Dawood Public School

Course Outline 2019-20

English
Grade V

Monthly Course Distribution

Month Syllabus Textbook/Reference/Resource

1. Literature:
 A Clever Way to Catch the Thief (Fiction)
 4-Year-Old-Survives II Days Alone in Collins Anthology 5
Siberian Forest (Non-Fiction)

2. Comprehension
 Unit 2: Strange school stories Collins International Primary
A Package for Mrs. Jewels English Student’s Book 5 Page 20
August 3. Grammar
 Nouns
Work book 5
 Simple Present Tense (reinforcement)
 Punctuation
 Adjectives
4. Creative Writing
 Persuasive Writing
 Sentence Structures: Double adjective
start
1. Literature
 The Adventures of Sherlock Holmes
(Fiction)
Collins Anthology 5
 Cubs and Brownies to the Rescue (Non-
Fiction)
 From a Railway Carriage (Poem)
2. Comprehension Collins International Primary
 Unit 3: The Three Bears: Playing for real English Student’s Book 5 Page
The Porridge Pincher 44-47
September
3. Grammar
 Simple Past Tense (reinforcement) Work book 5 Page 10
 Prepositions(in, into, on, behind, from,
over, with, up, of ) English Student’s Book 5 Page 53
 Direct/Indirect Speech Work Book 5 Page 23-25
4. Creative Writing
Collins International Primary
 Play-script Writing
English Student’s Book 5 Page
 Paragraph Writing 50-51
1. Literature
 Noisy Neighbour (Non-Fiction) Collins Anthology 5 Page 30
 The Tyger (Poem) Collins Anthology 5 Page 23

2. Comprehension
 Unit 7: Exploring Space Collins International Primary
October  How do astronauts live in space? English Student’s Book 5 Page 77

3. Grammar
 Simple sentence (reinforcement) Collins International Primary
 Clauses: main clause/subordinate clause English Student’s Book 5 Page
 Compound sentences (reinforcement) 61,62, 69
 Suffixes Work Book 5 Page 31,39
Work Book 5 Page 18
 4. Creative Writing
 Letter Writing (Formal)

November Revision for Mid-Year Examination

December Mid-Year Examination

1. Literature
Collins Anthology 5 Page39
 The Elves and the Shoemaker (Fiction)
Collins Anthology 5 Page69
 How to be an Ancient Greek (I) (Non- Collins Anthology 5 Page 26
Fiction)
 Jim Who Ran Away from His Nurse (Poem)
2. Comprehension Collins International Primary
 Unit 8: Here is the News English Student’s Book 5 Page
 News broadcast 87-90

January 3. Grammar
 Present Continuous and Past Continuous Collins International Primary
Tense (reinforcement) English Student’s Book 5 Page
 Apostrophe 94-95
Workbook Page 50-51
 Contractions
 Punctuation: comma, full stop, speech
marks, mark of exclamation

4. Creative Writing Collins International Primary

 Report Writing English Student’s Book 5 Page
 Descriptive essay 92-93
1. Literature
 The Golden Turtle (Fiction) Collins Anthology 5 Page 77
Collins Anthology 5 Page84
 Barack Obama: A Biography (Non-Fiction)

2. Comprehension
 Unit 9: Our Changing Earth Collins International Primary
 Biography of David Attenborough English Student’s Book 5 Page
101
February
3. Grammar
Collins International Primary
 Punctuation (Reinforcement)
English Student’s Book 5 Page 79
 Complex Sentence (reinforcement) Workbook Page 44

4. Creative Writing Collins International Primary

 Writing a Biography English Student’s Book 5 Page
 Narrative Writing 102-103

1. Literature
 Walter Tull : Footballer, Soldier, Hero Collins Anthology Page 86
(Non-Fiction) Collins Anthology 5 Page 62
 Hand on the Bridge (Poem)

2. Comprehension Collins International Primary

 Unit 5: Songs of the sea English Student’s Book 4 Page
March
 The Whale Rider 55-56
Workbook Page 39
3. Grammar Workbook Page 32
 Clauses: main clause & subordinate clause
 Present Perfect Tense
 Conjunctions
  Punctuation (Reinforcement) Collins International Primary
English Student’s Book 5 Page 71

4. Creative Writing
 Essay Writing

April Revision for Final Examination

May Final Examination

August
Content Learning Objectives
Component: Literature
 Fiction: A Clever Way to Catch the Thief  Annotate the given texts.
 P.E.E paragraphs  Differentiate between the genres of fiction and
non-fiction.
 Identify the following elements of a story:
 exposition
 rising action
 climax
 falling action
 resolution
 Identify the ‘tone’ of a selected text.
 Highlight evidence from text that supports the
tone.
 Analyze a paragraph according to:
 point
 evidence
 explanation
 Compose a P.E.E paragraph on a selected
character.
 Suggest personal responses for the ending of a
story in a P.E.E paragraph.
 Non Fiction: 4-Year-Old-Survives II Days  Identify the following non-fiction features of a
Alone in Siberian Forest given text:
Style Types:  heading
 Problem/solution  sub-heading
 Cause and effect  bold words
 Compare/contrast  photographs
 Description/list  State the purpose of the author.
 Time order/sequence  Identify ‘style’ of a given text.
 Develop awareness for writer’s effect.
 Differentiate between facts and opinions.
 Answer the given questions.
 Use a dictionary to find meanings of key words.
 Use vocabulary words in sentences.
Comprehension
 Unit 1:  Skim a text and scan it for specific information.
 Strange school stories: A Package for  Match American and Standard English terms with
Mrs. Jewels the same meaning.
 Answer the given questions.
Component: Grammar
 Simple Present Tense(reinforcement)  Make sentences to express:
 habitual actions
 general truths
 emotions
 wishes
 Use –s or –es to the root form.
 Nouns  Define the following:
 nouns
 Adjectives  adjectives
 suffix
 Suffixes  List a variety of adjectives to describe nouns.
 Identify adjectives in the given text.
 List collective nouns for the given words.
 Add suffixes to make adverbs.
 Use suffixes to construct new words.
Creative Writing
 Persuasive Writing:  Analyze the sample of brochures provided in the
 Develop content for a brochure book.
advertising your own school  Identify the following features of persuasive
writing:
 present tense
 facts
 powerful verbs
 powerful adjectives
 powerful adverbs
 repeated words
 exclamation marks
 Compose a brochure for DPS to include:
 information for the front cover with eye-
catching graphics and a tagline
 information for the back cover e.g. telephone
numbers, address, email id
 Paragraph Writing  Practice self-edit work through given checklist.
 Brainstorm facts and ideas about polluting a
certain habitat.
 Write a paragraph on the consequences of
polluting environment.
 Use vocabulary words in the paragraph.

Vocabulary Words:
suspect, culprit, perplex, guilt, innocence, soot, emaciated, hamlet, traipsed, miracle, apparently,
unexpectedly, eluded, glanced, belligerently, clenched, enormous, massive, tiny, fabulous, hideous,
alarmed, delighted, distress, repulsive, overjoyed

Practice Questions for Literature:

1. Describe the character of rich man, based on what you learn in the extract.
2. How was it possible for the rescuers to find the little girl?

Practice Questions for Grammar:

1. Fill the following blanks by adding suffixes to the given root words in the brackets:
i. The class looked at the giant pizza ________________. (hunger)
ii. My brother played his music so _______________ (loud) that the police came!
2. List collective nouns for the given words:
i. A _______________ of pigeons
 ii. A _______________ of books
3. Underline the nouns and circle the adjectives in the following sentences:-
i. There were red squares and yellow squares in the painting.
ii. The wobbly chair rocked on the irregular floor.
4. Underline all the adjectives in the given passage:
Our excellent school has huge fields and beautiful buildings. It is an established school, and is
equipped with modern facilities. The teachers are all very intelligent and they love children, and are
happy to help them. The atmosphere is relaxed and, because of this, we achieve fantastic results.

September
Content Learning Objectives
Component: Literature
 Fiction: The Adventures of Sherlock Holmes  Annotate the given text.
 Identify the following elements of mystery
The structure of mystery genre is divided fiction:
into three categories:  characters
 Introduction: learn about the problem  setting
and meet characters  plot
 Body: someone works to solve the  problem
mystery  solution
 Conclusion: mystery is solved  Highlight the following structure of a mystery
genre:
 introduction
 body
 conclusion
 Analyze the model P.E.E paragraph for the main
character.
 Use a dictionary to find meanings of key words.
 Use vocabulary words in sentences.
 Poetry: From a Railway Carriage  Answer the given questions.
 Annotate the poem with symbols.
 Identify rhyming scheme of the poem.
 Bring out the tone of the poem with evidence.
 Analyze the effect of visual images in the poem.
 Identify the following poetic devices:
 simile
 personification
 alliteration
 Analyze the effect of poetic devices in the poem.
 Suggest a moral of the poem with evidence.
 Answer the given questions in P.E.E paragraphs.
Comprehension
 Unit 3: The Three Bears: Playing for real  Read through the play script in a dramatic style.
 The Porridge Pincher  Scan the script and about its features:
 stage directions
 dialogues
 setting
 props
 cue
 Identify the importance of stage directions.
 Change the text from direct to indirect speech.
 Answer the questions independently in P.E.E
paragraphs.
Component: Grammar
 Simple past tense (reinforcement)  Make sentences to express:-
 completed actions in recent past
 completed actions in distant past
 Insert the following prepositions to complete
 Prepositions given sentences:
 in
 into
 Direct Speech/indirect Speech  on
 behind
 from
 over
 with
 up
 of
 Change a direct statement into a reported
speech.
 Punctuate a given direct speech appropriately.
 Identify and differentiate between direct and
reported speech.
Creative Writing
 Play-script Writing  Plan and draft a play script independently by
using the sample provided in the book.
 Paragraph Writing  Compose a descriptive paragraph using the
following structures:
 simile beginning sentences
 double adjective sentences

Vocabulary Words:
parlor, reveal, antiseptic, bulge, stethoscope, hedges, troops, clambers, tramp, glimpse, grunted, fragile,
storey, groaned, muttered, grabbed, collapsed, brochure, captions, graphics, eye-catching, tagline,
nurtured, encouraged, development, skills, facilities, school motto, child-centered, storey, playground,
spacious, extinct, dump, generation

Practice Questions for Literature:

1. Who was Irene Adler?
2. List down all the clues that made Sherlock Holmes believe that Watson had returned to his practice
as a medical doctor.
3. What is the central idea of the poem?

Practice Questions for Grammar:

1. Change the following sentences into simple past tense:
i. Mother cooks delicious pasta every Sunday.
ii. The boy cut his finger with a knife.
2. Complete the sentences with correct prepositions.
i. Our class walked ___________ the football field.
ii. You have to be _______ time for school.
3. Change the following direct speech into reported speech:
i. Goldilocks said, “I will pay for your chairs today.”
ii. Anna said to me, “My brother has been to Paris twice this year.”
October
Content Learning Objectives
Component: Literature
 Non-Fiction: Noisy Neighbour  Predict the main idea of the text by discussing the
topic.
 Identify the structure and tone of the text.
 Poetry: The Tyger  Comment on the style of the text.
 Identify imagery used in the selected poem.
 Use imagery to describe something from personal
experience.
 Identify themes in the poem 'The Tyger'.
 Identify how the poet symbolizes the different
characters.
 Compare and contrast the characters of the Tyger
and lamb in the poem.
 Answer the given questions.
Comprehension
 Unit 7: Exploring Space  Skim the text and scan it for specific information.
How do astronauts live in space?  Identify the purpose of the text.
 Comment on the style of the text.
 Answer the given questions.
Component: Grammar
 Sentence structure of Simple sentence  Differentiate between a simple sentence and a
compound sentence.
 Differentiate between the main clause and the
subordinate clause in given sentences.
 Clauses: main clause/subordinate  Complete a main clause by providing a
clause Sentence structure of Simple subordinate clause.
sentence  Construct compound sentences.
 Compound sentences  Identify present participles and auxiliary verbs in
given sentences.
 Complete sentences using correct verbs forms.
 Identify the tense form in given verb list.
Creative Writing  Compare various informal and formal letters to
 Letter Writing (Formal) identify the following differences:
 vocabulary
 style
 tone
 Differentiate between formal and informal
letters.
 Compose a formal letter to include:
 address
 greeting
 body
 closing the message
 complimentary close
 yours faithfully or yours sincerely
 signature
Vocabulary Words:
forthwith, disregard, welfare, concerning, incessantly, immortal, sinews, aspire, anvil, supper, cultures,
tresses

Practice Questions for Literature:

1. How can we explain the presence of evil in the world?
2. How does Blake use imagery to craft tone and convey a message?
3. In what ways is the tiger portrayed as both positive and negative? What could this suggest about
natural world?

Practice Questions for Grammar:

1. Find the subject, verb and object in the following sentences. Underline the verb in red, circle the
subject in green and the object in blue.
i. They sing strange and beautiful songs.
ii. Kahu’s grandfather did not like new traditions.
2. Identify whether the following sentences are simple or compound:-
i. Kahu wanted to swim with the whales. _________________
ii. She loved whales, so she disobeyed him. ________________
3. In the following sentences, colour the main clause in red and the subordinate clause in blue:-
i. I love this story because it is funny.
ii. Phoebe goes red when she gets embarrassed.
4. Underline the auxiliary verb in the following sentences:-
i. Alexis and Zoey are finishing their math homework.
ii. Melissa is watching her favorite cartoon.
5. Complete the following sentences by using present participle of the verb given in brackets:
i. The journey was quite ____________. (tire)
ii. Her story was so _________ (inspire) that they decided to publish as a book.

November
Revision for Mid-Year Examination

December
Mid-Year Examination
January
Content Learning Objectives

Component: Literature
 Fiction: The Elves and the Shoemaker  Identify the mood of a selected fiction story
 Develop awareness for the effect of capitalized
words in the story:
 SNIP, SNIP, SNIP
 Non Fiction: How to be an Ancient Greek.  STITCH, STITCH
 TAP! TAP! TAP!
 Poetry: Jim Who Ran Away From His Nurse  Identify the author's purpose in the extract.
 Reflect on a selected non-fiction text and
identify the setting.
 Determine if the author is persuading or
informing with evidence.
 Contrast the two tribes identified in the given
text by a Venn diagram.
 Write a P.E.E paragraph about the differences in
the tribes as mentioned in text.
 Comment on the structure of the poem.
 Identify the theme of the poem.
 Identify the moral of the poem.
 Construct personal responses that:
 focus on the question
 use subject terminology (e.g. verb,
adjectives,..) to identify the tone of the poet
 make thoughtful comments inferred from
the poem
Comprehension
 Unit 8: Here is the News  Read the text to scan specific information.
News broadcast  Identify the purpose of the following news
articles:
 an international news article
 a national news article
 a sports news article
 Differentiate between news report and news
broadcast.
 Identify tone of the language in a given news
broadcast.
 Identify the purpose of the given news
broadcast.
 Identify following features of a news broadcast:
 idiomatic phrases
 formal language
 eye-witness accounts
 experts opinions and explanations

Component: Grammar
 Apostrophe  Construct sentences that have apostrophes for
 possessions and shortened forms
 Contractions  Use an apostrophe to make contractions
 Punctuate dialogues using the following
 Punctuation: appropriately:
 comma  capital letter
 full stop  full stop
  speech marks  comma
 exclamation marks  question mark
 exclamatory mark
 speech marks
Creative Writing
 Play script Writing  Plan and draft a play script independently by
using the sample provided in the book.
 Sentence structure for Descriptive essay  Compose a descriptive paragraph using the
following structures:
 simile beginning sentences
 double adjective sentences
 sentence with alliteration

Vocabulary Words:
striding, hummed, beaming, scraps, skipping and scampering, pranced, magnificent, conference,
environment, satellite, authorities, peninsula, politicians, retirement, blaze

Practice Questions for Literature:

1. Imagine you are one of the elves. Explain why did you help the shoemaker?
2. What moral values have you learned from this story?

Practice Questions for Grammar:

1. Punctuate the apostrophes in the correct places in these sentences:-
i. Shes coming to town to see her friends sister.
ii. I cant believe theyd watch such rubbish.
2. Complete these tables of contractions.
I am I’m
They have
Will not

3. Punctuate the following dialogues using capital letter, full stop, comma, question mark, exclamatory
mark and speech marks appropriately:-
i. he said how would you like to get some ice cream after the movie
ii. jane said to her friend oh gosh I cant believe how late I am today

February
Content Learning Objectives
Component: Literature
 Fiction: The Golden Turtle  Annotate the given text.
 Identify the genre of the selected extract.
 Identify the author's purpose.
 Use specific details from the story to describe
the main character and plot.
 Identify the structure and tone of the selected
text.
 Answer the given questions.
 Use vocabulary words in sentences.
 Non-Fiction: Barack Obama  Identify the genre of the selected text.
 Identify the author’s purpose.
 Scan specific information from the text.
 Identify facts and opinion.
Comprehension
 Unit 9: Our Changing Earth  Skim the selected text and scan it for specific
Biography of David Attenborough information.
 Identify the following important elements of a
biography:
 research (facts)
 timeline (phases of life)
 sequencing of events of life
 Gather information and compose a short
biography of a selected personality.
 Answer the questions about the extract.
Component: Grammar
 Punctuation (Reinforcement)  Punctuate sentences appropriately with:
 commas
 question marks
 exclamation marks
 Use punctuation to make the meanings of
sentences clearer.
 Complex sentences  Use the comma to separate clauses within
sentences to clarify meaning in complex
sentences.

Creative Writing
 Writing a Biography  Write a biography by researching the following
information of a given author:-
 important dates
 Narrative Writing  personal information and facts
 books written
 achievements
 important events
 a quote

Vocabulary Words:
heaved, mocked, glinted, oars, harbor, riches, clustered, peered, bleak, reconcile, multiracial heritage,
discrimination, inescapable, legislation, ghettos, attorney, district

Practice Questions for Literature:

1. What are three details from ‘How to be an Ancient Greek’ that support the main idea?
2. What would have you done with the golden turtle, if you were in place of Kobayashi Issei?
3. What is the lesson that you have learned from this story?

Practice Questions for Grammar:

1. Identify whether the following sentences are simple or compound:-
i. Kahu wanted to swim with the whales. _________________
ii. She loved whales, so she disobeyed him. ________________
2. Circle the coordinating conjunctions in the following sentences:-
i. You can get a piece of cake with a spoon, or with a fork.
ii. Thomas will be late to work, for he has a dental appointment.
March
Content Learning Objectives
Component: Literature
 Non-Fiction: Walter Tull: Footballer,  Identify the genre of selected extracts.
Soldier, Hero  Identify the following important elements of a
biography:
 Poetry: Hand on the Bridge  research (facts)
 timeline (phases of life)
 sequencing of events of life
 Gather information and compose a short
biography of a selected personality.
 Identify rhyming scheme of the poem.
 Bring out the tone of the poem with evidence.
 Analyze the following effects in the poem:
 use of visual images
 effect of repetition
 Answer the given questions.
Comprehension
 Unit 5: Songs of the Sea  Skim the text and scan it for specific
The Wale Rider information.
 Identify the genre of the extract.
 Research and write about whales and their
issues.
 Read the given extract with fluency.
 Answer the given questions independently.
Component: Grammar
 Present Perfect Tense  Make sentences to express the following:
 an action or situation that started in the
past and continues in the present
 an action that that was completed in the
very recent past, expressed by ‘just’
 use has/have + past participle to form a
sentence in present perfect tense
 Conjunctions  Define ‘coordinating conjunction’.
 Recognise and use conjunctions correctly in
 Punctuation (Reinforcement) sentences.
 Identify and compose compound sentences
using conjunctions.
 Punctuate given sentences appropriately.
Creative Writing
 Story Writing: Fable  Identify the following elements of a fable:
 moral
 Character sketch  animals having human characteristics
 short and precise
 Compose a fable.
 Identify character traits and extract the
portions of textual evidence to support them.
 Identify adjectives that are common character
trait words.
 Vocabulary Words:
employment, discrimination, legislation, represented, convention, interrupt, mentioned, apparently,
curiosity, delighted, angry, furious, outraged, frightened, nervous, anxious

Practice Questions for Literature:

1. What is the atmosphere like in the poem ‘Hand in the Bridge’?
2. What is the mood of the poem ‘Hand in the Bridge’?

Practice Questions for Grammar:

1. Fill in the blanks with the present perfect tense of the verb given in brackets:-
i. They __________ (leave) London this month.
ii. He _____________ (work) for two months in this office.
2. Underline the main clause in the following sentences:-
i. We can always hope, because something good may happen.
ii. Pandora was curious, so she opened the box.
3. Complete the following sentences by adding a subordinate clause:-
i. Misako raised her hand, because____ _____________________________.
ii. Ben was irritating her, so ________________________________________.
4. Choose the correct coordinating conjunctions to complete the following sentences:-
i. I am vegetarian, _______ I don’t eat any meat. (but, so, and)
ii. It was cloudy and cold, _____ it didn’t snow. (but, because, so)

April

Revision for Final Examination

May
Final Examination