This Third Term Lesson Note,  English Composition, Week Two (2)  is prepared based on Dr Ajogwu’s Standard Schemes of Work on English Language drawn in line with the new Standard Curriculum, 9-year Basic Edition by the National Education Research Development Council (NERDC).  Accordingly, the note is meant to be delivered in the second week of third term of an academic year.

Name of Teacher:

School: ______________________________________________________________________________________________

Date: _______________________________________________________________________

Period: ______________________________________________________________________

Duration: 90 minutes – 30 minutes per period/day.

Age: 9 – 12 years.

Class: Primary One

Class Composition: class is made up of about 30 pupils with mixed gender and abilities and it is moderately quiet.

Subject: English Composition

Topic: How I spent my last holiday

Reference Materials:

  • Ajogwu, E. L. (2014). Standard Schemes of Work in Line with National Curricular. Leasam Educational (Consultantancy, Training & Publishing).
  • Lantern Guided Composition


At the end of the lesson, the pupils should be able to clearly narrate/write, in simple but correct English, their experience during the last holiday. They should also be to correctly use capital letters, full-stop and common linking-words correctly.

Entry Requirement:

The pupils should already be able to write neatly and differentiate between capital letters and small letters. Finally, they are required to have basic knowledge of phonics and thus should be able to spell (or at least attempt to spell) simple three-letter and four-letter words.

Teacher’s Activities:

The teacher will guide the pupils in writing the outline of the narrative and assist them with spellings.

Learners’ Activities:

The pupils are to participate in a storytelling, spelling and dictation activities as well as writing.


The lesson is presented as in the following progressive steps:

Step 1: Introduction

Upon entering the class, the teacher introduces the lesson by welcoming the pupils back from holiday. S/he then demands to know how many of the pupils did or did not travel during the last holiday. Afterward, s/he writes/projects the topic on the board and then explains the objectives.

Step 2: Meaning of Holiday

The teacher informs the pupils that before proceeding however, they have to know the meaning of holiday. Following this, the teacher asks the meaning of holiday. After receiving considerable responses, s/he explains the definition of holiday: Holiday is a time when we do not go to school but are free to do what we want at home. The teacher may make the pupils learn the spelling of holiday.

Step 3: Oral Composition – Storytelling

Once the teacher finishes explaining the meaning of holiday, s/he invites pupils who will voluntarily tell the class how his/her holiday was spent.

For the class of slow/average learners, the teacher should first of all present one or two samples of composition on holiday (in a story form). An example of a simple composition is given below.

Example of composition on How I Spent my Holiday

Note: the teacher is to give an introduction before presenting the example below. The introduction may be in a format as provided in the foreword below.

Foreword: Now it is time for each one of us to tell the class how we spent our holiday. But before that, let me tell you how one boy (or girl) spent his/hers. The boy’s/girl’s name is (teacher chooses a simple to pronounce and funny name). He/she is a friend to my (son/daughter/younger sister/brother). He lives in (a city other the school’s). Last night, someone brought a letter from (the boy’s or girl’s name) to my (son/daughter/younger sister/brother). In the letter, (the boy’s or girl’s name) told my (son/daughter/younger sister/brother) how he/she spent her last holiday. After reading the letter, I borrowed it from my (son/daughter/younger sister/brother) to share the composition with you (the class). Do you want to know what he/she wrote? Ok, listen carefully as I read it.


Holiday is a time when we do not go to school but are free to do what we want at home.

My last holiday started on Saturday, April 5, 2019. It lasted for two weeks. I spent the holiday with my parents in (city named earlier).

During the holiday, my parents enrolled me in holiday lesson which I attended every Monday to Thursday. Weekends of the holiday were outing days for my parents, siblings and I. On the first weekend of the holiday, we visited the National Museum and we visited Fun City Park on the second weekend. We didn’t go outing on the third week-end because it was the last weekend before resumption. So, we prepared for resumption that weekend – we washed our uniforms, pressed it, bought our school materials.

We had fun both at the National Museum and Fun City Park but more at Fun City. At the National Museum, I learned about the history of (the city) and its people while I made new friends at Fun City Park who I played and shared a lot of ice cream and cracker with.

I enjoyed the holiday. I hope for similar fun next holiday.


Note: The teacher is expected to explain the sample, sentence by sentence taking note of words that the pupils may not understand such as those bolded and underlined. After the explanation, one or two pupils are allowed to voluntarily tell the class how their holiday was spent.

Step 4: Writing Composition outline

After the oral composition by the pupils; the teacher encourages the pupils to learn to always record experiences in writing and to develop writing skills in general.

  • Writing helps them develop better communication skills – they will be able to communicate clearer.
  • Recorded experiences may become life lessons later
  • They may become professional writers – writing as their occupation such as publishers, secretaries, authors – teacher may cite some young authors Chizoba Ekene, Michelle Nkamankeng, Munachi Mbonu, e.t.c.

Following this, the teacher explains that the first step in writing a composition is drawing an outline – that is, what and the order one intends to write. Thereafter and using the sample composition above; the teacher guides them to write the outline for the composition by questioning – guided discovery – as given below:

  • Who can tell us the first thing my friend said (wrote) in his/her composition?

Answer: Meaning of holiday

  • After that, what was next?

Answer: When the holiday began and how long it lasted

  • The interesting places s/he visited and interesting things s/he did.
  • Whether or not s/he had fun

Once the outline has been drawn, the teacher allows the pupils to write their personal answer to each question. This is preferably to be given as homework so as to allow parents/guardians or siblings to help them in remembering some things.

The homework should be given in this format:



  • What is holiday? ___________________________________________________________


  • When was your last holiday? __________________________________________________
  • How long was the holiday? ___________________________________________________
  • Which interesting places did you visit? __________________________________________


  • What interesting thing(s) did you do during the holiday? __________________________________________________________________________


  • Did you enjoy the holiday? ___________________________________________________

The teacher pause the lesson here for the day and continues from step 5 the following.

Step 5: Study of Related Words and Grammar

Upon the submission and subsequent marking of the forgoing exercise and redistribution of books, the teacher lists out related words (that the pupils will likely use when writing the composition), explain the meaning and practice the spellings with them.


Holiday, started, began, interesting, during, chocolate, enjoy, etc.


The teacher briefly explains the following grammatical rules to be observed by the pupils.

  • Each sentence starts with a capital letter.
  • Names of persons, places and days of the week must also starts with capital letters.
  • Every sentence ends with a full-stop (period).

The teacher also revises linking words:

  • And – we use it to link two positive or two negative sentences e.g. I was sick and could not eat. We went to the party and we enjoyed it.
  • But – we use but to link one negative sentence to another positive sentence – e.g. I was sick but could eat three full bowls of rice. We went to the party but we did not enjoy it.
  • Because – we use because to give reason for something – e.g. I ate the rice because I was hungry.
  • Also – we use also to add something to a list. At the party, we saw John and Joshua; we also saw Dennis and his father.
  • Next – we use next to link two things following each other,
  • While – we use while to link two things that happened at the time – e.g. I was sweeping while my sister was cooking.

Evaluation: Actual Writing

After the activity above, the teacher seats or arranges the pupils and prepares them to write – get them their books, sharpen pencils, writes date.

After that, the taking one question at a time, asks pupils while they write the answers continuously (i.e. without numbering). The teacher directs and guides them to give paragraph and apply the grammatical rules where necessary.


After the evaluation and marking of the pupils’ work, the teacher reviews the entire class/lesson:

  • Meaning of holiday
  • Component of composition on holiday (the outline)
  • Grammatical rules to remember


The teacher concludes the lesson by returning the pupils’ books and given them assignment on the next topic – Travelling by Road:

  • What is road?
  • Which two areas must roadside walkers know?
  • What is zebra crossing?
  • What is a sidewalk?
  • What is traffic light?
  • In traffic light, red means _________, orange means __________ and green means _______
  • Mention three safety rules for road travelers

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