4b. Writing convention




6-10 words)

Mayzza buquraa konkkomaa salo gufantto biittaawatettay xeesissiyara aqo baree keten"idi kuuyyiis


week: (List words)

Hayyo xaafo Bilaa

Biddaa Taarikiya

Eeshshaawaa

Karssikarssaa

Woqaa

Cuccumaa/kiitaa

Huuphe yohuwa

Zaaretuwa

Kuushshaa

Zemppiyaanne zemppenna qofa

qashota

List some antonyms and synonyms

related to topic

xeesissiyaara….. borssissiyaara

yeemoyiya …. sheneyiya

qoncce …. geema

salo gufantto … issi heeran

biittaawatettay…imattatettay

mayzza … wode ehiidoba

kuuyyiis ….. laaliis

Introduction: Summarize the text read in day by writing four paragraphs about the text, using a graphic organizer – introduction








focus: (list rule)



Pitaletu utettaa



- Telxxa guttumaa kaallidi yiya

guttumati daro wode


Telxxa guttumati: l, m, n, r, s, y, z,

sh, zh nne ts






Geettenna.




doommoosona. L.m. Bakkaala,

Hamassaa, Solkkuwa, Toophphiya,

Woliilaa, Longgiya.

Guttumay qaalaadoomettan dola

daabulenna shin usttay daabulees.

Lm. Manqqo, uuttaa.

Guttumay selletiyoode

leppeesinne daabuliyoode

minnees. Lm. Mino, minno!

Usttay sellettiyoode

qaammeesinne daabuliyoode

aduqqees. Lm. Aro, aaro, laafaa.

- ‘f’, ‘h’, ‘v’, ‘nh’ daabulokkona. Lm. Lefa, lahuwa, anha. Use knowledge of morphological



words.

Qeeraa qeeraa

Woggaa woggaa

layttan layttan



Read and practice accuracy. Nabbabissitenne bali baynan nabbabiyogaa meezeyite

Pre-reading: short reminder what the text was about. Reading: Read and practice fluency -




grade level text; Maintain an




advanced levels.

6. Oral language: listening

Haasaya

Teacher reads the listening text.



During listening: ask a question about that helps student to think about the main idea.


In small groups, students Evaluate the ideas of a grade level text, reflect on contents presented orally - introduction

Check speaking for: -Use appropriate expression and organizing ideas about a topic (language

dependent). (practice) - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

7. Grammar Doonaa seeraa Intro: : New content: Adverbs of

frequency, manner; - Wo d iya a tenq q aa : zino, hachchi, wonto, zillaytti - So h uwa a ten qq a a :haan, yaan, Soodon - s imereta ten q q a ubbato, muleto, wogaa wogaa, Ha n u wa a tenq q a : loddan,essuwan Lm A ka is e la ytti So o d do yaasu I mu letto ee s su wan laaggees Aaway lo d da n hemettees Ta wo g ga wog ga a woosa keetta bayiis

Grade 8, 2-2: Week 5 – Theme: Mayzza Buquraa; Topic: Aksume Eqo Shuchchaa/Awulttiya

Genre/Text Types/Structure: Narrati ve I nfor mati onal

Day 1 Day 2 Day 3 8. Reading Comprehension Nabbabuwa Akeekka



masettidi

di'idi

moconati

woraajjido

buqura

mayzzaa

poocammiiddi

goyroorippe

heennaa


Remind to use self-checking strategy during silent reading: (Figure out the unknown words). Re ading :

( Independent silent reading ) Read an d practice accura cy) (seewriting)(see speaking)

(Erettenna ooratta qaalata akeekiyoo hiillaa goʹetta)

After reading: Answer inferential que stio n s and w rite a para gra ph . Ask questionsthat help students to summarise the text

9. Vocabulary







(List 6-10 words)

poocammiiddi woraajjido mayzza buqura moconati goyroorippe



heennaa buttidi goochchoora Academic words that are new


Leemisuwassi

Gaasoykka

Hegaappe denddidaagan

Wurssettan

Hagee kaalettiyoobay

Hegaayyo

Aybissi giikko

Huuphe yohoy

sima huuphe yohoy zemppettiya qofa qashuwa Academic words that have been introduced previously but are important this week: Hayyo xaafo Bilaa

Biddaa Taarikiya

Eeshshaawaa

Karssikarssaa

Woqaa

Cuccumaa/kiitaa

Huuphe yohuwa

Zaaretuwa

Kuushshaa

Zemppiyaanne zemppenna qofa

(List words) List some antonyms

and synonyms related to topic

masettida ….. siise diyagaa

di'idi …. omoodettidi

poocammiiddi …. kayyottidi

Buttidi… gattidi

Goochchoora… bonchchoora

cuccumettenna ….. erettees

heennaa… ixuwa





Practice: Summarize the text read in day 1 by writing four paragraphs about the text, using a graphic organizer – practice

Revise writing independently, with support of checklist and feedback from teacher.

Use check-list for:


11.Reading


(Independent silent

reading)


1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) Correct use of new



prac tic e : Spelling (practice)

Simeretiyaa tenqqaa gallasata

go’etada xaafa



Read dialo gue with

phrasing and expression

that shows understanding

of character and events.


Haasayaa

Using what is written during writing compositionevaluate the ideas of a grade level text, reflect on contents presented orally - practice.

Check speaking for: - expressing ideas about a topic (language dependent). - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

13. Grammar Doonaa Seeraa Practice: New content: Adverbs

frequence, manner; Revision: adverbs of time, place, demonstratives; Coordinating conjunctions

-Muletto a tamareeson zaaruwa

immawus

-I he ogiyaa kase metuwaan pinni

simmin I biis

I ha ogiyaa kase woggaa

metuwaan pinno gishshaw erees

-I woggaa wogga ba ishaara

nabbabeesMalaatiyaageta(

ha/he)(hagaa/he gaa)

zempoyiaageta

Simmin(Wodiyaa qq) Shin(wodiyaa qq) -ikko(ikko qq) wode(wodiyaa qq) gishshawu(gaasuwaa qq) mala (halcho qq) kase (wodiyaa qq)

Grade 8, 2-3: Week 6 – Theme: Mayzza Buquraa; Topic: Toophphiya Zannaqa Sohota

Genre/Text Types/Structure: Nar rati ve I nfor mati onal


Blend or Segment the more



identify words.


amaridaageeta

erettidaageeti

qonccisoosona gonggoluwa naagettiyoogan allaxxanawu Ferenssaayeppe geemmanawu Use knowledge of morphological



words.

15. Reading Comprehension Nabbabuwa Akeekka



Mayzzaa

Diddiqidi kaaray Gonggouwa Moochchenaa Booraaga Aqotaa Sheeshshay sima abbaa

wudidi

Read headings, captions, and labels to understand text. Re ading :




(Nabbabuwa akeekanawu Huuphe yohota, sima huuphe yotane kaafiya qofata xeella)

After reading: Answer text based and questions about text. . Ask questions that help students to summarise the text.




Assess Vocabulary



17a. Writing Composition Xaafuwa qaraa

17. b Writing conventions Xaafuwa Wogaa 18. Reading


(silent reading) Read and practice accuracy Nabbabissitenne bali baynnan nabbabiyogaa meezeyite

Final: Summarize the text read in day 1 by writing four paragraphs about the story using a graphic organizer - final

Revise writing independently, with support of checklist and feedback from teacher. Use check-list for: 1) Use proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) Correct use of new



as s es sment : Spelling (assessment)


90% accuracy)

He…hegaa

Ha---hagaa

Hini…hiniiga


Read and assess fluency – Read dialogue with

phrasing and expression

that shows understanding

of character and events.


Evaluate the ideas of a grade level text that is read reflect on contents presented orally. – final

Check speaking for: - use expression when presenting ideas about a topic(language dependent). - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.


Assess: Adverbs: time, place, frequence, manner; Demonstratives; Coordinating conjuctions Kaalliyaageta walakkada qq medhdha

Ha n u wa a tenq q a :

- s imereta ten q q a

So h uwa a ten q qa a

Wo d iya a tenq q aa

M a la a tiya ag a

Zemp p oyiya a

Grade 8, Unit 3 (Weeks 7-9). Theme: Human Values

Grade 8, 3-1: Week 7 – Theme: Asanaa Xeellana Bessiya Ogiya; Topic: Asayyo sohonne

bonchcho immiyoogaa

Genre/Text Types/Structure: Main idea and supporting details ( Sp eech es)

Day 1 Day 2 Day 3

1. Word-study

Blend or segment the more complex taught syllable structures and morphemes to identify words. ( L ist the 6- 10 target wo rds) Xeelliyagaana qonccidoogaa an palamettana immanaakkonne annaacettidi gaytotettaaninne Use knowledge of morphological meaning (derivational and/or inflectional) to read words.


Before reading:Make connections to prior knowledge, and texts.


qoroy baynnan

Bonchchiyoogaa

sheeshshan

gamma

annaaciya

kandduwa

asummatettaa

halchchuwa

toochchikko



(Make mental picture.)

Reading the text (oral reading – teacher lead) Read and practice accuracy.

Nabbabissitenne bali

baynnan nabbabiyogaa

meezeyite




(Make mental picture.)

(Nabbabaydda ha

nabbabiyoobaane guuggiyan

misila).

After reading:

Answer text based and inferential questions. Add questions that help the students to see the author’s point of view on the topic.Add questions that help the students to analyse the structure of the speech (this will be a base for writing composition). Use taught morphemes,

transitional words, linking words

and phrases to comprehend the

text.

3. Vocabulary


encourage the students to use new words in speaking, writing. Ensure that in the teacher

explains key words well when giving exerc i ses a nd d iscussion new items]

(see Comprehension)

Introduction skill: Use of context (essay level) to get meaning of unknown words. Introduce/discuss thematic



(List 6-10 words)

Asummatettawu kanddoy zaggana toochchikko gamma ayssiyageeta. Annaaciyan yaraa-tumaassi halchchuwa

[Through out the lesson, encourage the students to use new words in speaking, writing.Ensure that in the teacher explains key words well when giving exercises and discussion new items] Review vocabulary [In other activities in week:


writing and look them up in

references.]



Ano qofaa

Macarata

Giraafiya

Leemisuwaassi

Hegeetikka

Ha ogiyan

Yaaniyo gishshawu

hegaayo



Kareees….toochchees

Kaafiyoogaa…..maaddiyoogaa

Dabbotiyoogaa..allagatettaa

loʹo ayfiyan xeelliyoogaa

iitatettaa…..loʹotettaa

ixotettaa…..dosettiiyoogaa



Introduction: Use grade level graphic organizers for speeches (main idea and supporting details) to write own speech based on the theme. The students can look at the comprehension exericsie for day one to get an idea of speech and author’s intent.


Spelling rule/words/morpheme in focus: (list rule) Sample words: (list 6-10 words) Pitaliya utettaa (erissuwa): Pitaletu utettaa seeraa/qaalata/sometuba/ xonggolluwa: Seeratu zuliya: - Telxxa guttumaa kaallidi yiya guttumati daro wode daabuloosona. Lm. Barkka Telxxa guttumati: l, m, n, r, s, y,

z, sh, zh nne ts

- /y/ sohuwan /i/ gelenna

qassikka /i/ sohuwan /y/

gelenna. Gaasoykka eta

cenggurssaa dummatettaa.

Lm. May? Gay? Geettesppe

attin mai? Gai? Geettenna.


gallassatu, aginatu,

saaminttatu hhm sunttati

wogga pitaletun


Hamassaa, Solkkuwa,

Toophphiya, Woliilaa,

Longgiya.

Guttumay qaalaadoomettan

dola daabulenna shin usttay

daabulees. Lm. Manqqo,

uuttaa.






aduqqees. Lm. Aro, aaro,

laafaa.

5. Reading Fluency


(oral reading – teacher lead) Read and practice accuracy. Nabbabissitenne bali baynnan nabbabiyogaa meezeyite.

- ‘f’, ‘h’, ‘v’, ‘nh’ daabulokkona. Lm. Lefa, lahuwa, anha. Use knowledge of morphological meaning (derivational and/or Inflectional) to write words. Sintta wodiyaa Aadhdha wodiyaa Ha’I wodiyaa *Qonccosanawu wurssetan geliyaa soommiya xaafa

Pre-reading: short reminder what the text was about. Reading: Read and practice fluency - use intonation at the punctuation level that demonstrates meaning of grade level text; Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels.

Teacher reads text (speech) OR the stduents listen to a speech.

Before listening: based on the topic or speaker make connections to prior knowledge, experiences, and other texts.


During listening :

give the student the task to listen for the author’s intent of the speechk. What is the message that the author wants ot convey.


Identify the topic of the speech and the speaker’s intent. What did the speaker want to say, what support to they have for that from the speeach. The students work in paars or small groups. Two or three groups present their Findings

7. Grammar

Doonaa seeraa Intro: Tense (words or morphemes)

Sintta wodiya: yaanawu de’iyaaba odiyoogaa. Aadhdha wodiya: polettidi woykko hani aadhdhaba odiyaaga Ha’i wodiyaa: ha’i haniyaaba yootees

Ta wonto woxxana

Ta zino woxxaas

Ta ha’’i woxxays

Grade 8, 3-2: Week 8 – Theme: Asanaa Xeellana Bessiya Ogiya; Topic: Pacatettay Deʹiyo

Asa Kaafiyoogaa

Genre/Text Types/Structure: Main idea and supporting details Spee ches



Discuss thematic words. (list wo rds)

yaynnettada

allaalliya

dumma koshshay

meretaa

kahan

tollu

jallidi

kiitaa

kaafiya


Reading:


Read and p rac tic e ac c urac y)

Nabbabissitenne bali baynnan

nabbabiyogaaMeezeyite

After reading: Answer text based and inferential questions. Add questions that help the students

to see the author’s point of view on the topic. Add questions that help the students to analyse the structure of the speech (this will be a base for writing composition).




Continuation of skill: use of context (essay level) to get meaning of unknown words. Introduce/discuss thematic and

other new vocabulary Thematic words for this week: ( L ist 6- 10 wo rds)

Dumma koshshay

yaynettada

allaalliya

kahan

tollu

jallidi

kiitaa

buzo koshshaa

kaafiya

meretaa

Academic words that are new this week: ( L ist wo rds) (Malaatiya Sunttadota) Hegee Hagee Hanna Ha Hegeeti SUnqqota: Mino Laafa Payya Azalla E ranc hc ha wolqqaama


Ensure that in the teacher explains key words well when giving exercises and discussion new items]Review vocabulary [In other activities in week: use new words in speaking, writing and look them up in references.]


10 b, Writing conventions

11. Reading Fluency


(Independent silent reading) Read and practice accuracy Nabbabissitenne bali baynnan nabbabiyoga meezeyite

( L ist wo rds) List some antonyms and synonyms related to topic

Kareees….to o c hc hee s

Kaaf iyoo gaa … .. maa ddiyo o gaa

Dabbo tiyo o gaa. .allagatettaa

lo ʹ o ayfiyan xeell iyo o gaa

iitatettaa … .. lo ʹ o tettaa

ixotettaa…..dosettiiyoogaa

Continuation: Use grade level graphic organizers for speeches (main idea and supporting details) to write own speech – practice. Begin to revise writing independently, with support of checklist and feedback from teacher.

Use check-list for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) Correct use of new vocabulary/thematic vocabulary. Writing conventions – practise: spelling

Pre-reading: short reminder what the text was about. Reading:Read and practice fluency;

Prepare for delivering a speech

by using speech written on day 2 Check speaking for: expression, intonation, phrasing,clarity of expression.

13. Grammar Practice: Tense (words or

morphemes)

Sinttaa Ta woggaa o o tta na

Nu woggaa o ottan a Ne woggaa o otta na Ente woggaa oo tta n a I woggaa o otta na

A woggaa oo ttan a Eti woggaa o otta na

aadhdhaaga Ta zino oottaas Nu zino oottida Ne zino oottadassa Ente zino oottideta

I zino oottiis A zino oottaasu Eti zino oottidosona

Ha’i

Ta ha’i ootta ys Nu ha’i oottoos Ne ha’i oottays Ente ha’i ootteeta I ha’i oottays A ha’i oottawus Eti ha’i oottoosona

Grade 8, 3-3: Week 9 – Theme: Asanaa Xeellana Bessiya Ogiya; Topic: Deriya Giddon Issi

asassi Daana bessiya Awatettaa

Genre/Text Types/Structure: Main idea and supporting details Sp ee ches

Day 1 Day 2 Day 3


complex taught syllable structures and morphemes to identify words. ( List the 6- 10 target wo

rds) yelidaageetawu

qanxxenaagaanne

doorettidaageeti

kiitettiyoogaa

meecettennaadan

azazettiyoogaa

kaalliyoogaaninne qohettennaadan Use knowledge of morphological meaning (derivational and/or Inflectional) to read unfamiliar words.



Discuss thematic words. (list wo rds) Loohidi Aawatettaa Danuwa Saaphoyidi Humma aawatettaa Dooriyoogaa Wudidi Shaariyoogaa


Reading: (Independent silent reading) Read and practice accuracy)

Remind to use self-checking strategy during silent reading:

(Ask questions). * Ha nabbaboy tana

sawi?






Gaada nena oychchaydda nabbaba.

After reading:

Answer questions to identify author's purpose and opinion; Compare two different texts from week 7, 8 and/or 9.



Assess skill: use of the context (at essay level) to the meaning of unknown words.




Assess Vocabulary: qaalaa era paaccite. Finalise: Use grade level graphic organizers for speeches (main idea and supporting details) to write own speech - final Revise writing independently, with support of checklist and feedback from teacher. Use check-list for for: 1) Use proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence.



18. Reading Fluency


(silent reading) Read and practice accuracy Nabbabissitenne bali baynan nabbabiyogaa

meezeyite

2) Correct use of new vocabulary. Writing conventions practise: Wodiyaa qonccisiyoo wode peeshuwaa wursettan ubba asaasikka wottiyo soommeta xaafa.

Pre-reading: short reminder what the text was about. Reading: Read and assess fluency – Read speeches to persuade. Deliver prepared speech – final

Check speaking for:

- expression, intonation, phrasing

- Clarity of expression.

Assess: Tense (words or morphemes) Peeshuwaa ‘Keexxa’ go’etada heezzu wodetta dummayara qq bessa


Grade: 8, Unit 4 (Weeks 1-3). Theme: Cultural Poetry

Grade 8, 4-1: Week 1 Theme: Wogaa Hayyo Danttota; Topic: Wogaa Hayyo Dantto

Qommota

Genre/Text Types/Structure: Poetry ( activ ity - com paring and co ntrasting po em s)

Day 1 Day 2 Day 3 1. Word-study Word-study Qaalaa xann'uwa

Blend or segment the more complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) danddayiyo kawuhshanawunne yoo te ttidaageeta koyidoogaadan de 'uwabaanne dummatiyoosay mucuridi xaafettanawu Use knowledge of morphological meaning (derivational and/or Inflectional) to read unfamiliar words.

2. Reading Comprehension Nabbabuwa Akeekkuwa

Before reading Make connections to prior knowledge, experiences and texts. Introduce/Discuss thematic words. (list words)

Types of poem structures.

Gayriyagee halchchana baalan mucurettaa ciggichchan Siqqinttaa ijjinchchaa yetta cenggurssaa maccaamin ba gidan Review self-checking strategy: (Make a mental picture) Guggiyan misiliya medhdhite

Reading the text (oral reading – teacher lead) Read and practice accuracy. After reading: Answer questions about use of

vocabulary in poetry, and


questions about structure of

poem.

use co ntext to find m eani ng o f

metapho rs us ed i n po em

Write a summary of a poem in a

few sentences.

3. Vocabulary



E nsure t hat i n the teac he r ex plai ns key wo rds well w hen g iving exerc is es an d di sc uss io n new items]

(see Comprehension)


Introduction skill: figurative

language, i n particular

metapho rs Introduce/discuss thematic


Thematic words for this

week: (List 6-10 words)

siqintta

Halchchana

Mucuridi

ba alan

gayriyagee

Maccaamiyan

yetta cenggurssay

ijjinchchaa

gidan

Wogaa

Eedduwa

Danttuwa

Zugiya/ziba haasayaa

Academic words that are

new this week: (List words)

Menttuwa

Kuriya

Yafaranxxuwa/qooxuwa

Qaalaa

birshshettaa

kiitaa

ayfe yohuwa

huuphe yohuwa

Introduction: Write a short

poem using one of the types

of local poetry structure.


enco urage the students to us e new wo rds in speaking , writing. Ensure that in the teacher explains key wo rds well w hen giving exercises and discussion new items] Review vocabulary [In other activities in week:


writing and look them up in

references.]



Spelling (intro): Spelling rule/words/morpheme in focus: (list rule) Sample words: (list 6-10 words) Pitaliya utettaa (erissuwa): Pitaletu utettaa seeraa/qaalata/sometubaa/ xonggolluwa: Seeratu zuliya: - Telxxa guttumaa kaallidi yiya guttumati daro wode daabuloosona. Lm. Barkka Telxxa guttumati: l, m, n, r, s, y, z, sh, zh nne ts - /y/ sohuwan /i/ gelenna qassikka /i/ sohuwan /y/ gelenna. Gaasoykka eta cenggurssaa dummatettaa. Lm. May? Gay? Geettesppe attin mai? Gai? Geettenna. - Asaa, deriya, shaafaa, biittatu gallassatu, aginatu, saaminttatu hhm sunttati wogga pitaletun doommoosona. L.m. Bakkaala, Hamassaa, Solkkuwa, Toophphiya, Woliilaa, Longgiya. Guttumay qaalaadoomettan dola daabulenna shin usttay daabulees. Lm. Manqqo, uuttaa. Guttumay selletiyoode leppeesinne daabuliyoode minnees. Lm. Mino, minno! Usttay sellettiyoode qaammeesinne daabuliyoode aduqqees. Lm. Aro, aaro, laafaa. - ‘f’, ‘h’, ‘v’, ‘nh’ daabulokkona. Lm. Lefa, lahuwa, anha.


5. Reading (oral reading – teacher lead) Read and practice accuracy.


Fluency Nabbabuwa Akeekka

Reading:



Teacher reads at least two short poems or the students listen to at least two poems..

Before listening: based on the topic make connections to prior knowledge, experiences, and other texts.


During listening: give the student the task to listen two the two poems and see how they are the same and different.

After listening: In small groups the students compare and contrast the poems and orally present their findings. Rehearse /present oral poetry.

Check speaking for:

-Use expression, intonation phrasing


Intro: Subordinate clauses; Simple noun phrase as compliment

Zemp p o tiya a q q - Ga as u waa qq: gishshawu - Ha lch ch u wa a qq: mala - Wo d iya a qq:wode, kase, simmin,shin - Ba lq q etta qq: gidikkokka,shin

Sh in Naa’’u dumma oosoy issi mala wodiyaan haniyo wode ‘shin’ giyooaga go’etidi naa’’u dumma qq gattana dandayettees.

Wode Naa’’u dumma oosoy issi mala wodiyaan haniyo wode ‘wode’ giyooaga go’etidi naa’’u dumma qq gattana dandayettees.

Si mmin Naa’’u dumma oosoy issoy issuwappe kasetikko

‘simmin/makkin’ giyooaga go’etidi naa’’u dumma qq gattana dandayettees.

-i kko Ha zemppoyiyaa soomme issibay -ikko bagaara de’iyaa qq kumikko zemppenna qq de’iyaa qofay pollettan dandayiyooga bessees I oottikko I paaciya a dh dha na

Ikko qq zemppenna qq Noun phrase Eti

-i i kko kka Nu hanees giidi naagogasppe woykko qophphoogappe balqqetay/dummay haniyo wode ha soommiya go’etettees g i sh sha wu : issibi asysi haanakko

odiyaa zemppo qq oykkees. I nabbabo gishshawu adhdhiis Sunttaa citaa: sunttaanne a qonccisiyaaga issippe sunttaa citaa geetettees Hagee mino ta ma a re I shug o go shsha n cha

Grade 8, 4-2: Week 2 – Theme: Wogaa Hayyo Danttota; Topic: Hayyo Danttuwan Goʹettiyo

Qaalata (verse, rhyme, etc.)

Genre/Text Types/Structure: Informational text

Day 1 Day 2 Day 3 8. Reading Comprehension Nabbabuwa Akeeka


Discuss thematic words (list wo rds) .

keettaa shociis

yafaranxxuwa baggaa

guphiis (timiis)

duriya

bila

yesuwa

keettaa laaliis

Remind to use self-checking strategy during silent reading: (Make predictions).


( Reading th e text


Read and p rac tic e ac c urac y Nabbaboy aybibaa yootiyaakko hiraaga simmada nabbaba)

After reading:

Answer questions about use of vocabulary in poetry, and questions about structure of poem.

Danttuwa baaso oottida oyshshatussi zaaruwa immona



Ensure that in the teacher explains key words well when giving exercises and discussion

new items) (see Comprehension)

practise the skill: figurative

langua ge, in partic u lar

metapho rs



Thematic words for this week: (List 6-10 words) [Through out the lesson, encourage the students to use new words in speaking, writing.

Ensure that in the teacher explains key words well when giving e ms]xercises and discussion new items Review vocabulary

Yafaranxxuwa baggaa guphiis(timiis) Yesuwa Eedoy Siqintta Keettaa Siqqinttaa Haliis Kuriya Bila haasayaa



danttuwa menttuwa siituwa Dooruwaa Mucuraa Qantta Wogaa Eedduwa Academic words that have been



Kuriya Menttuwa Yafaranxxuwa/qooxuwa Qaalaa birshshettaa kiitaa ayfe yohuwa huuphe yohuwa





Continuation: Write a short poem using one of the types of local poetry structure.

Begin to revise writing independently, with support of checklist and feedback from teacher. Use check-list for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) Correct use of new vocabulary/thematic vocabulary.

10b. Writing Writing conventions – practice

Conventions

Xaafuwa Wogaa

TO BE ADDE D BY TH E L ANGUAGE

CO NSULTANT

Spelling (practice)

Zempoyiya soometi

-iya

-ida


(Independent silent

reading)


Pre-reading: short reminder what the text was about. Reading:Read and practice

fluency -

Read and practice fluency




grade level text


Rehearse /present oral poetry.

(e.g. the poem on day 1 or the oral poems on day 3). Check speaking for: - expression, intonation, phrasing


Practice: : Subordinate clauses; Simple noun phrase as compliment

Ba lq q etta qq: gidikkokka,shin

Nu hanees giidi naagogasppe woykko qophphoogappe balqqetay/dummay haniyo wode ha soommiya go’etettees

Ha lch ch u wa a qq: mala

I adhdhana mala ta zoraas

Grade 8, 4-3: Week 3 – Theme: Wogaa Hayyo Danttota; Topic: Hayyo Danttoy Aattiyo

kiitaa Akeekiyoogaa

Genre/Text Types/Structure: Poetry-: Sequence text on how to analyze a message in a poem, which steps to take, first this, then that, then that. The text could take the poem from day 1 of this unit as a source.


Blend or Segment the more



identify words.(List the 6-10

target words)

qoqqofettiya hu lluu qu wa wu

wa re tti yoo gaa a kee ki yoo gaa qon cci ssi yoo gaa nne loohissoogaa nabbabikko malaalettanawu oyqqiichchidi eeshshaawatu Use knowledge of morphological

meaning (derivational and/or inflectional) to read unfamiliar

words.




hulluuquwa

loohissiyoogaa

wozana bochchiya

eeshshaawata

kahayyuwa

xorgganiya

kiitaa

mittan she'o

shonggaa

Reading the text



urac y Remind to use self-

checking strategy during silent reading: (make a mental picture)

(Ne nabbabiyoobaa akeekissiya misiliya ne huuphiyan medhdha). After reading:


Answer questions about use of vocabulary in poetry, and

questions about structure of poem. use context to find meaning of metaphors used in poem Identifying use of vocabulary/images of poetry.




Assess the skill: figurative language, in particular metaphors Assess Vocabulary Qaalaa Eraa Yiigite





Final: Write a short poem using one of the types of local poetry structure. Begin to revise writing independently, with support of checklist and feedback from teacher. Use check-list for for: 1) Use proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) Correct use of new vocabulary/thematic vocabulary.


asses sme nt

Xaafuwa Wogaa



90% accuracy)

Zemppeyiyaa soommeta xaafa



Pre-reading: short reminder what the text was about. Reading:+ Read and assess fluency – Read and practice fluency and use intonation at the punctuation level that demonstrates meaning of grade level text


Present oral poetry. Check speaking for: - expression, intonation, phrasing


Assess: Subordinate clauses; Simple noun phrase as compliment

Zemppettida qq medhdha

1. simmin 2. shin 3. gishshawu 4. mala 5. ikk 6. gidikkokka

Grade 8, Unit 5 (Weeks 1-3). Theme: Population

Grade 8, 5-1: Week 1 – Theme: Asaa Qoodaa; Topic: Yelettiyaageetu Qoodaa

Genre/Text Types/Structure: Info rm atio nal Com pare and Co ntrast text (e. g. co untries)


Qaalaa Xanna'uwa

Blend or segment the more complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) Gaytotettaa gu jja naa ppe ye le tti ya gee ti nne den ddi daa gan muu he tti nne muu he tti nne Galla galla Ufayssaaninne yelettiyageetu Use knowledge of morphological meaning (derivational and/or inflectional) to read words.



Introduce/Discuss key thematic words. ( list wo rds)

dakkuwa hiraagettees badiya sifi doogee cayetay

cayetay moodettaba woraajjees Interpret information from charts, tables and graphs before reading. (Nabbabanaappe kasetada charttiyaappe, zaraappenne giraafiyaappe birshshettaa akeeka)

Reading


( ( o ral reading – teac h er lea d)




After reading:

Fill in missing information from a graphic organisor (text based information).

Evaluate the author’s point of view focussing on word choices (e.g. ask questions like: why do you think the author uses this word? What would be different if the author would have used word y rather than word x). Answer text based and inferential questions;

Evaluate the main points of text.







(see Comprehension)


Introduce the skill: analyse

autho r' s wo rd c ho ic e


6-10 words)

Cayetay Moodettabaa Gishettaba Duretettay Maayettidoogee woraajjees bolli bollan mino badiya gammaappeI Academic words that are new this

week: (List words) Hegaa gaasuwan Hegaa gishshawu Yaanidaagee Guuttaa guuttaa Dari daridi Keehi Daro cora

Introduction -Write a compare and contrast text of more than three paragraphs about the topic, include chart, table or graph to present information






exerc is es an d di sc uss io n new ite ms ]

Review vocabulary




Write more than three paragraphs about a story or an event that was learned in class using chart, table or graph to present information - introduction.



Spelling rule/words/morpheme in focus: (list rule) Sample words: (list 6-10 words)


Pitaletu utettaa

seeraa/qaalata/sometubaa/



guttumati daro wode



sh, zh nne ts






Geettenna.






Woliilaa, Longgiya.



Lm. Manqqo, uuttaa.








Lm. Lefa, lahuwa, anha.



inflectional) to write words.

Kaalliyaaga bessiya soomme

oonee?

-et-




Nabbabissitenne bali

baynnan nabbabiyogaa

meezeyite


what the text was abo ut. Readi ng : Read and practice fluency -




grade level text; Maintain an


language appropriate. - Oral

reading rate appro aches

advanced levels.

6, Oral Language: Listening

Haasayaa



During listening :

After listening: infer meaning of words through context. Orally in pair, Fill in missing information from a graphic organisor (text based information). Evaluate the author’s point of view focussing on word choices (e.g. ask questions like: why do you think the author uses this word? What would be different if the author would have used word y rather than word x). Ask and respond to interview and prepare dialogue independently and present to the class with expression - introduction. Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language

dependent). (practice) - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

7. Grammar Doonna Seeraa

Intro: More complex statement sentences; Compound structure;

Question structure ke ettaw a qq Peeshuwaa bolli oosetta oosuwaa keettaway haraa bolli Ootiyo wode woykko peeshiyo wode keettawa qq gidees Dosi mittaa ment-iis

Dosi mittaa ment-iis Mittay dosan ment-et-iis

Grade 8, 5-2: Week 2 – Theme: Asaa Qoodaa; Topic: Hayqqiyaageetu Qoodaa

Genre/Text Types/Structure: Info rm atio nal Com pare and Co ntrast text (e. g. compare data acro ss co untries)


Before reading: Make connections to prior knowledge, experiences and other texts; Discuss key thematic words. ( li st words) Interpret information from charts, tables and graphs before reading. Heetiya Baree Naqaashaappe salo gufantton hiraagido mali be'uwan yiggi gammappe Reading





checking strategy during silent reading:(Stop and think).

(Nabbabaydda takki gaada qoppa ekka)

After reading:



Evaluate the main points of the text.


9. Vocabulary [Through out the lesson, Practice the skill: analyse [Through out the lesson, e ncourage the stude nts to use


E nsure that in the te ach e r



(see Comprehension)



(List 6-10 words)

heetee Baree naagettiyo wode bonchchettiyo wode Salo gufantton mereta ubban hiraagido luxidi xayidi mali-be'uwa yiggi Xaaxi waaxiyo Gammappe Academic words that are new


Yiggiyoogaa

Kuuyyiyoogaa

Qonccissiyoogaa

Maaraa oyttiyoogaa

Laammiyoogaa

Qofaa

Haasayiyoogaa

Issippe

Academic words that have been



Hegaa gaasuwan Hegaa gishshawu Yaanidaagee Guuttaa guuttaa Dari daridi Keehi Coro Daro Guutta






new i tems]

Review vo cabulary


new wo rds in s peaki ng , w riting

and lo o k them u p in referenc e s.]


Practice - Write more than three paragraphs about text using a chart, table or graph to present information - practice

Begin to revise writing independently, with support of checklist and feedback from teacher. Use check-list for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in


the script), spelling and coherence. 2) Correct use of new vocabulary/thematic vocabulary.


kuushetta

malaatata, xaafuwa wogaanne

doonaa seeraa go'ettada ne

xaafuwa kuuyya


(Independent silent

reading)


Pre-reading: short

rem inder w hat t he text

was abo ut. Reading






grade level text

Maintain an oral rate that

is grade and language



levels.


Haasayaa

Prepare and evaluation of the author’s point of view of the reading text of week 2. focussing on word choices (e.g. ask questions like: why do you think the author uses this word? What would be different if the author would have used word y rather than word x). Give reasons for or against the author’s point of view.

Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language

dependent). - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.


Practice: more complex statement sentences; Compound structure; Question structure

Ka al li yaa q q

Peeshuwaa bolli oosetta oosuwaa keettaway a bolli guyye simmi polletiyo wode kaa ll i ya q q gidees. Ha wodiyaan kaalliyaage biidi keettawa gidees. Eeshuwaa giddon –et- gidon gellees I haattaa uyiis Na’ay laaxaa miis Haattay an uyettis Laaxay na’en meetetiis

Grade 8, 5-3: Week 3 – Theme: Asaa Qoodaa; Topic: Asaa Qooday Ikkonoomiya bolli

Ehiyobaa

Genre/Text Types/Structure: Info rm atio nal Com pare and Co ntrast text


Blend or segment the more complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) bilooniyappe danddayettenna markkattoosna goyriyoorin hambba laashettiyoogaa caaniyoobatuppe kunttanawu kanettiyagee denddidagan ohettidaagan daranaadan Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words.

15. Reading Comprehension Nabbabuwa Akeekkaa


Discuss key thematic words. ( li st wo rds) bulxxidi sheeshshay naqaashati killiya gambbaa sagada suuloy ozooniya kanettiyagee Interpret information from charts, tables and graphs before reading.

Reading






checking strategy during silent reading: (Make connections to what you already know).

Neeni kase eriyoobaaranne haʹʹI ne nabbabaydda deʹiyoogaara issippe gatta)

After reading:



Use logical and verifiable facts in arguments for or against an opinion.

16. Vocabulary [Through out the lesson, Practice the skill: analyse [Through out the lesson, enco ura ge t he stu de nts to u se new wo rds in s peaki ng , w riting.



giving exerc i ses a nd isus sion new items]

(see Comprehension)



(List 6-10 words)

Ellellidi killiya gambbaa Suuloy Sagadaa Ozoonee Academic words that are new


Gaasoykka Hegaa gishshawu Hegee kaalettiyoobay Ehiyoobay Leemisuwaassi






new items]

Review vocabulary




Hegaappe denddidaagan Yaaniyoo gishshawu hegaassi



Bulxxidi… teqettidi Dariiddi ….guuxxiiddi Naqaashati…markkibaynnabati Kanettiyagee…gujobay,


Final - Write more than three paragraphs about a text using a chart, table or graph to present information - final

Begin to revise writing independently, with support of checklist and feedback from teacher. Use check-list for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script). 2) Correct use of new vocabulary/thematic vocabulary.


Writing conventions - asses sme nt:



90% accuracy)

Keettawa qq Kaalliyaqq

Shocciis shoccetiis

woriis worettiis

mentiis mentettiis

oliis olettiis


(Independent silent

reading)

Read and practice accuracy Nabbabissitenne bali baynan nabbabiyogaa meezeyite

Pre-reading: short reminder what the text was abo u t.

Reading






grade level text

Maintain an oral rate that

is grade and language



levels.


Ask and respond to interview and prepare dialogue independently

Present the evaluation of the author’s point of view of the reading text of week 2. focussing on word choices (e.g. ask questions like: why do you think the author uses this word? What would be different if the author would have used word y rather than word x). Give reasons for or against the author’s point of view. Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.


Assess: More complex statement sentences; Compound structure; Question structure Keettawa qq kaalliya qq laamma

Daani oydiyaa ekkiis Miizzay kariyaa mentiis

Scope and Sequence Grade 8 semester 2 (15 Weeks– Units 6-10)

Grade 8, Unit 6 (Weeks 1-3). Theme: Desertification

Grade 8, 6-1: Week 1 – Theme: Bazzotettaa; Topic: Mittaa Xaysuwa


Day 1 Day 2 Day 3

1. Word-study Blend or segment the more complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) Laamettiyoogaa birshshettanee Qacinchchiyabay Moorettiyoogee Qanxxiyageeta Gujjiyoogaaninne immiyageetussi shokettiichchiyoogaanne Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words.

Qaalaa

xanna'uwa



comprehension

Nabbabuwa

Akeeka

knowledge, experiences and texts.

Introduce/Discuss key thematic

words. (list

wo rds)

pagalidi

qacinchchiy

deegaran

qatoy

geesoy

hirattiya

qa"e

aaze

boocco

siitiya Re ading Self- c hec ki ng strategy: ( li st sk ill)



After reading:


Answer questions that help students to summarise the text and give their opinion about the text.





Introduce the skill: collocation Introduce/discuss thematic and other new vocabulary Thematic words for this week: ( L ist 6- 10 wo rds) bazzotettaa gede buttiyoogaa irxxa carkkuwa mozhzhiina carkkuwa pagalidi qatoy dozatussi boocco deegaran aaze Academic words that are new this week: ( L ist wo rds) Doomettaa Gidduwa Wurssettaa Koyruwan naaʹʹanttuwan Heezanttuwan Kaallidi Introduction - Write a summary and evaluation of the reading text in week 1. (students can refer to comprehension questions on day 1 for beginning of the summary)




Xaafuwa Wogaa


Spelling (intro): Spelling rule/words/morpheme in focus: ( list r ule) Sample words: ( list 6- 10 wo rd s) Pitaliya utettaa (erissuwa):

Pitaletu utettaa seeraa/qaalata/sometubaa/ xonggolluwa: See rat u z uliya :

- Telxxa guttumaa kaallidi yiya guttumati daro wode daabuloosona. Lm. Barkka

Telxxa guttumati: l, m, n, r, s, y, z, sh, zh nne ts


- Asaa, deriya, shaafaa, biittatu gallassatu, aginatu, saaminttatu hhm sunttati wogga pitaletun doommoosona. L.m. Bakkaala, Hamassaa, Solkkuwa, Toophphiya, Woliilaa, Longgiya.

Guttumay qaalaadoomettan dola daabulenna shin usttay daabulees. Lm. Manqqo, uuttaa.

Guttumay selletiyoode leppeesinne daabuliyoode minnees. Lm. Mino, minno!

Usttay sellettiyoode qaammeesinne daabuliyoode aduqqees. Lm. Aro, aaro, laafaa.

- ‘f’, ‘h’, ‘v’, ‘nh’ daabulokkona. Lm. Lefa, lahuwa, anha. Use knowledge of morphological meaning (derivational and/or inflectional) to write unfamiliar words. Kaalliya peeshshoti odiyaa qq yiyo wodenne oysha qq yiyo wode de’iyaa meera bessees.

Od iya a g an oysh sh

a ab maas miidana miida miido maadasa maadi miideta miideti maasu maade miis miide miidosona miidona mays miyaana moos miyo maasa meeti miideta miideti maasu maade miis miide?

miidosona miidona




Pre-reading: short reminder what the text was about. Reading Read and practice fluency - use intonation at the punctuation level that demonstrates meaning of grade level text. Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels.

Before listening: make connections to prior knowledge, experiences, and other texts. Introduce/discuss thematic words (list words).

During listening:listen for the main point in the text.

After listening: infer meaning of words through context Based on the text read, express an opinion with reasons - introduction. Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). (practice) - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

7. Grammar Qaalaa Eraa Intro:

Ta tamaare. Odiyaa qq Ta tamaare? Oyshaa qq I miis. Odiyaa qq I miide?oychciyaa qq I mees. Odiyaa qq I mi? oychchiyaa qq

O on e son de’iyay?

Aybee ne oottiyo?

Awu d e yuute?

Aysi bayi? Wa atad a xoonay?

Oone-keettawa oychees Aybe-gaasuwa oychees Awude-wodiyaa

Grade 8, 6-2: Week 2 – Theme: Bazzotettaa; Topic: Diddiquwaanne Mittaa Tokkiyoogaa


Day 1 Day 2 Day 3


Nabbabo Akeekka

Before reading: Make connections to prior knowledge, experiences and other texts; Discuss key thematic words. ( li st wo rds) borxxu giidi soneta bubbua kaafe keelaa lanqqetya yesoy aradda biittay qacinni qacinni uli ulidi Re ading

Self- c hec ki ng strategy: ( li st sk ill)


( independent silent reading )

Read and practice accurac y.

Use information from grade level tables, maps, charts to learn about a topic.

(zarrappe karttaappenne charttiyaappe qofaa demmada nabbabuwa akeeka).

After reading: Fill in missing information from a graphic organisor (text based information). Answer questions that help students to summarise the text and give their opinion about the text.



Ensure that in the teacher explains key words well when

giving exercises and discussion new items

practice the skill: collocation Introduce/discuss thematic and other new vocabulary Thematic words for this week: ( L ist 6- 10 wo rds)

Keelaa Kaafe kaafe



lo"o leemiso daro metoti wolqqaama metoti hanenna ogiyan iraa yesoy puutiya coo xayennaadan geessuwa

wolqqaama eesuwan

Academic words that are new this week: ( L ist wo rds) Koyruwan naaʹʹanttuwan heezanttuwan wurssettan hegaappe simmin guyyeppe zaarettidi kasetidi kaallidi Academic words that have been introduced previously but are important this week

Doomettaa

Gidduwa

Wurssettaa

Koyruwan

naaʹʹanttuwan

Heezanttuwan Kaallidi

10a Writing Practice- Write a summary and e valuati on of the re ading text Composition

i n wee k 1. (stude nts can refe r to compre he nsion que stio ns on day 1 for beg inning of the

summary )

Begin to revise writing

independently, with support of

checklist and feedback from

teacher.

Use check-list for:





coherence.


vocabulary/thematic

vocabulary.


Xaafuwa Wogaa

Writing conventions –practice:

Peeshoy sunttawu Laametiyo wode de’iya mera loyttada akeekka

Peeshuwaa sunttawu duriis-duriyaaga duraasu-duriyaaro sunqqota peeshshuwu orde-ordiis qanta-qaamiis mino-minniis

suntta sunqqotakko woosaa- woosancha soqqiya-soqancha oduwaa-odancha



Pre-reading: short reminder what the text was about. Reading Read and practice fluency - Read and practice fluency and use intonation at the punctuation level that demonstrates meaning of grade level text Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels.

Based on the text read, express an opinion with reasons - practice. Check speaking for: - Use newly acquired vocabulary in speaking to gain and extend Knowledge and clarify expression.

13. Grammar Doonaa seeraa Practice: : Sentences:

positive, negative, questions; Verb derivation

Verb to no un miyaaga yiyaaga eriyaaga Xaafiyaaga xaafiiyaaro

Adj ecti ve to verb Lo’o-lo’iis Kareta-karetiis Zo’o-zo’iis

No un to a dj ecti ve

Grade 8, 6-3: Week 3– Theme: Bazzotettaa; Topic: Mereta Imotata Naagiyoogaa


Day 1 Day 2 Day 3

14. Word-study Blend or segment the more complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) Ashshiyoogee Birshshanaassi Habbeeriyogaa doommidaagan oyqettidaba daynooseriya xayiichchikko qofissiyaba mineraaletinne qacinnanaadaaninne tokkiyoogaanne Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words.

Qaalaa

xanna'uwa



comprehension

Nabbabuwa

Akeeka

knowledge, experiences and other texts;

Introduce /Discuss key thematic words. ( list wo rds)

shushsha

daagaa

milxxi oottidi

hayyuwa

looqquwan

dirxxi giidi

miikketenna

danddiya

delphphephphidaba Re ading

Self- c hec ki ng strategy: ( li st sk ill)

( indep en de nt si le nt read ing )


Remind to use self-checking strategy during silent reading: (Ask for help).

(Nabbabishin niyo qoncce gidibeennabay deʹkko asttamaariyaantta/rentta maaduwa oychcha)

After reading: Fill in missing information from a graphic organisor (text based information).

Answer questions that help students to summarise the text and give their opinion about the text.





practice the skill: collocation Introduce/discuss thematic and other new vocabulary Thematic words for this week: ( L ist 6- 10 wo

rds)

lambbaa

anttuwa

shushshanawu

tekinoloojjee

miikketenna

danddiya

dirxxi giidi

yibbees

mineraaleta

biratata

paachchuriyoogaa

Academic words that are new this week: ( L ist wo rds) Issitoo naaʹʹantto hanida baa ha”i kasetidi hegaappe kaallidi A bolli gtujjiyoode Wurssettan Ha”I wodiyan Academic words that have been introduced previously but are important this week: ( L ist words Koyruwan

naaʹʹanttuwan heezanttuwan wurssettan hegaappe simmin guyyeppe zaarettidi kasetidi kaallidi

Final- Write a summary and evaluation of the reading text in week 1. (students can refer to comprehension questions on day 1 for beginning of the summary





Revise writing independently, with support of checklist and feedback from teacher. Use check-list for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) Correct use of new vocabulary/thematic vocabulary.


asse ssme nt :

Waatti qaala medhdhiyo?





Pre-reading: short reminder what the text was about. Reading Read and practice fluency - Read and practice fluency and use intonation at the punctuation level that demonstrates meaning of grade level text. Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels.

Based on the text read, express an opinion with reasons - final. Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language Dependent). - Use newly acquired vocabulary in speaking to gain and extend Knowledge and clarify expression.

Assess: Sentences: positive, negative, questions; Verb derivation

Grade 8, Unit 7 (Weeks 1-3). Theme: Exploitation of child labor

Grade 8, 7-1: Week 1 – Theme: Qeera Naata Wolqqaa Oosuwan Qohiyoogaa; Topic: Qeeri

Naatu Wolqqa Oosuwa

Genre/Text Types/Structure: Persuasive (in grade 6 unit 5 introduced for first time, here for 2nd time)

Day 1 Day 2 Day 3

1. Word-study Blend or segment the more complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target

wo rds)

shemppanaassinne qonccissanawu

erettiyoogaanappe yarshshissiya harggiyoogaana naagettiyoogee yelidaageeta nashshiyoogaappe wolqqanttiyoogaa Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words.


Before reading: Make connections to prior knowledge, experiences and texts.(suggestion: Discuss legal position of child labor in Ethiopia)

Introduce/Discuss key thematic words. ( list wo rds) Hakkaappe hilssi oottiya haggaazidi akatay purggiya haganaa yeemuwa sheerettiyo xaamayiya woommanaadan

Self- c hec ki ng strategy: (define your purpose for reading)

Reading



After reading: Respond to text based questions to understand the structure of the text (use a graphic organiser to answer the questions).


Respond to inferential that help the students to see the point of view of the author.

3. Vocabulary



E nsure that in the te acher explains key words we ll when g iving exe rcise s and d iscuss ion ne w ite ms]



Introduce the skill: analyse the

autho r ’ s wo rd c ho ic e

Thematic words for this week : (L ist 6- 10 wo rds) Ekkiis Purggiis Woxxiis zirxxi oottiis woommiis sugiis xaamayees wuqqiis zardda'ees xaqarees Academic words that are new this week: ( L ist wo rds ) Danddayennaagaa Naaquwa Harggiya Timirttiya Deexuwa Maataa Academic words that are new this week: (List words) Leemisuwaassi Hegeetikka Ha hanotan Hegaa qonccissanawu Tumuppe Hegaa gaasuwan

Write four paragraph text using logical and verifiable facts in arguments for or against an opinion - introduction.

Writing conventions – intro: Spelling rule/words/morpheme in focus: (list rule) Pitaliya utettaa (erissuwa): Pitaletu utettaa




guttumati daro wode



sh, zh nne ts






Geettenna.

[T hro ugh o ut the les so n, enco u ra ge the st ud ent s to us e new wo rds in speaki ng , w ritin g.

E nsure t hat i n the teac he r ex plai ns key wo rds well w hen g iving exerc is es an d di sc uss io n new ite ms]










Woliilaa, Longgiya.



Lm. Manqqo, uuttaa.







- ‘f’, ‘h’, ‘v’, ‘nh’ daabulokkona. Lm. Lefa, lahuwa, anha. Use knowledge of morphological meaning (derivational and/or inflectional) to write unfamiliar words.


what the text was abo ut. Reading Read and practice fluency - use



of grade level text.Maintain an




advanced levels.


Haasayaa

Teacher reads out loud a short text. Before listening: Review purpose of a persuasive text. During listening: Ask students to listen for the message of the text. After listening: In pairs: evaluate the text, what was the text wanting to convince/persuade the listener about? Evaluate the message and the author’s choice of words.

7. Grammar Doonaa seeraa Intro:

Wodiyaa tenqaa/zino… Sohuwaa tenqaa/haan,.. Simireta tenqaa/muleto,.. Hanuwaa tenqaa/leddan, Malaatiyaa tenqaa/ha,he

-He ub ba to woxxiyaa na’aa z in o Gasubban be’aas

Grade 8, 7-2: Week 2 – Theme: Qeera Naata Wolqqaa Oosuwan Qohiyoogaa; Topic: Naati

Oosuwa Oottanawu Gaakkiyo Wodiya

Genre/Text Types/Structure : Persuasive (Suggest: Newspaper article)


Nabbabuwa Akeekuwa


Discuss thematic words. ( list words) kammin ka'o gammatettay zahi oottidi dallo huqqunniyooga kajjeeliyageetikka yamee gasttiyo mayzziya maacido


(Nabbabuwa akeekanawu huuphe yohuwaanne soma huuphe yohota nabbaba).

Self-checking strategy: (define your purpose for reading)

Reading

( ( Indepe nde nt sile nt readin g) Read and p rac tic e ac curac y After reading: Respond to text based questions to understand the structure of the text (use a graphic organiser to answer the questions). Respond to inferential that help the students to see the point of view of the author.


9. Vocabulary [Through out the lesson, e ncourage the stude nts to use ne w words in speaking , wr it ing . E nsure that in the te ache r explains key words we ll whe g iving exe rcise s and d iscuss ion ne w ite ms]

Continuation the skill: analyse

the aut ho r ’ s wo rd c ho ic e

Xaafiyagaa qaalaa dooruwa yiggite


enco ura ge t he stu de nts to u se new wo rds in s peaki ng , w riting. E nsure t hat i n the teac he r explai ns key wo rds wel l w hen giving exerc i ses a nd d isc us sio n new items]



Leemisuwaassi

Addappe Hegeetikka Ha hanotan Hegaa gishshawu Hegaa gaasuwan Huuphe qofaa

10a Writing Continue to write four paragraph text using logical and verifiable facts in arguments for or against an opinion - practice Begin to revise writing independently, with support of checklist and feedback from teacher. Use check-list for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) Correct use of new vocabulary/thematic vocabulary.

Composition

Xaafuwa Qaraa


Writing conventions practise:

Sunttanne peesho

ziiriya,peeshonne suntta

ziiriya,….meezettite

Xaafuwa Wogaa

11. Reading (Independent silent

reading)


Pre-reading: short reminder Fluency what the text was about.

Tololayo

Nabbabuwa

Reading Read and practice fluency - use intonation at the punctuation level that demonstrates meaning of grade level text Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels.

12.Oral Use logical and verifiable facts in arguments for or against an opinion on theme: working age -

language: Speaking

Haasayaa practice. Check speaking for: - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

13. Grammar Practice: Adverbs: time, place, frequence, manner; Demonstratives;

Coordinating conjuctions

Wodiyaa tenqaa/zino… Sohuwaa tenqaa/haan,.. Simireta tenqaa/muleto,.. Hanuwaa tenqaa/leddan, Malaatiyaa tenqaa/ha,he -He ub ba to woxxiyaa na’aa z in o Gasubban be’aas

Doonaa seeraa

Grade 8, 7-3: Week 3– Theme: Qeera Naata Wolqqaa Oosuwan Qohiyoogaa; Topic: Qeeri

Naatu Maataa Bonchchiyoogaa

Genre/Text Types/Structure Persuasive (Suggestion: Magazine article)

Day 1 Day 2 Day 3

14. Word-study Qaalaa Xan'uwa Blend or segment the more

complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) Malatiyageetikka Qonccissiyoobay Koshshennaagaadan Oottiyoogeekka Oykkibookkona Qohettidobaa Akeekissiya gurum"ettidobaa zuuqqiyakkonne danddayeettees Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words.

15. Reading comprehension Nabbabuwa Akeekka


Discuss thematic words. ( list wo rds) zuuqqiyakkonne shaatettanaadan gurum"ettidobaa maganaa baasobati dungguuxa dungguuxa kumettatettay sheeraa afikaattuwa Read headings, captions, and labels to understand text.

Self- c hec ki ng strategy : (define your purpose for reading)

Reading

(see writing) [Through out the lesson,



writing.

( ( Indepe nde nt sile nt readin g) Read and p rac tic e ac c urac y

After reading: Respond to text based questions to understand the structure of the text (use a graphic organiser to answer the questions). Respond to inferential that help the students to see the point of view of the author.

16. Vocabulary


e n c o urage t h e stu d e nts to u se n e w wo rd s in sp e akin g , wr iting.

En su re t h at in t h e te ac h er explains key words well wh e n givin g exe rc ises and discu ssion new items]

Assessment of skill: analyse the

autho r ’ s wo rd c ho ic e


( L ist 6- 10 wo rds

doysa lillima omoosa wontti hummunna zino arggubbe gacinoy Academic words that are new this week: ( L ist wo rds) Ha hanotan Hegaa gishshawu Hegaa gaasuwan Huuphe qofaa Leemisuwaassi Addappe Hegeetikka


enco urage the students to

use new wo rds in speaking , writing. Ensure that in the teacher



discus sio n new item s]



Write four paragraph text using logical and verifiable facts in arguments for or against an opinion –final Begin to revise writing independently, with support of checklist and feedback from teacher. Use check-list for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) Correct use of new

vocabulary/thematic vocabulary. Writing conventions practise:

hara doonaappe garxxettida

Wolayttatto qaalata eti ekettido doonaanne he ekettido doonan eti xeesettiyo sunttaa xaafa.



wh at th e text wa s a b o u t.

Read in g Read and practice fluency and

use intonation at the punctuation


of grade level text. Maintain an


language appropriate -

Oral reading rate approaches

advanced levels.

19. Oral Use logical and verifiable facts in arguments for or against an opinion on theme: working age - final. Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

language: Speaking

Haasayaa

20. Grammar

Assess: Adverbs: time, place, frequence, manner; Demonstratives; Coordinating conjuctions

Qq kaaliyaageta wallakkada medhdha

Wodiyaa tenqaa/zino… Sohuwaa tenqaa/haan,.. Simireta tenqaa/muleto,.. Hanuwaa tenqaa/leddan, Malaatiyaageta /ha,he

Doonaa seeraa

Grade 8, Unit 8 (Weeks 1-3). Theme: Empowering Females

Grade 8, 8-1: Week 1 – Theme: Macca Asaa Minttettiyoogaa; Topic: Mattumaanne Timirttiya

Genre/Text Types/Structure: Compare and contrast (3 rd t im e in grade 5 -8) (Suggest: newspaper articles)

Day 1 Day 2 Day 3


complex taught syllable structures and morphemes to identify words. ( L ist the 6 - 10 target wo rds) masatettiyoonne Geeddariyoogan Danddayiyoobatun Malatettanaadan Dummatiyoobatun huqqunnettiyoogaa luxibeennaageeti dummatiyoogaara huqqunniyoogaaninne mattumatussikka



Nabbabuwa Akeekka


Introduce/Discuss thematic words. ( list wo rds) beeraa Xaace Murtte Gutaraa Naaquwa payleete lagge qaadaa Minotettaa Laggetettaa Timirttiya Aakime Asttamaare Payleete lagge qaadaa qizaggees bade mocona Read charts and graphs to predict information in text.

Introduce/Discuss key thematic words. ( list wo rds )

Self-checking strategy:


ask que stio n s

Reading



After reading: Fill in the missing information in a graphic organiser about the text (text based questions). Answer two inferential questions and write a paragraph comparing their own gender and education.

3. Vocabulary







Introduce the skill: association

Thematic words for this week : (L ist

6- 10 wo rds)

beeraa xaace murtte naaquwa payleete lagge qaadaa qizaggees mocona bade Academic words that are new this

week: ( L ist wo rds)

Hanettidabaa Qofaa A mala Dummatiyaabaa Issi mala ogiyan Hegaa bollikka Hegaappekka aadhdhidi Gidikkonne Gidoppe attin Hara baggaara

Respond to inferential questions

(compare and contrast) by writing four paragraphs about the theme, including headings and a chart - introduction.



E nsure t hat i n the teac he r ex plai ns key wo rds well w hen g iving exerc is es an d di sc uss io n new ite ms]

4b Writing Writing conventions – intro: conventions


focus: (list rule)


Pitaletu utettaa




guttumati daro wode



sh, zh nne ts






Geettenna.






Woliilaa, Longgiya.



Lm. Manqqo, uuttaa.












words.

Aadhdha

demmaas

demmidda

demmadasa

Xaafuwa Wogaa

demmideta

demmaasu

demmiis

demmideta ha’i

demmays

demmettees

demmaasa

demmeeta

demmawus

demmees

demmooson sintta

demmana(ubba asaas)






wh at th e text wa s a b o u t. Read in g Read and practice fluency - use





grade and language appropriate

- Oral reading rate approaches

advanced levels.


Haasayaa

Teacher reads out loud a short text. Before listening: connect to prior knowledge of students

During listening: Answer text based questions (multiple choice) as they are listening After listening: In pairs: evaluate the text, what was the message of the text. What do they agree with, why? What do they disagree with, why? Express their opion with verifiable facts

7. Grammar

Doonaa seeraa Intro: Tense (words or morphemes) Heezzu wodiyaa *Aadhdha wodiyaa I zillaytti wurssiis *Ha’i wodiyaa Ta kaassaa beꞌayiis *Sintta wodiya Ta wontto gelana *soommeta

Grade 8, 8-2: Week 2 – Theme: Macca Asaa Minttettiyoogaa; Topic: Oosuwa Shaakkennan

Oottiyoogaa

Genre/Text Types/Structure: Compare and contrast


Nabbabuwa Akeekka


Read headings, captions, and labels to predict content and understand text.

Introduce/Discuss key thematic words. ( list wo rds) ooso wogaa lagiya amara woyganddiya pokkobadan hashetidi lo"o mattumaa laggetettay banan ammanettiyo gidaara

Read headings, captions, and labels to predict content and understand text.

(Huuphe yohuwaanne sima huuphe yohota be’ada nabbaboy ay odanaakko hiraaga)

Self- c hec ki ng strategy:

ask questions Re ading

( sile nt read ing – teac h er lea d)


After reading: Fill in the missing information in a graphic organiser about the text (text based questions). Answer two inferential questions and write a paragraph comparing their own gender and education.


9. Vocabulary







Practise the skill: association



Lagiya amara woyganddiya pokkobadan hashetidi lo"o leemiso banan ammanettiyo gidaara



Palamaa Eqettiyoogaa Bar xeelaa Maaddiyoogaa Geeddariyoogaa Hegaadankka Gidoppe attin Yaniyo gishshawu Hara baggaara Dummatiya ogiyan woykko

Respond to inferential questions (compare and contrast) by writing four paragraphs, including headings and a chart - practice

Begin to revise writing independently, with support of checklist and feedback from teacher. Use check-list for: 1) Use of proper paragraph

marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) Correct use of new vocabulary/thematic vocabulary.







reading)

Read and practice accuracy Nabbabissitenne bali baynnan nabbabiyogaa meezeyite.


Reading Read and practice fluency -use



meaning of grade level text


grade and language

appropriate - Oral reading rate


12.Oral Identify text structure (Compare and contrast) and orally present one concept from text read and express their opinion about it – intro and practice. Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

language: Speaking

Haasayaa

13. Grammar Practice: Tense (words or morphemes) -Ta ishay kase laytti tammanta wurssiis - Dalggi koyro kifiliyaa ha laytti doommiis -naati zino so biidosona -ta tamaarays -eti duussaaba haasayoosona -A ba ishata zorawus -ta wonto maadana -Ne yiyaa woggaa xaafana

Doonaa Seeraa

Grade 8, 8-3: Week 3– Theme: Macca Asaa Minttettiyoogaa; Topic: Mattumaa Laggetettaa MinttettiyoogaaGenre/Text Types/Structure: - Compare and contrast

Day 1 Day 2 Day 3




identify words.

( L ist th e 6 - 10 ta rg et w or d s)

malatettiyakkonne doommidaagan dummatiyakkonne guuxxikkonne huqqunnettennaadan laggetettaa wodetuunikka

minttettuwassi eqotatuuninne




words.


Nabbabuwa Akeekka


Introduce/Discuss key thematic words. ( list wo rds) toochchiyoogee gaalluwan peeqay yameti amoy ooso eqotatun yesoy maataawa qizaggoy iishenna

Self- c hec ki ng strategy:

ask que stio n s

Re ading


Read and practice accuracy)

Nabbabissitenne bali baynnan

nabbabiyogaa meezeyite.


After reading: Fill in the missing information in a graphic organiser about the text (text based questions). Answer two inferential questions and write a paragraph comparing their own gender and education

16. Vocabulary





Assess the skill: association



toochchiyoogee gaalluwan peeqay yameti amoy ooso eqotatun yesoy maataawaa qizaggoy iishenna Academic words that are new


He wodiyan Qofaa Hayyuwa Hegaa mala Dummatiyaagaa Hegaadankka Hegaa bolli gujjiyoode Issi mala ogiyan Gidoppe attin geeddariyoode


the st ud ent s to us e new wo rds in speak i ng , w ritin g.



Respond to inferential questions (compare and contrast) by writing four paragraphs, including headings and a chart - –final


17b Wrting Writing conventions practise: Conventions


90% accuracy)

Wodiyaa bessanawu peeshuwaa

wurssetan geliyaa sommetta

heezzu wodiyaa qommotussikka

xaafa

Xaafuwa Wogaa

18. Reading Pre-reading: short reminder Fluency wh at th e text wa s a b o u t.

Re ad in g

Read and practice fluency -use



meaning of grade level text




advanced levels.

Tololayo

Nabbabuwa

19. Oral Identify text structure (Compare and contrast) and orally present one concept from text read and express their opinion about it - final. Check speaking for: -Use transitional/linking words/phrases when expressing ideas about a topic (language dependent). - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression.

language: Speaking

Haasayaa

20. Grammar Assess: Tense (words or morphemes)

Ichchashu ichchashu qq issi issi wodiyaa qommotuyo xaafa

Doonaa seeraa

Grade 8, Unit 9 (Weeks 1-3). Theme: Climate

Grade 8, 9-1: Week 1 – Theme: Carkkuwa Hanotaa; Topic: Carkkuwa Hanotaa Laamiya

Genre/Text Types/Structure: Pro blem -So lutio n (5 th t im e being used in grade 5 -8)

Day 1 Day 2 Day 3




( L ist the 6 - 10 target wo rds) Pagalanaakkonne

Wolqqaamidi shocettanaadan birshshanaassi danddayettenna yuushshiyoogaa dummabatuppe mayzziyoogeenne hombbiyanne bukkanaadan


2. Reading

Comprehension

Nabbabuwa

Akeekkuwa


Introduce/Discuss key thematic words. ( list wo rds) moottan aamettiyoogaa ulee ozoniya zagay awaxxiyoogaa silimoy meliyoogaa koshaa mittaa qeexuwa xuugettida carkkuwa

Read graphs, charts and maps.


Remind to use self-checking strategy during silent reading: (Read ahead).

Reading

( o ral readin g – teac her l ead) Read and p rac tic e ac c urac y.

After reading: Using a graphic organiser, answer text based. Answer two inferential questions (one question about the author’s choice of words and his/her bias towards the topic). Write a paragraph summarizing text.

3. Vocabulary





Introduce the skill: Analyse the

author ’ s word c ho ic e.




Through out the lesson, encourage



moottan laamettiyoogaa ulee

ozooniya zagay awaxxiyoogaa silimoy meliyoogaa mittaa qeexuwa xuugettida carkkuwa

Academic words that are new this week: ( L ist wo rds) Leemisuwaassi Hegeetikka Ha hanotan Hegaa bessanawu Hegaappe kaallidi Hegaabolli Hegaa gaasuwan Hegaa gishshawu kaalettiyoobay

4a Writing Write four paragraphs that describes pro blem an d so lutio n based on the theme - introduction.

Composition

4b Writing Writing conventions – intro:

conventions Pitaletu utettaa




guttumati daro wode



sh, zh nne ts






Geettenna.






Woliilaa, Longgiya.



Lm. Manqqo, uuttaa.












words.

gidikkokka

Xaafuwa Wogaa

5. Reading Pre-reading: short reminder Fluency wh at th e text wa s a b o u t.

Reading








advanced levels.


Haasayaa

Teacher reads out loud a short text. Before listening: Connect to prior knowledge of students During listening: Answer text based questions (multiple choice) as they are listening After listening: In pairs: evaluate the text, what was the problem presented? What was/were the solutions? Evaluate the message and the author’s choice of words.

7. Grammar

Doonaa seeraa Intro: Subordinate clauses; Simple noun phrase as compliment

B alqqetiyaa q q

Nu hanees giidi naagogappe woykko qophphoogappe balqqetay/dummay haniyo wode Balqqetiyaa qq geettees lm -Ta loytta nabbabidoba

gidikko kka paaciyaa

adhdha beykke

-Eray keehi bu kk ikko ka

haattaa wadhdhana biis

Halchcho qq Zemppenna qq oosetiya oosuwaa halchoy aybakko odiya zemppo qq oyqqidaaga Halchcho qq Lm

-Ta paacciyaa adhdhan u loytta

nabbabana

-A timirtiyaa luxana m a la keehi zoraas

Grade 8, 9-2: Week 2 – Theme: Carkkuwa Hanotaa; Topic: Carkkuwa Laamiya

Aybatettaanne A Gaasota Akeekiyoogaa

Genre/Text Types/Structure: Pro blem -So lutio n


Nabbabuwa Akeekuwa


Introduce/Discuss key words. ( list wo rds) mulxxu oottidi gotee xaragaa hanttaara di'oy beegotay mittaa qeexuwa iraa xayuwa hayyoy baynna goshshaa wozanttiyoogaa maarehoo Read charts, graphs and maps for information on text.

(Nabbabuwan deʹiya kiitaa akeekanawu Charttiya, giraafiyanne karttaa xeella)

Reading




After reading: Using a graphic organiser, answer text based. Answer two inferential questions (one question about the author’s

choice of words and his/her bias towards the topic). Write a paragraph summarizing text.




explains key words we ll when g iving exe rcise s and d iscuss ion ne w ite ms ]


Practise the skill: Analyse the

autho r ’ s wo rd c ho ic e.



gotee xaragaa hanttaara di'oy beegotay mittaa qeexuwa iraa xayuwa hayyoy baynna goshshaa wozanttiyoogaa maarehoo Academic words that are new


Hegaa gishshawu

A gaasuwan

Yaanidoogawu

Leemisuwaassi

Hegaappe denddidaagan

Wurssettan

Gaasoykka

hegaayyo

Write four paragraphs that describes pro blem an d so lutio n based on the theme - practice Begin to revise writing independently, with support of checklist and feedback from teacher. Use check-list for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in








Akkekka

gidikkokka

nabbabikkokka woxxikkokka



(Independent silent

reading)


Pre-reading: short reminder what the text was about. Reading Read and practise fluency and use intonation at the punctuation level that demonstrates meaning of grade level text Maintain an oral rate that is grade and language appropriate - Oral reading rate approaches advanced levels. Present an essay on problem and solution based on theme, and be prepared to answer some questions about it intro and practice. Check speaking for: - Use newly acquired vocabulary in speaking..

13. Grammar Doonaa Seeraa Practice: Subordinate clauses;

Simple noun phrase as compliment

-I keehi addussa g id ikko kka keetta tuussaa gakkena

-A daro n ab ba b ikko kka paacciyaa adhdhukku

-I juuji woxxikko kka ba ishaa xoonenna

Grade 8, 9-3: Week 3– Theme: Carkkuwa Hanotaa; Topic: Carkkuwa

Hambbalaashuwaappe Naagiyoogaa

Genre/Text Types/Structure: Pro blem -So lutio n (Suggest: Newspaper article)

Day 1 Day 2 Day 3




identify words.


hambbalaashettennaadan

hayyottiyoogee dubbushiyoogee peeshshiyoogan bululiyabatuppenne gakkennaadan banqqatanaadan inddasttiretuppe xuugettiyabatu

keemikaaliyassi

biskkileetiya


15. Reading

Comprehension

Nabbabuwa

Akeekkuwa


Introduce/Discuss key thematic words. ( list wo rds) dubbushiyoogee banqqatanaadan aasiidiya barchchiyan hiillaa la'a kesseettees

Read graphs, charts and maps.

Remind to use self-checking strategy during silent reading: (Read ahead).


Reading

( ( Indepe nde nt sile nt readin g) Read and p rac tic e ac c urac y)

After reading: Using a graphic organiser , answer text based. Answer two inferential questions (one question about the author’s choice of words and his/her bias towards the topic). Write a paragraph summarizing text.to the text.

16. Vocabulary




explains key words we ll when g iving exe rcise s and d iscus s ion ne w ite ms]


Assess the skill: Analyse the

autho r ’ s wo rd c ho ic e.



dubbushiyoogee banqqatanaadan aasiidiya hiillaa la"a kesseettees Academic words that are new

this week : ( L ist wo rds )

Hagaa gaasuwan Hegaappe denddidaagan Hegaayyo Ayfe yohoy Kaalettobay Leemisuwaassi Gaasoykka yaanikko

Write four paragraphs that describes pro blem an d so lutio n based on the theme –final Begin to revise writing independently, with support of checklist and feedback from teacher. Use check-list for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in







Writing conventions

asses sme nt:

Ha saaminttan tamarido

Xaafuwa wogaa paaccite


(Independent silent

reading)


Pre-reading: short reminder what the text was about. Reading Read and practise fluency and




grade level text Maintain an




advanced levels. 19. Oral language: Speaking

20. Grammar

Present an essay on problem and solution based on theme, and be prepared to answer some questions about it - final.. Check speaking for: - Use newly acquired vocabulary in speaking to gain and extend knowledge and clarify expression. Assess: Subordinate clauses;

Simple noun phrase as

compliment Ichchashu

balqqettaqq medhdha

Grade 8, Unit 10 (Weeks 1-3). Theme: Drama

Grade 8, 10-1: Week 1 – Theme: Diraamaa; Topic: Diraamaa/Kaassaa Ufurettata Genre/Text Types/Structure: Drama/Play (3rd time being used in grade 5-8) (Suggestion:

Theater piece that continues for 3 weeks)





(L ist the 6 - 10 target words)

2. Reading comprehension Nabbabuwa akeekka

Ushshiyoogaaninne

eqqiyakkonne duretiichchanaagaa oyqqabeenna waanidaakkonne qaxuwatidi miishshaykka merchchiyara Use knowledge of morphological meaning (derivational and/or inflectional) to read unfamiliar words.

Before reading: Make connections to prior knowledge, experiences and texts. Introduce/Discuss key thematic words. (l ist words ) Diraamaa zaassiya xipiippiriyan eqqiyakkonne iran cawayees gallassay xumiis equwan hayqqaas siyiiddi siyenna sahoy nena nookkenna

After readi Remind to use self- checking strategy during silent reading: make a me ntal pi cture


Re ading

(oral reading – teacher lead) Read and practice accuracy.ng: After reading: Answer text based and inferential questions; Analyze elements and parts of the drama read, including the plot/central conflict.

3. Vocabulary






4a Writing

Composition

4b Writing conventions Xaafuwa wogaa

Introduce the skill: figurative

speec h

: ( L ist 6- 10 figurative speechs)

Iran cawayees. Gallassay xumiis. Equwan hayqqaas. Siyiiddi siyenna. Biiree qalamiya she'ees. Miiddi namisettees. Uyiiddi saamettees. Oydee bana deexxoogee waassees.


week: ( L ist wo rds) ,

Taarikiya Qaalata Eeshshaawata Karssikarssaa Ziba/zuge haasayata Xaafiyoogaa

Write an original drama of two pages including dialogue (using a graphic organizer)- introduction. (Teacher can help to develop ideas.)Writing conventions – intro: Pitaletu utettaa seeraa/qaalata/sometubaa/ xonggolluwa: Seeratu zuliya: - Telxxa guttumaa kaallidi yiya

guttumati daro wode


Telxxa guttumati: l, m, n, r, s, y, z, sh,

zh nne ts



E nsure t hat i n the teac he r ex plai ns key wo rds well w hen g iving exerc is es an d di sc uss io n new ite ms ]






Geettenna.






Woliilaa, Longgiya.



Lm. Manqqo, uuttaa.








Lm. Lefa, lahuwa, anha. Use knowledge of morphological meaning (derivational and/or inflectional) to write unfamiliar words. Keettawa qq wode peeshoy ayi

malakko akkeka

Immaas Immida Immadasa Immideta Immasu Immiis Immidosona

5. Reading (oral reading – teacher lead)

Read and practice accuracy. Nabbabissitenne bali baynnan nabbabiyogaa meezeyite


Reading Tololayo

Nabbabuwa Read and practice fluency - use



of grade level text.Maintain an


language appropriate - rate


6, Oral Teacher reads out loud a short text. Before listening: Connect to prior knowledge of student.

Language: Listening

Haasayaa During listening: Answer text based questions (multiple choice) as they are listening (including one or two about figurative speech) After listening: In pairs: answer inferential questions;

Analyze elements and parts of the drama read, including the plot/central conflict.

7. Grammar Intro: More complex statement sentences; Compound structure; Question structure

Adhdhida wodiya Ta miishshaa aawawu immaas Nu miishshaa aawawu immida Ne miishshaa aawawu immadasa Ente miishshaa aawawu immideta A miishshaa aawawu immaasu I miishshaa aawawu immiis Eti miishshaa aawawu immidosona

Doonaa seeraa

Grade 8, 10-2: Week 2 – Theme: Diraamaa; Topic: Diraamaa Qommota

Genre/Text Types/Structure: Drama/Play


Nabbabuwa Akeekuwa



Diraamaa

Qommota

Miichchiyagaa

Kaassiyaagaa

Kayyoyiyaabaa

Poluwa

Wurssettaa

Eeshshaawaa

Karssikarssaa

Taarikiya

Remind to use self-checking strategy during silent reading: make a m ental p ic ture

Reading

(oral reading – students together)


urac y.

(Huuphe yohuwa beʹada ha nabbaboy ay kiitaa aattanaakko kasetada hiraaga)

After reading: Answer text based and inferential questions; Analyze elements and parts of the drama read, including the plot/central conflict.







speec h



Diraamaa Qommota Miichchiyagaa

Kaassiyaagaa Kayyiyiyaabaa Poluwa





Wurssettaa Eeshshaawaa Karssikarssaa



Taarikiya Qaalata Eeshshaawata Karssikarssaa Ziba/zuge haasayata Xaafiyoogaa Hegaayyo Ayfe yohoy Kaalettobay Leemisuwaassi Gaasoykka yaanikko


10b Writing conventions Xaafuwaa Wogaa

Continue to write an original drama of two pages including dialogue (using a graphic organizer)- practice



-et- akeekka Immiis Immetiis Zoriis zoretiis Maaddasu maadetasu Maaddida-maadetida Maaddiis- maadetiis maaddideta-maadetideta


(Independent silent

reading)


Pre-reading: short reminder what the text was about. Reading


use intonation at the punctuation


of grade level text Maintain an




advanced levels.

12.Oral Present to the class the drama with expression - practice. Check speaking for: - Dramatic phrasing, expression and clarify expression.

language: Speaking

Haasayaa

13. Grammar Practice: More complex statement sentences; Compound structure; Question structure Dosi maayuwaa Anjoorissi immi is Maayoy Anjoorissi immeti is

Doonaa Seeraa

Grade 8, 10-3: Week 3– Theme: Diraamaa; Topic: Diraamaa Yiggiyoogaa/Bori-nashuwa

Genre/Text Types/Structure: Drama/Play

Day 1 Day 2 Day 3




identify words.

( L ist th e 6 - 10 ta rg et w or d s) Peegamettiiddi patipannanaassi

Bessiyoogaadanekkibeennaagee genttidoogaadan qashettanaadaaninne danddayibookkona

saaxiniyankka

hananaakkonne

xuugettanaadan




words.


Nabbabuwa Akeekkuwa



Peegamettiiddi

anttuwa

Patipannidi

Tillissanaassi

Saqqiyaranne

Siiraa

Remind to use self-checking strategy during silent reading: make a me ntal pi cture


Reading (oral reading – students together) Read and practice accuracy.

After reading: Answer text based and inferential questions;

Analyze elements and parts of the drama read, including the plot/central conflict.

16. Vocabulary



E nsure that in the te ache r explains key words we ll when g iving exe rcise s and d iscuss ion ne w ite ms]


speec h



Yiggiyoogaa Boriyoogaa Nashshiyoogaa Diraamaa Kaassaa Eeshshaawata Woqaa Xaafuwa Daraphaa magalashuwa



Boriyoogaa Daraphaa Diraamaa Eeshshaawata Kaassaa Kiitaa magalashuwa Malatissuwa Nashshiyoogaa Woqaa Xaafuwa Yiggiyoogaa







Revise and rewrite an original drama of two pages including dialogue (using a graphic organizer) –final Use check-list for: 1) Use of proper paragraph marking, punctuation, and capitalization (if appropriate in the script), spelling and coherence. 2) Correct use of new


Writing conventions

asses sme nt:

Keettawaanne kaalliyaaga qq

peeshshuwaa giddon de’iyaa

dummatetta lm qonccissa


reading)

Read and practice accuracy Nabbabissitenne bali baynnan nabbabiyogaa neezeyite


Tololayo

nabbabuwa

Reading Read and practice fluency and




grade level text


grade and language



levels.

19. Oral Present to the class the drama with expression - final. Check speaking for: - use dramatic phrasing, expression and clarity ofexpression.

language: Speaking

Haasayaa

20. Grammar Assess: More complex statement sentences; Compound structure; Question structure Keettawa qq ichchasha immada eta Kaalliyaaga qq ootta

Doonaa Seeraa

Documents

pdf.usaid.govpdf.usaid.gov/pdf_docs/PA00MTPZ.pdf · Scope and Sequence Grade 5 semester 1 (15 weeks – Units 1-5) Grade 5, Unit 1 (Weeks 1-3). Theme: Friendship Kifiliya 5, 1-1: