Unified Schemes of Work for Junior Secondary Schools (JSS THREE). Lagos State JSS3 English Studies Scheme of work.Ministry of Education.
ENGLISH STUDIES JUNIOR SECONDARY SCHOOL 3 FIRST TERM
WEEK: 1.1
Subject: ENGLISH STUDIES
TOPIC: REVISION OF LAST TERMS EXAMINATION QUESTIONS
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
i. identify the problem areas;
ii. Discuss the questions;
iii. Write the answers to the questions.
LEARNING ACTIVITIES:
-Students discuss the topics together in groups.
-Students work in pairs to provide answers to the questions.
-Students write the answers on cardboard while the group leader reads the answers to the class.
EMBEDDED CORE SKILLS:
-Communication/ Collaboration
-Critical thinking/ Problem solving
-Leadership/ Personal development
LEARNING RESOURCES:
-Past examination questions
-Cardboards
WEEK: 1.2
Subject: ENGLISH STUDIES
TOPIC: GRAMMAR: Revision
– Parts of Speech
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-categories the parts of speech;
-construct sentences with the parts of speech.
LEARNING ACTIVITIES:
-In groups or individually, students classify words into parts of speech.
-Students, in small groups, generate on examples of parts of speech.
-Students, in small groups, use the word tree to write sentences.
-Presentations are made to the whole class by group leaders.
EMBEDDED CORE SKILLS:
-Critical thinking/ Problem solving
-Communication/ Collaboration
-Digital Literacy
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
– Charts showing all the parts of speech
-Word tree on parts of speech
WEB RESOURCES
http://www.butte.edu/departments/cas/tipsheets/grammar/parts_of_speech.html
https://www.youtube.com/watch?v=FDbhU8Dhy_k
WEEK: 1.3
Subject: ENGLISH STUDIES
TOPIC: READING/ COMPREHENSION
Skimming for main points
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to
-analyses a short passage;
-outline the main points;
-reconstruct the main points in their own words.
LEARNING ACTIVITIES:
-Students, in pairs, read and discuss a text.
-Students work together to highlight the main points.
-Students analyses the text in pairs and share ideas with others.
-Students reconstruct the main points in their own words.
EMBEDDED CORE SKILLS:
-Communication/ Collaboration
-Critical thinking/ Problem solving
-Creativity/ imagination
-Leadership/ Personal development
LEARNING RESOURCES:
WEB RESOURCES
http://www.butte.edu/departments/cas/tipsheets/readingstrategies/skimming_scanning.html#:~:text=For%20each%20paragraph%2C%20read%20only,go%20on%20the%20same%20way.
WEEK: 1.4
Subject: ENGLISH STUDIES
TOPIC:
COMPOSITION:
Informal Letter- A letter to my best friend on my plans for this academic session.
LEARNING OBJECTIVE:
By the end of the lesson, the students will be able to:
-describe the Informal letter recipients and the tone;
-write and develop the layout of informal letters;
-outline the content of a letter stating the academic plan for the session
-write a short letter of about 200 words telling the friend of the academic plans for the session.
LEARNING ACTIVITIES:
-Students, in small groups, discuss the meaning, recipients, tone and layout of a formal letter.
-Different groups of students brainstorm on the content of a letter stating their academic plans for the session.
-The whole class peruses a sample of an informal letter.
-Students, in small groups, of ten write a letter on the topic and make presentations in class.
EMBEDDED CORE SKILLS:
– Critical thinking/ Problem solving
-Communication / collaboration
-Creativity/ imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Sample of an informal letter
WEB RESOURCES
https://www.readingrockets.org/article/introduction-letter-writing
https://www.readingrockets.org/strategies/raft
WEEK: 1.5
Subject: ENGLISH STUDIES
TOPIC: LITERATURE-IN-ENGLISH: Introduction to Fiction/Non-Fiction
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-distinguish between Fiction and Non-Fiction;
-compare and contrast the features of Fiction and Non-Fiction;
-write examples of Fiction and Non-Fiction.
LEARNING ACTIVITIES:
-Students, in small groups discuss what Fiction and Non-Fiction are.
-Using some texts, students compare and contrast the features of Fiction and Non-Fiction.
-Individuals write examples of Fiction and Non-Fiction.
EMBEDDED CORE SKILLS:
-Communication / collaboration
-Critical thinking/ problem solving
-Creativity /imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Samples of fictional and non- fictional books
WEB RESOURCES
https://passnownow.com/ Literature-introduction-fiction-non-fiction/
https://mrswintersbliss.com/fiction-vs-nonfiction-teaching-ideas/
WEEK: 1.6
Subject: ENGLISH STUDIES
TOPIC: WORDS FOR THE WEEK
Atheist difference twelfth pronunciation perseverance dilemma site recommend colonel controversy
LEARNING OBJECTIVE:
i. spell selected words for the week correctly;
ii. Explain the meanings of the words that are new to them;
iii. Use them correctly in sentences.
LEARNING ACTIVITIES:
i. Students, in pairs, study and practice the given words in their spare time (possibly during break).
ii. Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
iii. Leadership and Personal Development
LEARNING RESOURCES:
WEEK: 2.1
Subject: ENGLISH STUDIES
TOPIC:
SPEECH WORK:
The Schwa /∂/ sound (about, puncture, porous, police)
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-describe the schwa /∂/ sound;
-identify the sound in words
-distinguish between /∂/ and /Ʒ: / sounds;
-generate sentences with words containing the schwa sound in sentences…
LEARNING ACTIVITIES:
-Students listen to the teacher pronounce the sounds, listen to a recording of the sounds on a tape recorder or watch how the sounds are produced in a video.
-Students, in small groups, produce the sounds they heard, then write them, after which they exchange with other groups for comparison.
-Students, in pairs, use the words in pairs.
-Students in their groups bring out words that contain the sound from a list of words or from a short passage and use them in sentences
EMBEDDED CORE SKILLS:
– Communication/ Collaboration
-Critical thinking/ Problem solving
-Digital literacy
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Charts/Flash cards
-Tape recorder
WEB RESOURCES
https://blog.allaboutlearningpress.com/schwas/
WEEK: 2.2
Subject: ENGLISH STUDIES
TOPIC:
GRAMMAR: Expressing/Describing Emotions (verb+ preposition)
– Lash out, calm down, choke up, bottle up, and bell off
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-describe the schwa /∂/ sound;
-identify the sound in words
-distinguish between /∂/ and /Ʒ: / sounds;
-generate sentences with words containing the schwa sound in sentences.
LEARNING ACTIVITIES:
-Students listen to the teacher pronounce the sounds, listen to a recording of the sounds on a tape recorder or watch how the sounds are produced in a video.
-Students, in small groups, produce the sounds they heard, then write them, after which they exchange with other groups for comparison.
-Students, in pairs, use the words in pairs.
-Students in their groups bring out words that contain the sound from a list of words or from a short passage and use them in sentences.
EMBEDDED CORE SKILLS:
– Communication/ Collaboration
-Critical thinking/ Problem solving
-Digital literacy
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Charts/Flash cards
-Tape recorder
WEB RESOURCES
https://blog.allaboutlearningpress.com/schwas/
WEEK: 2.3
Subject: ENGLISH STUDIES
TOPIC: READING/COMPREHENSION: Scanning for specific information
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-comprehend a given passage;
-outline the specific information in the passage;
-analyses the specific information;
-predict other specific information from the passage.
LEARNING ACTIVITIES: -Students, in pairs, read the text and outline the specific information therein.
-Students in rows analyses the text.
-Group leaders make presentations of their work.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/Problem solving
-Digital literacy
-Leadership/Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Word cards
WEB RESOURCES
https://www.espressoenglish.net/10-phrasal-verbs-about-emotions/
WEEK: 2.4
Subject: ENGLISH STUDIES
TOPIC:
COMPOSITION: Writing to a Pen-Pal
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
-recall the formal of an informal letter;
-differentiate between a letter to a friend and a letter to a
Pen-pal;
-Write a letter to a Pen-pa.
LEARNING ACTIVITIES:
-Students, in small groups, discuss the format of an informal letter.
-Students, in pairs, compare a letter to a Pen-pal to a letter to their uncle.
-Students imagine their partner is their Pen-pal, then write a letter which will be exchanged between them.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/Problem solving
– Leadership/Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Cardboards
WEB RESOURCES
-https://www.teachingenglish-org.uk/article/scanning
WEEK: 2.5
Subject: ENGLISH STUDIES
TOPIC: LITERATURE-IN-ENGLISH: Poetry Analysis
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
-recite the poem;
-identify theme, rhyme, style, poetic devices in the poem;
-critique the poem to find out the author’s purpose.
LEARNING ACTIVITIES: 2.5
-Whole class read aloud after the teacher.
-Students, in small groups, identify poetic devices, style, theme, rhyme in the poem, then share with the class.
-Students, in small groups, critique the poem.
-Group leaders make a presentation to the class.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/ Problem solving
-Leadership/Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Sample of a letter to an uncle and a letter to a Pen-pal
-Role play
WEB RESOURCES
http://www.google.com/search?redir_esc=tc client=MS
WEEK: 2.6
Subject: ENGLISH STUDIES
TOPIC: LITERATURE-IN-ENGLISH: Read and summaries selected chapters of the prose text
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
-Read and summaries selected chapters of the prose text;
-identify the literacy devices and literary elements in the prose text;
-justify the writing style of the author.
LEARNING ACTIVITIES:
-Individual Read Aloud of portions of the text.
-Students, in small groups, of four summaries the given portions.
-Students, in pairs, identify the literacy devices and literary elements in the selected chapters.
-Students, in pairs, discuss the writing style of the author and make a presentation of their opinions.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/Problem solving
-Leadership/ Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Poet tree
WEB RESOURCES
https://www.teachforamerica.org/Stories/how-to-analyse-a-poem-in-6-steps
WEEK: 2.7
Subject: ENGLISH STUDIES
TOPIC: WORDS FOR WEEK
Forfeit, ghastly, genuine, inflammation, interrupt, khaki, lambaste, questionnaire, hierarchy, grammar
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
i. spell selected words for the week correctly;
ii. Explain the meanings of the words that are new to them;
iii. Use them correctly in sentences.
LEARNING ACTIVITIES:
i. Students, in pairs, study and practice the given words in their spare time (possibly during break).
ii. Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/Problem solving
-Leadership/ Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Prose text
WEEK: 3.1
Subject: ENGLISH STUDIES
TOPIC:
SPEECH WORK: Stress/Intonation
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
-describe stress and intonation;
-distinguish between stress and intonation;
-identify stress and intonation patterns in words and sentences;
-place stress on words correctly.
LEARNING ACTIVITIES:
-Students are randomly called to read aloud a sentence on the board “I didn’t steal your blue wallet”, as a warm up exercise.
-Students, in small groups pronounce words having different stress patterns form cards (Nouns/Verbs).
-Students listen to the teacher and imitate the different intonation patterns in statements and questions.
-Students practice telephone conversations in rows by placing the intonation patterns well on words in the sentences.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Leadership/ Personal development
-Critical thinking/Problem solving
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Role play
-Telephone conversation
WEB VISUAL RESOURCES
https://www.fluentu.com/blog/educator-english/intonation-Activities-teaching-English/
-https://m.youtube.com/watch=klapQVNq3D4
WEEK: 3.2
Subject: ENGLISH STUDIES
TOPIC:
GRAMMAR: Adverbs of Frequency- often, always, occasionally, daily, rarely
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-describe what an adverb of frequency is;
-Explain three rules guiding adverbs of frequency.
LEARNING ACTIVITIES:
-Students, in pairs, ask each other “how often do you…?”
-Students, in small groups search for adverbs of frequency in the word search.
-In pairs, students use the climb the ladder game on adverbs to form sentences.
-Students, in small groups, use the substitution table to generate sentences using adverbs of frequency, then the group leaders make presentations of their work.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/Problem solving
-Leadership/ Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Substitution table
-Adverbs of Frequency vocal word search
-Climb the ladder game
WEB RESOURCES
https://www.gingersoftware.com/content/Grammar-rules/Adverb/adverbs of frequency
WEEK: 3.3
Subject: ENGLISH STUDIES
TOPIC:
READING/ COMPREHENSION:
Reading to cultivate the skill of referencing- short common words used instead of using many other words- usually nouns
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-explain what referencing is in reading;
-identify short common words used instead of nouns;
-connect referent words to the words or meanings they refer to.
LEARNING ACTIVITIES:
-Students, in small groups, read a given text and identify words that indicate referencing.
-Students, in pairs, connect referent words to the words or meaning they refer to in the passage.
-Groups write out the referent words in the passage and share with other groups.
EMBEDDED CORE SKILLS:
– Communication/Collaboration
-Critical thinking/Problem solving
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Selected passage
WEB RESOURCES
https://helpforyourenglish.wordpress.com
WEEK: 3.4
Subject: ENGLISH STUDIES
TOPIC:
COMPOSITION:
Write a story on “All that glitters is not gold”
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-explain the proverb “All that glitters is not gold”;
-compare and contrast descriptive and narrative composition;
-Write a 200 word composition on “All that glitters is not gold.”
LEARNING ACTIVITIES:
-Students, in small groups, distinguish between a narrative and descriptive composition.
-Different groups of students brainstorm on the meaning of “All that glitters is not gold.”
-Individuals write a composition on the topic and make presentations to the class as appointed by the teacher.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking
-Problem solving
-Leadership/Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Prose text
WEB RESOURCES
https://passnownow.com/ Literature-prose/
WEEK: 3.5
Subject: ENGLISH STUDIES
TOPIC:
LITERATURE-IN-ENGLISH:
Use the recommend text on prose
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-read and analyses some selected chapters of the prose text;
-summaries the given chapters;
-Relate incidents in the chapters to everyday life.
LEARNING ACTIVITIES:
-Individual Read Aloud of portions of the text.
-Students, in small groups analyses the selected chapters.
-Students, in pairs, summaries the chapters.
-Individual students relate the incidents in the chapters to their everyday life.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking
-Problem solving
-Leadership/Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Prose text
WEB RESOURCES
https://passnownow.com/ Literature-prose/
WEEK: 3.6
Subject: ENGLISH STUDIES
TOPIC:
LITERATURE-IN-ENGLISH:
Characterization, Theme, And Plot in the prose text.
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-describe theme, plot, and characterization;
-identify the theme, plot and different characters in the prose text;
-Justify the author’s use of characterization to develop the theme(s) in the prose text;
-show the difference between round and flat characters.
LEARNING ACTIVITIES:
-Students in rows describe characterization, theme and plot by answering guided questions from the teacher.
-Students, in pairs, identify the theme, plot and characterization in the prose text.
-Students discuss how the author used characterization to develop themes in small groups.
-Group leaders make their presentations to the class.
EMBEDDED CORE SKILLS:
Communication/Collaboration
-Critical thinking/Problem solving
-Creativity/Imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Story maps
WEB RESOURCES
https://www.quora.coom/what-are-the-elements-of prose
WEEK: 3.7
Subject: ENGLISH STUDIES
TOPIC: WORDS FOR THE WEEK
Consensus, mischievous, misspell, pastime, soliloquy, fascinate, auxiliary, inoculate, hierarchy, fiery
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
i. spell selected words for the week correctly;
ii. Explain the meanings of the words that are new to them;
iii. Use them correctly in sentences.
LEARNING ACTIVITIES:
i. Students, in pairs, study and practice the given words in their spare time (possibly during break).
ii. Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week.
EMBEDDED CORE SKILLS:
(i)Communication and Collaboration
(ii) Critical thinking and Problem Solving
iii. Leadership and Personal Development
LEARNING RESOURCES:
WEEK: 4.1
Subject: ENGLISH STUDIES
TOPIC: SPEECH WORK: Contrast consonants /Ʒ/ and /ʤ/ (Leisure/Ledger, Garage/Large)
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-describe the production of the sounds and identify them in words;
-produce the correct consonant when seeing the letter associated with that sound;
-discriminate the sounds in pairs;
-identify sounds corresponding to their spellings in different words.
LEARNING ACTIVITIES:
-Students listen to the teacher pronounce the sounds, or listen to then on the tape or video and pronounce them. https://www.m.youtube/com.watch?v
=CcNeWWV00CU1
-Students, in pairs, write the correct consonant when they see the letter associated with each sound on the board.
-Groups of students use words containing the sounds in pairs.
-The teacher gives each group 6 words cards to identify sounds corresponding to their spelling in different words. Then the groups use the words to form sentences.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Creativity/Imagination
-Digital Literacy
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Consonant chart
-Word cards
-Tape recorder
WEB RESOURCES
https://www.m.youtube/com.watch?v=CcNeWWV00CU1
WEEK: 4.2
Subject: ENGLISH STUDIES
TOPIC:
GRAMMAR:
Changing positive statements to negative statements using not, never, nothing, none, no one or verbs- isn’t, can’t, won’t
LEARNING OBJECTIVE:
By the end of the lesson, the student should be able to:
-identify negative statements;
-change positive statements to negative; statements using words that show negation;
-write negative statements to express opposite ideas to the positive statements.
LEARNING ACTIVITIES:
-Students write positive statements in groups.
-Students exchange their work with another group who will change the statements to negative statements and vice-versa.
-Students n pairs have a dialogue using positive and negative statements.
-Individuals write both pairs of statements.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/ Problem solving
-Leadership /Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Dialogue
WEB RESOURCES
-https://www.english-for-students.com/positive-sentences.html
WEEK: 4.3
Subject: ENGLISH STUDIES
TOPIC:
READING/ COMPREHENSION:
Practice skimming, scanning and normal rate reading
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-skim a passage;
-scan a passage;
-read a passage at the normal reading rate;
-highlight the theme and main ideas of the passage.
LEARNING ACTIVITIES:
-Students, in small groups, skim and scan a passage.
-Individuals read aloud at the normal rate of reading at the instance of the teacher.
-Students, in pairs, highlight the theme and the main ideas of the passage.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/ Problem solving
-Leadership /Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Dialogue
WEB RESOURCES
-https://www.english-for-students.com/positive-sentences.html
WEEK: 4.4
Subject: ENGLISH STUDIES
TOPIC:
COMPOSITION: Expository essay- How to care for a motor vehicle
LEARNING OBJECTIVE:
By the end of the lesson, students should be able:
-describe how to care for a motor vehicle;
-recognize the parts of a motor vehicle;
-write a 200 word composition on “How to care for a motor vehicle”.
LEARNING ACTIVITIES:
-Students identify the parts of a motor vehicle from a picture.
-Students, in small groups, discuss how to care for a motor vehicle, then share their ideas with other groups.
-Individual students write on the topic.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/Problem solving
-Leadership/ Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Picture of a motor vehicle
-Word tree
WEB RESOURCES
https://m.youtube.com/Watch=QZVEWHRL4Tg
WEEK: 4.5
Subject: ENGLISH STUDIES
TOPIC:
LITERATURE-IN-ENGLISH:
Comprehensive study of the prose text
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
-comprehend the text and grasp its meaning;
-read with correct pronunciation, stress, intonation and articulation of voice;
-express the ideas of the passage orally and in writing;
-identify the structure and vocabulary in the text.
LEARNING ACTIVITIES:
-Model reading by the teacher followed by silent reading by the students.
-Read aloud by individuals.
-Students, in pairs, identify the structure and vocabulary in the text, then use the vocabulary in sentences.
-Students, in pairs, discuss the morals in the text and apply them to their lives in writing.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/ Problem solving
-Citizenship
-Leadership/Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Prose text
-Word tree
WEB RESOURCES
https://m.facebook.com/167483356758395/posts/aims-of-teaching-prose
WEEK: 4.6
Subject: ENGLISH STUDIES
TOPIC:
LITERATURE-IN-ENGLISH:
Introduction to rhyme
LEARNING OBJECTIVE:
i. spell selected words for the week correctly;
ii. Explain the meanings of the words that are new to them;
iii. Use them correctly in sentences.
LEARNING ACTIVITIES:
-Read aloud by the teacher at least twice.
-Students read the poem aloud.
-Teacher guides students to identify different rhyme schemes in a poem.
-Group leaders make their presentation.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/Problem solving
-Leadership/Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Samples of poems with different rhyme schemes
-Charts
WEB RESOURCES
https://www.masterclass.com/articles/what-is-a-rhyme-scheme
WEEK: 4.7
Subject: ENGLISH STUDIES
TOPIC: WORDS FOR THE WEEK
Playwright, schedule, superintendent, forty, twelfth, tyranny, continuum, corps, paradigm
Separate, assessment
LEARNING OBJECTIVE:
i. spell selected words for the week correctly;
ii. Explain the meanings of the words that are new to them;
iii. Use them correctly in sentences.
LEARNING ACTIVITIES:
i. Students, in pairs, study and practice the given words in their spare time (possibly during break).
ii. Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
iii. Leadership and Personal Development
LEARNING RESOURCES:
WEEK: 5.1
Subject: ENGLISH STUDIES
TOPIC:
SPEECH WORK: Consonant contrast /δ / and /Ө/(bathe/both, loathe/mouth)
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-describe the production of the sounds and identify them in words;
-produce the sounds individually and in words;
-discriminate the sounds in pairs;
-generate sentences with words containing the sounds.
LEARNING ACTIVITIES:
-Students listen to the sounds on a tape recorder or a video and produce them.
-Students, in small groups, match the sound with words containing the sound on cards.
-Small groups of students use words containing the sounds in pairs.
-Teacher gives each group 6 word cards to identify sounds corresponding to their spellings in different words, then they use the words to form sentences.
EMBEDDED CORE SKILLS:
-Communication. Collaboration
-Creativity/Imagination
-Digital literacy
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Consonant chart
-Word cards
-Tape recorder
WEB RESOURCES
https://m.youtube.com/watch?v=oVsH8v6wZk
WEEK: 5.2
Subject: ENGLISH STUDIES
TOPIC:
GRAMMAR: Direct and Indirect forms of modal verbs (may-might, can-could, shall-should and soon)
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
-recognize modals in their direct and indirect forms;
-distinguish between direct and indirect modals in usage;
-construct direct and indirect statements that would show the difference in the use of the modals.
LEARNING ACTIVITIES:
-Students, in pairs, recognize and match indirect modals with their direct pairs.
-Students, in small groups construct sentences using direct modals, then exchange with another group that will change the sentences using indirect modals.
-Group leaders make presentations to the class.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/Problem solving
-Leadership/Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Charts/ Flash cards
WEB RESOURCES
WEEK: 5.3
Subject: ENGLISH STUDIES
TOPIC:
READING/ COMPREHENSION: Reading to differentiate between facts and opinions
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
-Extract facts and opinions from a given text
-Use language clues to analyses whether a statement is a fact or an opinion
-Summaries the text using key facts
LEARNING ACTIVITIES:
-Working in pairs, students use a simple chart consisting of two columns labelled fact and opinion to sort statements under each column
-Teacher provides group of 4 or 5 students with a jar/box containing a set of cards, each with a fact based or an opinion-based statement printed on it
-Students take turns picking a card from the jar and reading it to the group. The group discusses each statement before deciding if it is a fact or an opinion. Students sort them into two piles
-Students write a summary of the text individually
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/Problem solving
-Leadership/Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Graphic organizer
-Editorials
WEB RESOURCES
https://www.literacyideas.com/teaching-fact-and-opinion
WEEK: 5.4
Subject: ENGLISH STUDIES
TOPIC:
COMPOSITION: Distinguish between the features of Formal letters and Informal letters
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
-describe Formal and Informal letters;
-give examples of Formal and Informal letters
-distinguish between the features of Formal and Informal letters;
-Write the format for Formal and Informal letters.
LEARNING ACTIVITIES:
-Students, in small groups, of 4 discuss Formal and Informal letters and give examples of both.
-In pairs, students write the features of Formal and Informal letter on a chart with two columns.
-Groups of 8 write the format for Formal and Informal on a cardboard, then share with other groups for evaluation.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Creativity
-Critical thinking/Problem solving
-Leadership/ Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Charts
WEB RESOURCES
https://keydifferences.com/difference-between-formal-and-informal-letter.html#
https://passnownow.com/grammar-clinic-the-real-difference-between-formal-and-informal-letters/
WEEK: 5.5
Subject: ENGLISH STUDIES
TOPIC: LITERATURE-IN-ENGLISH: Use the recommended drama text
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-compare characters in the drama text;
-evaluate characters’ words and actions and determine what motivates them;
-relate personal experiences to events in the drama
-Role play some scenes.
LEARNING ACTIVITIES:
-Students, in small groups brainstorm to compare characters in the play.
-Small groups evaluate characters actions and words to determine what motivates and share ideas with other groups.
-Small groups act some scenes in the play.
-Individual students relates the events in the play to their personal experience and share with the class.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Creativity Imagination
-Leadership/ Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Role play
-Make shift props/costumes
WEEK: 5.6
Subject: ENGLISH STUDIES
TOPIC:
LITERATURE-IN- ENGLISH:
The different types of rhyme schemes- ABAB, AABBCC, ABBA, ABCD…
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
-describe what a rhyme scheme is;
-analyse the poems to show the different rhyme schemes;
-Write a four-line poem using the ABAB or ABBA rhyme scheme.
LEARNING ACTIVITIES:
-Teacher guides the students to identify the different types of rhyme scheme.
-Small groups brainstorm to analyse the poems according to the rhyme schemes.
-Students, in small groups, brainstorm and write a four-line poem.
-Group leaders share their work with the class.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Creativity
-Critical thinking/Problem solving
-Leadership/ Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Samples of poems
-Cardboards
WEB RESOURCES
https://www.masterclass.com/articles/what-is-a-rhyme-scheme
WEEK: 5.7
Subject: ENGLISH STUDIES
TOPIC: WORDS FOR THE WEEK
Possession, camouflage, Caribbean, committed, omission, pastime
Conceive, occasionally, secede, and apologize
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
i. spell selected words for the week correctly;
ii. Explain the meanings of the words that are new to them;
iii. Use them correctly in sentences.
LEARNING ACTIVITIES:
i. Students, in pairs, study and practice the given words in their spare time (possibly during break).
ii. Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week.
EMBEDDED CORE SKILLS:
(I)Communication and Collaboration
(ii) Critical thinking and Problem Solving
iii. Leadership and Personal Development
LEARNING RESOURCES:
WEEK: 6.1
Subject: ENGLISH STUDIES
TOPIC: SPEECH WORK: Contrast vowel /ͻ/ and /ͻ:/
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-describe the sounds and identify them in words.
-pronounce the sounds in words;
-discriminate the sounds in pairs;
-generate sentences with the words containing the sounds /ͻ/ and /ͻ:/.
LEARNING ACTIVITIES:
-Students listen to the sounds on a tape and pronounce them correctly.
-Students in rows identify words on flashcards containing the sounds.
-Students, in small groups, construct sentences with words containing the sounds.
-Group leaders make presentations to the class.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Creativity/Imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Long/short vowel posters
-Flashcards
-Tape recorder
WEB RESOURCES
https://www.youtube.com/channel/UCdBJ
WEEK: 6.2
Subject: ENGLISH STUDIES
TOPIC:
GRAMMAR: Adverbs and Adverbials expressing willingness and unwillingness using modals- verb+ adverbial (will, won’t, would, wouldn’t)
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-explain the terms: willingness and unwillingness;
-identify the structure of verb+ adverbial to express willingness and unwillingness in sentences;
-use the structure of modal verbs+ adverbials to make sentences.
LEARNING ACTIVITIES:
-Small groups of students brainstorm on the terms willingness and unwillingness
-Groups of students identify the structure in sentences and write them on cardboards.
-They use the adverbs expressing willingness and unwillingness to form sentences.
-Group leaders make their presentations.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/Problem solving
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Charts/ Flashcards
-Matrices
WEB RESOURCES
www.aprendeinglesenlegones.com
WEEK: 6.3
Subject: ENGLISH STUDIES
TOPIC: READING/ COMPREHENSION: Reading to make inferences from a given passage
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-comprehend a given passage by inferring the author’s purpose;
-read between the lines to make predictions about the passage;
-use clues provided within the passage to figure out information that has not been given them;
-summaries their ideas in a short paragraph.
LEARNING ACTIVITIES:
-In small groups, students read a given passage.
-They extract information from the text and infer the author’s opinion.
-Students use clues provided within the passage to find out information that has been given by the author.
-Students make predictions about the passage and share in groups.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking
-Problem solving
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-A selected passage
WEB RESOURCES
https://study.com/academy/lesson/making-inferences-lesson-for-kids.html
WEEK: 6.4
Subject: ENGLISH STUDIES
TOPIC:
COMPOSITION: A Semi-formal letter
– Write a letter to your class teacher stating why you were absent from school.
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-outline the features of a Semi-formal letter;
-distinguish between a Semi-formal letter and an Informal letter;
-outline the content of a letter stating reasons for their absence from school;
-write a short letter of 200 words stating why they were absent from school.
LEARNING ACTIVITIES:
-Students, in small groups, discuss the features of Semi-formal letter and distinguish it from an Informal letter.
-Different groups of students brainstorm on the content of a letter stating reasons for the absence from school.
-Selected individuals present their completed letters to the whole class for a debate.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Creativity/Imagination
-Leadership/ Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Word tree
WEB RESOURCES
https://www.quora.com/what-is-a-semi-formal-letter
WEEK: 6.5
Subject: ENGLISH STUDIES
TOPIC: LITERATURE-IN-ENGLISH: Use the recommended drama text
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-compare characters in relation to their roles in the play;
-act some scenes;
-explain the morals learnt from the drama text;
-relate personal experiences to events in the drama text.
LEARNING ACTIVITIES:
-Students, in small groups brainstorm to compare characters in the play.
-Selected students act some scenes in the play.
-Small group of students brainstorm on the morals from the text and make presentations.
-Selected individuals share their personal stories in relation to certain events in the text.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Creativity
-Imagination
-Leadership/Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Role play
-Make-shift props and costumes
WEB RESOURCES
https://en.m.wikipedia.org/wiki/drama
WEEK: 6.6
Subject: ENGLISH STUDIES
TOPIC:
LITERATURE-IN-ENGLISH: Elements of Drama
– Characterization, Dialogue, Plot, Setting, and Diction
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-name the elements of drama;
-explain characterization, setting, dialogue, diction, and plot;
-identify the elements of drama in a text;
-critique the use of elements of drama in the text.
LEARNING ACTIVITIES:
-Students, in small groups brainstorm on the elements of drama and explain characterization, plot and the other elements.
-Students in rows identify the elements and make a critique of the elements in relation to the drama text.
Assignment for Mid-term break.
Students are to research more on the topic using the website and write short notes on them.
htttps://sites.google.com/site/the green sub-marine/elements-of-drama
EMBEDDED CORE SKILLS: –
-Communication/Collaboration
-Creativity/Imagination
-Critical thinking/ problem solving
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Flashcards
WEB RESOURCES
htttps://sites.google.com/site/the green sub-marine/elements-of-drama
WEEK: 6.7
Subject: ENGLISH STUDIES
TOPIC: WORDS FOR THE WEEK
Maintenance, February, grateful, argument, knickers, hierarchy, indispensable, disastrous, drunkenness, vicious
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
i. spell selected words for the week correctly;
ii. Explain the meanings of the words that are new to them;
iii. Use them correctly in sentences.
LEARNING ACTIVITIES:
i. Students, in pairs, study and practice the given words in their spare time (possibly during break).
ii. Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
iii. Leadership and Personal Development
LEARNING RESOURCES:
WEEK: 7
Subject: ENGLISH STUDIES
TOPIC: MID TERM TESTS
OPEN DAY
MID TERM HOLIDAY
WEEK: 8.1
Subject: ENGLISH STUDIES
TOPIC:
SPEECH WORK:
Contrast consonants /Ѕ/, /ʃ/ and /ʧ/ (ceiling, short, machine, cheese)
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-describe the sounds and identify them in words;
-pronounce the sounds correctly;
-contrast the three sounds to show the difference in pronunciation;
-generate sentences with words containing the sounds.
LEARNING ACTIVITIES:
-Students listen to the sounds on tape and pronounce them correctly.
-Students in rows identify words on flash cards containing the sounds.
-Students, in small groups construct sentences with words containing the sounds.
-Group leaders make presentations to the class.
EMBEDDED CORE SKILLS:
-Communication/ Collaboration
-Critical thinking/ Problem solving
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Consonant chart
-Flash cards
-Tape recorder
WEB RESOURCES
https://m.youtube.com/n19BLAB5YO
WEEK: 8.2
Subject: ENGLISH STUDIES
TOPIC: GRAMMAR: Adverbs of place and Adverbs of manner
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-describe adverb of place and adverb of manner;
-explain the rules for placing the adverbs in a sentence;
-give examples of adverb of place and adverb of manner;
-generate correct sentences using adverbs of place and adverb of manner appropriately.
LEARNING ACTIVITIES:
-Small groups brainstorm on the topic and describe both adverbs using bubble diagram.
-Students discuss the rules for placing adverbs in a sentence.
-Groups of students brainstorm and construct sentences using both adverbs.
-Group leaders present their work to the class for evaluation.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/Problem solving
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Bubble diagram
WEB RESOURCES
https://study.com/academy/lesson/what-is-an-adverb-of-manner-definition
–https://www.gingersoftware.com/content/grammar-rules/adverb/adverbs of place
WEEK: 8.3
Subject: ENGLISH STUDIES
TOPIC: READING COMPREHENSION: Techniques on how to answer comprehension questions.
LEARNING OBJECTIVE:
By the end if the lesson, students should be able to:
-connect the information to what they already know about themselves and the world;
-distinguish between what’s essential versus what’s interesting and between fact and opinion;
-locate information that answers specific questions;
-combine new information with existing knowledge to form original ideas.
LEARNING ACTIVITIES:
-Teacher models the read aloud, the students do whole class read aloud.
-Students brainstorm to distinguish between facts and opinion and between what’s interesting and what’s essential.
-In small groups, students locate information that answers specific questions from the text.
-Students combine new information with existing knowledge to form original ones which they present to the class in pairs.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/ Problem solving
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Selected passages
WEB RESOURCES
http://www.matrix.edu.au
WEEK: 8.4
Subject: ENGLISH STUDIES
TOPIC: LITERATURE- IN –ENGLISH: Poetry analysis- A recommended poetry for BECE.
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-analyse the theme;
-identify figurative usage, form, mood, setting, rhyme scheme;
-discuss the speakers’ attitude and point of view;
-discuss how the title relates to the poem and paraphrase the poem in their own words.
LEARNING ACTIVITIES:
-Whole class read aloud the poem
-Small group of students brainstorm and identify figurative usage, mood, setting, rhyme scheme.
-Students, in pairs, discuss the speakers’ attitude and point of view.
-Students, in pairs, discuss how the title relates to the poem, then give their opinions about it individually.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/Problem solving
-Creativity/Imagination
-Leadership/ Personal development
-Citizenship.
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Picture of a debate
Class debate
WEB RESOURCES
http://noisyclass.com
WEEK: 8.5
Subject: ENGLISH STUDIES
TOPIC: LITERATURE- IN –ENGLISH: Poetry analysis
– A recommended poetry for BECE.
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-analyse the theme;
-identify figurative usage, form, mood, setting, rhyme scheme;
-discuss the speakers’ attitude and point of view;
-discuss how the title relates to the poem and paraphrase the poem in their own words.
LEARNING ACTIVITIES:
-Whole class read aloud the poem
-Small group of students brainstorm and identify figurative usage, mood, setting, rhyme scheme.
-Students, in pairs, discuss the speakers’ attitude and point of view.
-Students, in pairs, discuss how the title relates to the poem, then give their opinions about it individually.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/ problem solving
-Leadership/ Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Poetry text
WEB RESOURCES
https://www.teachforafrica.org
WEEK: 8.6
Subject: ENGLISH STUDIES
TOPIC:
LITERATURE- IN –ENGLISH: Identification of costumes and props in a drama text.
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
-recognize props and costumes in a drama text;
-explain the function and importance of props and costumes;
-design simple props for a drama scene.
LEARNING ACTIVITIES:
-Students, in small groups brainstorm and discuss the props and costumes in a drama text.
-In groups, students discuss and explain the functions and importance of props and costumes.
-Students design simple props and costumes for the drama text.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Creativity/Imagination
-Leadership/ Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Props/costumes
-Drama text
AUDIO VISUAL RESOURCES
https://theatrefolk.com/blog/how-costumes-affect-your-character
WEEK: 8.7
Subject: ENGLISH STUDIES
TOPIC:
WORDS FOR THE WEEK
Phlegm foreign assassination committee truly pamphlet liaise pneumonia triumph genuine
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
i. spell selected words for the week correctly;
ii. Explain the meanings of the words that are new to them;
iii. Use them correctly in sentences.
LEARNING ACTIVITIES:
i. Students, in pairs, study and practice the given words in their spare time (possibly during break).
ii. Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week.
EMBEDDED CORE SKILLS:
(i)Communication and Collaboration
(ii) Critical thinking and Problem Solving
iii. Leadership and Personal Development
LEARNING RESOURCES:
WEEK: 9.1
Subject: ENGLISH STUDIES
TOPIC:
SPEECH WORK: Contrasting consonant /ʃ/ and /ʧ/ (Sheep/ Chip, Fish/ Pitch)
LEARNING OBJECTIVE: By the end of the lesson, the students should be able to:
-describe the sounds and identify them in words;
-pronounce the sounds correctly;
-discriminate the sounds in pairs;
-construct sentences with words containing the sounds.
LEARNING ACTIVITIES:
-Students watch video of how the sounds are pronounced and pronounce them correctly.
-Students, in small groups identify words on flashcards containing the sounds.
-Students construct sentences with words containing the sounds.
-Selected individuals share their work with the class.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/Problem solving
-Digital literacy
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts displaying the consonant sounds
WEB RESOURCES
-https://m.youtube
https://www.accentreductionnow.com
WEEK: 9.2
Subject: ENGLISH STUDIES
TOPIC: GRAMMAR: Idiomatic expressions
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-explain what an idiomatic expression is;
-identify idiomatic expressions in sentences;
-generate sentences with the idioms;
-use the idioms to tell a story.
LEARNING ACTIVITIES:
-Teacher provides a small selection of 5-10 idioms and students guess the meaning of the idioms.
-Small groups of students use the idiom in short simple dialogues.
-Students, in small groups, use the idioms given to make sentences and tell a story.
-Group leaders make their presentations.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Creativity/Imagination
-Critical thinking/problem solving
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Pictures
WEB RESOURCES
https://www.fluentu.com/blog/educator-english-idioms
WEEK: 9.3
Subject: ENGLISH STUDIES
TOPIC: READING/COMPREHENSION: Reading to make deductions from a given passage
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-make critical judgment relating to the text, about the author’s; effectiveness and their own response;
-justify their reasoning by referring to the text;
-organize the information they have deduced from the passage logically.
LEARNING ACTIVITIES:
-Individuals read the text quietly and highlight important points.
-Students, in small groups criticize whether the author effectively passed the message or not.
-Students justify their reasoning by making reference to the text.
-Students in their groups logically organize the information they have deduced from the passage.
-Group leaders make their presentation to the class.
EMBEDDED CORE SKILLS:
– Communication/Collaboration
-Critical thinking/Problem solving
-Leadership/ Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Selected passage
WEB RESOURCES
WEEK: 9.4
Subject: ENGLISH STUDIES
TOPIC:
COMPOSITION: Descriptive Essay- My favorite subject
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-explain what a descriptive essay is;
-use specific adjectives and nouns, and action verbs in writing the composition
-write a well-organized composition on My Favorite Subject.
LEARNING ACTIVITIES:
-Students study a graphic organizer, then brainstorm on the topic.
-Students, in small groups, outline what the essay should contain, then write on the topic using specific adjectives, nouns, and action verbs.
-Selected individuals from each group share their work with the class.
EMBEDDED CORE SKILLS:
-Communication Collaboration
-Creativity/Imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Five senses graphic organizer
WEB RESOURCES
https://www.readingrockets.org/strategies/descriptive-writing
WEEK: 9.5
Subject: ENGLISH STUDIES
TOPIC:
LITERATURE-IN-ENGLISH: Questions on the prose text
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-analyse the text in relation to the author’s style;
-summaries some chapters of the text;
-give answers to questions on theme, diction, plot, characterization and literary devices.
LEARNING ACTIVITIES:
-Students, in small groups, discuss the text to analyse the author’s style.
-Students in rows summaries some chapters and share ideas.
-Students, in pairs, answer questions on theme, diction, plot and other literary devices.
-Group leaders make presentations to the class.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/ Problem solving
-Leadership/Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Prose text
WEB RESOURCES
https:// Literaturenotesforyou.weebly.com/elements-of-prose.html
WEEK: 9.6
Subject: ENGLISH STUDIES
TOPIC:
LITERATURE-IN-ENGLISH: Questions on the drama text
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-summaries the drama text by describing some acts or scenes;
-Give answers to questions on setting, plot, characterization, theme, figures of speech
LEARNING ACTIVITIES:
-Students, in small groups, summaries the drama text.
-Individual student or pairs answer questions on figures of speech, setting, plot and so on.
EMBEDDED CORE SKILLS:
-Communication/ Collaboration
-Critical thinking/Problem solving
-Leadership/ Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Drama text
WEB RESOURCES
https://english.unl.Edu /sbehrendt/study Questions/Drama
WEEK: 9.7
Subject: ENGLISH STUDIES
TOPIC:
WORDS FOR THE WEEK
Plagiarize, playwright, bellwether, acknowledge, acquire, and inoculate
Intelligence, parliament, perceive, perseverance
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
i. spell selected words for the week correctly;
ii. Explain the meanings of the words that are new to them;
iii. Use them correctly in sentences.
LEARNING ACTIVITIES:
i. Students, in pairs, study and practice the given words in their spare time (possibly during break).
ii. Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
iii. Leadership and Personal Development
LEARNING RESOURCES:
WEEK: 10.1
Subject: ENGLISH STUDIES
TOPIC:
SPEECH WORK: Consonant contrast /w/ and /j/
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-describe how /w/ and /j/ are produced;
-identify the sounds in words;
-reproduce the sounds and discriminate between /w/ and /j/ in pairs.
-use words containing the sounds in sentences orally.
LEARNING ACTIVITIES:
-Students watch a video or listen to a tape recorder of the sounds and pronounce them correctly
-Students, in small groups, identify words containing the sounds in a text or on cards.
-Students, in small groups, use words containing the sounds in pairs.
-Individual students make sentences orally with words containing the sounds.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Creativity/Imagination
-Leadership/ Personal development
-Digital literacy
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Charts
-Flashcards
WEB RESOURCES
https://www.fluent.com/blog/educator-english/esl/pronunciation-activities
WEEK: 10.2
Subject: ENGLISH STUDIES
TOPIC:
GRAMMAR: Adverbs of Cause or Reason (so that, in order to, so as, since, because, lest)
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-name the different types of adverbs;
-describe adverbs of cause;
-identify words that shows adverbs of reason in sentences;
-use adverbs of reason correctly to form sentences.
LEARNING ACTIVITIES:
-As a class, Students identify the adverbs of reason on the word tree.
-In pairs, students describe adverbs of reason and give examples.
-Students, in small groups work on some exercises by putting the correct adverbs in the blank spaces.
-Groups exchange their work for evaluation.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/Problem solving
Leadership/ Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Matrices
-Word tree
WEB RESOURCES
https://www.english-for-students.com/Adverb-of-cause.html
https://www.englishmirror.com/english-grammar/adverb-of-reason.html
WEEK: 10.3
Subject: ENGLISH STUDIES
TOPIC:
READING/ COMPREHENSION: Identification of a topic sentence in a given passage
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-explain what a topic sentence is;
-compare the functions of a topic sentence to that of supporting ideas;
-write short paragraphs with a topic sentence.
LEARNING ACTIVITIES:
-Students, in pairs, brainstorm and discuss what a topic sentence is.
-Students, in small groups read a passage and identify the topic sentence in each paragraph.
-Students, in small groups write short paragraphs with a topic sentence.
-Group leaders make presentations to the class.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/
Problem solving
-Leadership/ Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-A selected passage
WEB RESOURCES
https://www.scribbr.com/research-paper/topic-sentences/
WEEK: 10.4
Subject: ENGLISH STUDIES
TOPIC:
COMPOSITION: Debate- Child trafficking is worse than stealing.
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-explain the terms: Stealing and Child trafficking;
-take a stand either to propose or oppose the motion;
-debate the topic appropriately.
LEARNING ACTIVITIES:
-Teacher divides the class into 2 teams with debaters for each group.
-Students in each team brainstorm and research the topic.
-Team leaders defend their affirmative and negative stand using structural and formal grammar.
-Rebuttals are made and the class votes on which team made the most valid points.
EMBEDDED CORE SKILLS:
– Communication/Collaboration
-Critical thinking/ Problem solving
-Citizenship
-Leadership/ Personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Pictures of child trafficking
WEB RESOURCES
https://www.busyteacher.org/7245-conducting-class-debate-essential-tips-html/
–https://www.teachhub.com/classroom-activities-how-hold-classroom-debate
WEEK: 10.5
Subject: ENGLISH STUDIES
TOPIC:
LITERATURE-IN-ENGLISH: Review of prose text
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-describe figurative language as used in the text;
-summaries the prose text;
-use some of the figurative expression in sentences of their own;
-identify character, mood, theme, setting, plot, style as used in the text.
LEARNING ACTIVITIES:
-Students, in small groups identify the figurative language in the prose text.
-Students, in small groups, summaries the text and compare their work with other groups.
-Individuals use the figures of speech in sentences.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/Problem solving
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Prose text
WEB RESOURCES
https:// Literaturenotesforyou.weekly.com/elements-of-prose-html
WEEK: 10.6
Subject: ENGLISH STUDIES
TOPIC:
LITERATURE-IN-ENGLISH: Review of drama text
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
-analyse the drama text;
-Identify literary devices – personification, simile, irony, imagery and so on;
-critique the characters and mention their contributions to the play;
-relate the events in the play to their lives.
LEARNING ACTIVITIES:
-Students, in small groups analyse the drama text.
-Students highlight the literary/Figurative use of language in the text.
-Students critique the characters and justify their roles and contributions to the play.
-Individuals relate the events in the play with their lives front of the class.
EMBEDDED CORE SKILLS:
-Communication/Collaboration
-Critical thinking/Problem solving
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Drama text
WEB RESOURCES
https://blog.prescholar.com/list-of-literary-devices-techhniques
WEEK: 10.7
Subject: ENGLISH STUDIES
TOPIC:
WORDS FOR THE WEEK
Cemetery, changeable, occurred, beginning, believe, belief, noticeable, occasion
Annually, apparent
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
i. spell selected words for the week correctly;
ii. Explain the meanings of the words that are new to them;
iii. Use them correctly in sentences.
LEARNING ACTIVITIES:
i. Students, in pairs, study and practice the given words in their spare time (possibly during break).
ii. Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week.
EMBEDDED CORE SKILLS:
(i)Communication and Collaboration
(ii) Critical thinking and Problem Solving
iii. Leadership and Personal Development
LEARNING RESOURCES:
WEEK: 11-12
Subject: ENGLISH STUDIES
TOPIC: TESTS/REVIEW
WEEK: 13-14
Subject: ENGLISH STUDIES
TOPIC: EXAMINATION
Unified Schemes of Work for Junior Secondary Schools (JSS THREE). Lagos State JSS3 English Studies Scheme of work.Ministry of Education.
ENGLISH STUDIES SCHEME OF WORK JSS3 SECOND TERM
SECOD TERM
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES |
| 1.0 | Revision of last term’s examination questions | By the end of the lesson, students should be able to Identify the problem areas | Students discuss the topics together in groups Students work in pairs to provide answers |
| Discuss the question; Write the answers to the questions | To the questions Student write the answers on cardboards while the group leader reads the answers to the class | ||
| 1.1 | Speech work Consonant contrast /t/ and θ/ Tin/thin Tick/thick | By the end of the lesson, students should be able to Describe the production of the sounds and identify them in words Produce the sounds individually and in words Discriminate the sounds in pairs, construct sentences with words containing in sounds | Students listen to the sounds on a tape recorder or a video and produce them orally Students in small groups, match words containing the sounds with their signs on cardboards Students in small pairs use words containing the sounds in pairs Students in small groups construct consent with the words Group leaders make presentations to the class |
| 1.2 | Grammar expressing Exception using except, but except for apart | By the end of the lesson, students should be able to Explain the term exception, Identify the different words that show exception in sentences Give examples of words that show exception Use the words to form correct sentences | Students in pairs explain to each other In small groups, students brainstorm to identify |
| 1.3 | Reading comprehension Exception skimming for critical evaluation | By the end of the lesson, students should be able to Identify the author’s purpose analyse the structure of a passage by identifying all the main ideas Evaluate the strengths and weaknesses of the passage | In small groups, student study a given passage a loud Students as a class, brainstorm to identify the author’s purpose Students use the main ideas to analyse the structure of the message In group, students evaluate the strengths and weakness of the passage, then group leaders make their presentations |
| 1.4 | Composition more on writing to a pen-pal Indicate the major difference between a letter to the friend in the address | By the end of the lesson, students should be able to Describe a letter to pen-pal Distinguish between a letter an pen-pan and a formal letter Write a letter to an imaginary pen-pal | Students in a small groups, describe the features of a letter to pen-pal Students, in pairs distinguished between a letter to a pen-pal and a formal letter Students, in pairs, write letter to each other as pen-pal |
| 1.5 | Literature in English Review of the features of folktales | By the end of the lesson, students should be able to recap what a folktales is Explain the features of folktales Differentiate between a folktale and a legend Narrate a folktale | Students in small groups explain what a folktale is to one another Students, in pairs discuss the features of a folktale and differentiate it from a legend Individuals narrate some folktales to the class |
| 1.6 | Literature in English Discuss some folktales | By the end of the lesson, the students should be able to: -distinguish between a fable and a folktale Summarizes some Nigerian and African folktales Discuss the morals that are in the folktale | -students , in small groups, dispose and distinguish between a fable and a folktales to the class -students, in pairs, demonstrate how they will use the morals to positively affect their lives |
| WORDS FOR THE WEEK dilemma, kernel, fluorescent, foreign, preferred, coercion, laise, message, massacre, loure conducive | Spell selected words for the week correctly Explain the meanings of the words that are new to themUse them correctly in sentences | Students, in pairs, study and practice the given words in their spare time (possibly during break) Later in the week, students as individuals, participate in a spelling drill exercise on the words for the week | |
| 2.1 | Speech work consonant contrast /t/ abd /s/ (tailor/summer Pit/mouse Pat/pass) Tank/sank Settle/science Thomas/ cell phone | By the end of the lesson, the students should be able to: Describe how /t/ and /s/ sounds are produced -produce the sounds well Discriminate /t/ and /s/ sounds in pairs Generate sentences with words containing the sounds | Students watch a video or listen to a tape recorder of the sounds and produce them correctly Students, in small groups, identify words containing the sounds on cards or in pairs Individual students make sentences orally with words containing the sounds |
| 2.2 | Grammar: Preposition which express relations (with people with for, against) | By the end of the lesson, the students should be able to: Describe what a preposition is; Identify prepositions that are used in relation to people in sentence; construct sentences with the prepositions | Students work in pairs identify the preposition on the word tree -students work in pairs to identify the prepositions in a comprehension passage -students in row sentences with group leaders make presentations to the class |
| 2.3 | Reading and comprehension. How to answer comprehension questions Skim the passage Read the questions | lesson, the students should be able to: comprehend a passage; use the steps in answering comprehension passage well answer questions on a given passage | Students, in small groups, skim the passage and read the questions -students as a class, read aloud the passage then scan for the main idea |
| 3.read the text, 4 scan for main ideas 5 identify keywords in the questions Answer the questions | Keywords in the questions are used to answer the questions, group leaders make their presentations for critique | ||
| Read the text; 4. Scan for nain ideas; 5. Identify keywords in the questions; 6. Answer the questions | By the end of the lesson Students should be able to: -describe the school prize-giving day -distinguish between a descriptive essay and a narrative essay -write the outline on the topic: write an essay on the school prize giving day | -students in small groups, discuss the school prizing day and the events that took place on that day -descriptive essays and a narrative essay groups write an essay on the topic and make presentations to the class | |
| 2.4 | Composition: The school prize –giving day | By the end of the lesson Students should be able to: -differentiate between a folktale should myths -distinguish the features of a folktale Write a short story on How the tortoise got pattern on his shell | Students in pair discuss the features of a tale and myth Students in small group brainstorm on the outline of the story Students in small groups develop the online and write a short story on how the tortoise got a pattern on his shell |
| 2.5 | Literature in –English, Poetry – write a short story on ‘The Lonely Child’ | By the end of the lesson Students should be able to: I] discuss the features of a poem; Ii] Write a short poem on ‘The Lonely Child’ | Students in small group discuss the features of a poem Students in small group write a short poem on ‘The Lonely Child’ Group Leaders make a presentation to the class for critiques |
| 2.6 | Literature in –English, write a short story on ‘how the tortoise got a pattern on his shell’ | By the end of the lesson Students should be able to: I] spell selected words for the week Ii] explain the meanings of the words that are new to them | I] students in pairs study and practice the given word in their spare time (possibly during break) Ii] later in the week, students as individuals participate in a spelling drill exercise on the words for the week |
| 3.1 | Speech work: contrast Consonants/s/ and /ζ/ mission/ pleasure Vision /measure Sugar/seizure Champagne /mirage Caution/confusion Schwa/cause Luxury /television | By the end of the lesson Students should be able to: Describe how /s/ and / ζ / sounds are produced Produce the individual sounds discriminate the sounds in pairs, Construction sentences with words containing the sounds | Students listen to the sound on a tape recorded or watch a video and produce them orally -students, in pairs use the words in pairs -students construct sentences with the words -group leaders make presentation to the class |
| 3.2 | Grammar The simple sentence Subject + verb | By the end of the lesson Students should be able to: -explain the types of sentence | Students in pairs, brainstorm and explain the types of simple sentence |
| 3.2 | Grammar: The simple sentence Subject + verb Subject + verb object 3 sub+ V + indirect object +direct object | By the end of the lesson Students should be able to: -explain the types of sentences -identify simple sentences in texts; -construct simple sentences using the structural types | Students in pairs, brainstorm and explain the types of simple sentence Simple sentences in a text or newspaper extract -students work in small groups to construct simple sentences using the structural types -group leaders make presentation to the class for evaluation |
| 3.3 | Listening Comprehension: listening to get the main gist or the main points in a paragraph | By the end of the lesson Students should be able to: -listen attentively to get the main gist, -recognize the main points in a paragraph -differentiate between the main points and supporting points Iv] report their observations orally | -students listen as the teacher reads a newspaper extract or a text -students, in pairs, discuss what they heard from the passage by outlining the main points -students, in small groups, differentiate between the main points and the supporting points Iv] individual students makes their reports orally |
| Composition At the bus stop | By the end of the lesson Students should be able to: -distinguish between descriptive essay and narrative essay -describe what can be seen at the bus stop -write a descriptive essay on” at the bus stop” | -students, as a class distinguish between a descriptive essay and a negative essay -students, in small groups, discuss what they see in a picture of a bus stop or what they see at bus stop Students, in small groups, write essay on “at the bus stop” -group leaders makes presentations in class | |
| 3.5 | Literature-in-English Literary devices in a selected poem –the use of simile, metaphor, alliteration, irony, personification and so on | By the end of the lesson Students should be able to: -analyse the poem -identify the literacy devices used in the poem -construct sentences of their own using the literary devices | -students, in pairs, discuss the type of prose form and the them of the text -students, in small groups, compare and contrast the major and minor characters -students identify and discuss the narrative technique in the prose text -students , in small groups, criticize the author’s use of language Group leaders make their presentation to the class |
| 3.6 | Words for the week -separate, hygiene, religious, repetition | By the end of the lesson Students should be able to: I] identify the type of prose form and the theme -compare and contrast the major and minor characters; -discuss the narrative technique used by the author -criticize the author’s use of language, Write short notes on the hero/heroine in the prose text | -students, in pairs, discuss the type of prose form and the theme of the text -students , in small groups, compare and contrast the major and minor characters, -students identify and discuss the narrative technique in the prose text -students, in small groups, criticize the author’s use of language -group leaders make their presentations to the class |
| Words for the week Separate, hygiene, religious, repetition, possession, camouflage, caribbean, committed, omission, pastime | By the end of the lesson Students should be able to: I] spell selected words for the week correctly Ii] explain the meanings of the words that are new to them Iii] use them correctly in sentences | I] students, in pairs, study and practice the given words in their spare time (possibly during break) ii. later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week | |
| 4.1 | Speech work, contrast vowels .^/ and /a/ Much/march Dust/dart Cup/carp Cut/cart But/bart Plum/palm Flood/father Pun/part | By the end of the lesson Students should be able to: -describe the production of both sounds -produce the sounds singly and in words -discriminate the sounds in pairs -contrast sentences with words containing the sounds | -students listen to the production of the sounds on a tape recorder or watch a video then produce the sounds orally -students in small groups, spell words on flashcards that contain the sounds Students, in small groups, use the words in pairs -students generate sentences with the words group leaders make their presentation to the class |
| 4.2 | Grammar: the compound sentence I] compound sentences using conjunctions | By the end of the lesson Students should be able to: Differentiate between a simple sentence and a compound sentence | -students, in small groups identify simple and compound sentences in a text -students in small groups discuss the types of compound sentences using the types of compound sentences -students construct sentences using the two structures -students make presentations to the class for evaluation by their mates |
| 4.3 | Listening comprehension: listening to questions in order to answer them | By the end of the lesson Students should be able to: Distinguish between an informal letter and other types of letters Write a letter on the given topic | -students in small group, highlight the difference between informal letters and other letters -individuals write their letters in the given topic Random presentations by individual students are carried out |
| 4.5 | Literature-in-English Prose use the recommended text Characterization Theme Plot Setting Diction Style Mode | By the end of the lesson Students should be able to: Analyse some chapters -identify the point of view of the author, -analyse how character setting, plot and theme affect one another in the text -identify the morals in the play and relate them to their lives | Students, in small groups, discuss the author’s point of view -students, in pairs discuss how plot setting, theme and other literacy elements on the prose affect one another -students in small groups, analyse some chapters -individual students identify the morals and relate them to their lives |
| 4.6 | Literature-in-English Identification of the features of prose These are: Iii] can either be fiction or non-fiction 4] can have heading and /or subheadings 5]can be complemented by graphics (chats photos) 6] has no metre or rhythmical pattern | By the end of the lesson Students should be able to: -identify the features of prose in a prose text write sample paragraphs of a short story | -students, in small groups, examine essays, articles and the text to identify the features of prose Are using – students, in small groups, write sample paragraphs of a short story -group leaders make a presentation for the class to critiques |
| Words for the week Truly, in spite in fact, at times playwright, preferred, unforeseen soliloquy, fascine, auxiliary | By the end of the lesson Students should be able to: I] spell selected words for the week correctly Ii] explain the meanings of words that are new to them | -students, in pairs, study and practice the given words in their spare time (possibly during break) Ii] later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week | |
| 5.1 | Speech work; the nasal sounds /m/n//n/ mentor knotty, naughty, mingle | By the end of the lesson Students should be able to: -describe how the sounds are produced, Reproduce the sounds well by using tongue twisters like how can a clean cram in a clean criminate among the three sounds /m/n/and /j/ -generate sentences with words containing the sounds | -students watch a video on how the sounds are pronounce -group leaders produce the sounds /m/ /n/ /n/ while members of the groups respond appropriately -students, in small groups, identify words containing the sounds on cards -all the students use tongue twisters to study the sounds well -students use the words containing the sounds to make sentences orally |
| 5.2 | Grammar Punctuation marks –uses | By the end of the lesson Students should be able to: -explain punctuation marks with reference to capital letters -describe how capital letters are used; Identify the use of capital letters in different contexts -use capital letters meaningfully in different contexts -write a four line poem showing the use of capital letters | -students, in small groups brainstorm and describe how capital letters are used -students, in pairs, identify capital letters in various texts -students, in small groups, use capital letters contextually make a presentation of the work for critique by the class |
| 5.3 | Listening Comprehension Listening to interpret ideas In a selected passage | By the end of the lesson Students should be able to: -recognize the ideas in a given passage -make inferences from implied information -distinguish between main ideas and supporting ideas -interpret the ideas from their own perspective | -students listen to a recorded comprehension passage or to the teacher read a text -students, in small groups, discuss what they heard and make inferences from implied information -students, in pairs, distinguish between main ideas, and supporting ideas -students, in small groups, interpret ideas based on their perspective -group leaders make their presentations |
| 5.4 | Composition: informal letter-A letter to your grandfather/mother telling them that you are coming to spend your forthcoming holiday with them | By the end of the lesson Students should be able to: -explain what an informal letter is -describe the major difference between informal and formal letters -write a letter to their grandparents | -students in pairs, highlight the difference between informal and formal letters -individuals write letters to their grand parents -individual presentations of work to the class |
| 5.5 | Literature –in-English Identification of the features of drama (use the recommended drama text) | By the end of the lesson Students should be able to: Identify theme, setting, language, symbolism as they apply to the drama text -discuss the features and state whether all the features are present in the text they are using -act some scenes with the drama text | -students read some scenes to identify the features of drama -students in small groups, discuss these features especially the characters in the drama text -some students act a few scene from the drama text |
| 5.6 | Literature-in-English Theme, symbolism, language, setting in the recommended drama text | By the end of the lesson Students should be able to: -identify theme, setting language, symbolism as they apply to the drama text -discuss the author’s use of language to achieve his purpose -analyse theme, symbolism, setting language and used in the text -critique the author’s use of symbolism to express the characters’ minds or mystical ideas | -students in small groups, study the drama text to identify theme, setting, language and symbolism -students discuss how the author use language to achieve his purpose -students analyse theme symbolism, setting language in the text -students in pairs, critique the author’s use of symbolism and make their presentations |
| Word for the week Occurrence, quarantine, questionnaire, aggression, pronunciation, separate, their, they’re, supersede | By the end of the lesson Students should be able to: I] spell selected words for the week correctly Ii] explain the meanings of the words that are new to them Iii] use them correctly in sentences | I] students in pairs study and practice the given world in their spare time (possibly during break) Ii] later in the week, students, as individual participate in spelling drill exercise on the worlds for the week | |
| 6.1 | Speech work: vowels/ǽ/ and /z/ Bath/birth Arm/earn Farm/firm Pantry/pearl Shack/shirk Have/heard | By the end of the lesson Students should be able to: -describe the production of the sounds -produce the sounds well -discriminate between the sounds using minimal pairs -generate sentences with words containing the sounds | -students watch a video or listen to a tape recording of the sounds -group leaders produce the sounds / |
| 6.2 | Grammar Pronounce-reflexive and relative pronouns. Reflexive pronoun | By the end of the lesson Students should be able to: -state the types of pronouns -describe reflexive and relative pronouns | -students in small groups, brainstorm to state the types of pronouns and describe reflexive pronouns and relative pronouns -students in small groups of identify reflexive pronounces in sentences |
| 6.3 | Reading and comprehension Reading to make prediction about a given text T-chart My prediction why I think this | By the end of the lesson Students should be able to: Reflect on the text and evaluate it Make connections to the text using their prior knowledge -make predictions based on the title, illustrations and diagrams, sub headings, justify why they made such predictions about the text | -students, in groups, look at pictures from a newspaper or magazines to make a prediction based on heir prior knowledge -students use clues and evidence from the text to make accurate predictions -students in small groups, read the story and share their predictions -students use the T-chart to justify their predictions |
| 6.4 | Composition Article writing. The evils of Youth unemployment | describe when an article is -distinguish between articles and letters Mention the evils of youth unemployment -write an article on the topic | students, as a class brainstorm on articles and distinguish between articles and letters -students in small groups , discuss the evils of youth unemployment -students write an article on the topic -group leaders make presentations for evaluation by the class |
| 6.5 | Literature-In-English Benefits of drama (use recommended drama text) | By the end of the lesson Students should be able to: -analyse some scene in the drama text, dramatize some scenes -identify the benefits of drama and relate them to their lives | -students, in groups, analyse theme scenes in the drama of 6 or more students dramatize some scenes -individual students relate how the benefits of drama can help them in their everyday lives Mid Term Break Assignment Students will use the web find out more about the benefits of drama |
| 6.6 | Literature-in-English: lead students to write a playlet | By the end of the lesson Students should be able to: -describe a playlet -differentiate a playlet from a drama piece -write a playlet Act a playlet | -students, in groups, brainstorm and describe a playlet -students differentiate a playlet from a drama piece -teacher guides the studenrs to write a playley – a group of students act the playlet |
| Words for the Week Separate, hygiene, religious, repetition possession, camouflage, Caribean, committed, omission, pastime | By the end of the lesson Students should be able to: I] spell selected words for the week correctly Ii] explain the meanings of the words that are new to them Iii] use them correctly in sentences | -students, in pairs, study and practice the given words in their spare time (possible during break) Ii] later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week |
| 7 | Mid-Term Tests Open Day Mid Term Break |
| 8.1 | Speech work Vowels //and /θ/ | By the end of the lesson Students should be able to: Describe the production of the sounds /θ/ -produce the sounds well -discriminate between the sounds using minimal pairs -generate sentences with the sounds | -students watch video showing the production of the sounds -students in small groups, highlight the sounds in sentences and identify words containing the sounds on cards -group leaders produce the sounds while other respond appropriately -students make sentences with the words orally |
| 8.2 | Grammar: personal pronoun Rules guiding the use of personal pronouns Nominative (I you, he, she, it they) | By the end of the lesson Students should be able to: -describe personal pronouns -use the rules of personal pronouns in making sentences | -students in small groups, listen as the teacher explains the rules guiding personal pronouns -students in small groups, listen as the teacher explain the rules guiding personal pronouns -students in small groups study the personal pronounce chart and use them to make sentences -group leaders make their presentations to the class |
| 8.3 | Listening comprehension Listening for implied Meanings | By the end of the lesson Students should be able to: -recognize the implied meanings in a given passage -differentiate between implied meanings and surface meaning -justify the use of implied meaning in the passage | -students listen as the teacher reads a newspaper extract or a passage -students in small groups, discuss what they heard from the passage and use the information to decide whether the author used more of implied meaning that surface meaning |
| 8.4 | Composition Expository essay –drug addiction | By the end of the lesson Students should be able to: -explain what an expository essay is, Distinguish expository essay from other types of essays -develop an outline on drug addiction, Write on drug addiction | -students, in small groups, discuss what an expository essay is, and distinguish it from the other types of essays -groups develop an outline on drug addiction and write an essay on it -group leaders make presentations of their essay for evaluation |
| 8.5 | Literature-in-English Language in poetry | By the end of the lesson Students should be able to: -appreciate a poem Highlight the figurative language in the poem -analyse diction, tone and sound devices as used in the poem -critique the poem | -student read a poem silently, then read aloud after the teacher -students, in small groups, highlight the figures of speech in the poem -students discuss diction, tone and sound devices in the poem -individual students give their views above the poem |
| 8.6 | Literature-in-English Construct sentences with irony and hyperbole | By the end of the lesson Students should be able to: -recall the figures of speech -differentiate between irony and hyperbole -construct simple sentences using irony and hyperbole | -students, in small groups discuss the different types of figures of speech -students, in pairs, examine the difference between irony and hyperbole -individual students write sentences using irony and hyperbole |
| Words for the week Publicly, skilful, successful, whether, buoy/buoyant, business, supersede | By the end of the lesson Students should be able to: I] spell selected words for the week correctly Ii] explain the meanings of the words that are new to them | -students, in pairs study and practice the given words in their spare time (possibly during break) Ii] later in the week, students as individuals, participates, in a spelling drill exercise on the words for the week | |
| 9.1 | Speech work: Vowels /u/ and /u/ | By the end of the lesson Students should be able to: Describe the production of the sounds Produce the sounds wellDiscriminate between the sounds using minimal sounds Generate sentences with words containing the sounds through dialogue | -students watch a video on the production of the sounds -group leaders produce the sounds/u/ and /u/ while others respond appropriately -students, in small groups, identify and spell words containing the sounds on a cardboard -students in pairs have a dialogue using words containing the sound |
| 9.2 | Grammar: Demonstrative pronoun | By the end of the lesson Students should be able to: explain what a demonstrative pronoun, Distinguish between demonstrative pronouns and demonstrative adjective -identify demonstrative pronouns in sentence -construct sentences with demonstrative pronouns | -students, in small groups, brainstorm and mention the essay should contain and then write on the topic using specific adjectives, nouns and action verbs -selected individuals from each group share their work with the class |
| 9.3 | Reading and comprehension | By the end of the lesson Students should be able to: -comprehension a passage; Identify the main ideas and supporting ideas -summarize the ideas in few sentence | -student read the read the passage aloud, Students, in pairs identify the main leads and supporting ideas and jot them down -students study they have potted down to summarizes the paragraph in a few sentences -individual students make their presentations to the class |
| 9.4 | Composition: Argumentative essay Teachers are better than farmers in the society | By the end of the lesson Students should be able to: -explain the features of an argumentative essay -distinguish an argumentative from expository essay | -students, in small groups, analyse the differences between argumentative essay and expository essay -students, in small groups, generate point to argue for or against the topic |
| 9.5 | Literature in-English Question on the prose text | By the end of the lesson Students should be able to: -analyse the test in relation to the author’s Give answers to questions on theme, diction, plot , characterization and literary devices | -students, in small groups discuss the text to anlayse the author’s style -students in rows summarize some chapters and share ideas -in groups of 4, students answer questions on theme, diction, plot and theme, diction plot and other literary devices -group leaders make presentations to the class |
| 9.6 | Literature-in-English Questions on the drama text | By the end of the lesson Students should be able to: Summarize the drama text by describing some acts or scenes -give answers to questions on setting plot, characterization, theme, figures of speech | -students in small groups, summarize the drama text -individual students or pairs answer questions on figures of speech, setting plot and so on |
| Words for the week Cite, sight, erroneous, picking, duly, truly, in spite, in fact, at times | By the end of the lesson Students should be able to: I] spell selected words for the week Ii] explain the meaning of the word that are new to them Iii] use them correctly in sentences | I] students in pairs, study and practice the given words in their spare time (possibly during break) Ii] later in the week, students as individuals , participate in a spelling drill exercise on the words the week | |
| 10.1 | Speech work Consonant contract/w/ and /j/ | By the end of the lesson Students should be able to: -describe how /w/ and /j/ are produced -identify the sounds in words -produce the sounds and discriminate between /w/ and /j/ in pairs -use words containing the sounds in sentences orally | -students watch a video or listen to a tape recorder of the sound and produce correctly -students in small groups, identify words containing the sounds in pairs -individual students make sentences orally with words containing the sounds |
| 10.2 | Grammar: Adverbs of cause or reason (so that, in order to, so as since, because lest) | By the end of the lesson Students should be able to: Name the different types of adverbs Describe adverbs of cause -identify words that show adverbs of reason in sentences -use adverbs of reason correctly to form sentences | -students, as a class, identify the adverbs of reasons of the word tree -in pairs, students describe adverbs of reason and give the examples -students in small groups, work on some exercise by putting the correct adverbs in the blank spaces -groups exchange their work for evaluation |
| 10.3 | Reading Comprehension Identification of a topic Sentence in a given passage | By the end of the lesson Students should be able to: Explain what a topic sentence is locate topic sentences in paragraphs, Compare the function of a topic sentence to that of supporting ideas -write short paragraphs with a topic sentence | -students in pairs brainstorm and discuss what a topic sentence is -students in small groups, read the passage and identify the topic sentence in each paragraph -students in small groups write short paragraphs with a topic sentence -group leaders make presentations to the class |
| 10.4 | Composition Debate: child trafficking Is worse than stealing | By the end of the lesson Students should be able to: -explain the terms: stealing and child tracking -take a stand either to propose or oppose the motion Debate the topic appropriately | -teacher divides the class into 2 teams with debates for each group -students in each team brainstorm and research the topic -team leaders defend their affirmative and negative stand using structures and formal grammar -rebuttals are made and the class votes on which team makes the most valid points |
| 10.5 | Literature-in-English | By the end of the lesson Students should be able to: -describe figurative language as used in the text -summarizes the prose text -used some of the figurative expression in sentences -identify characterization, mood, theme, setting, plot, style as used in the text | -students, in small groups, analyse the drama text -students as a class highlight the literacy/ figurative use of language in the text -students in small groups, identify the figurative language in the prose text -students in rows summarizes the text and compare their work with other groups -individuals relate the events in the play with their lives in front of the class |
| Word for the week | By the end of the lesson Students should be able to: I] spell selected words for the week correctly: Ii] explain the meanings of the words that are new to them correctly in sentences | I] students, in pairs, study and practice the given words in the spare time (possibly during break) Ii] later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week | |
| Words for the week vacuum, sergeant, preferred, questionnaire, possession, occurrence, millennium, indispensable, harass, kitchenette | By the end of the lesson Students should be able to: I] spell selected words for the week correctly Ii] explain the meanings of the words that are new to them Iii] use them correctly in sentences | I] students, in pairs, study and practice the given words in their spare time (possibly during break) Ii] later in the week, students, as individuals, participate in a spelling drill exercise on the worlds for the week |
ENGLISH STUDIES SCHEME OF WORK JSS3 THIRD TERM
| Weeks | Topics | Learning Objectives | Learning Activities |
| 1 | 1.1 Revision of last term’s examination Question | By the end of the lesson Students should be able to: -identify the problem areas; Discuss the questions -write the answers to the questions | -students discuss the topics together in groups -students work in pairs to provide answers to the questions |
| 2.1 | Speech work-review of monophthongs | By the end of the lesson Students should be able to: -recall the monophthongs -use them in sentence | -students as a class pronounce the monophthongs from the chart -students identify the sounds on cards |
| 2.3 | Reading and comprehension (look at some past questions) | By the end of the lesson Students should be able to: -comprehend the passages -answer the questions on the passage | -students in small groups, read the passages -students answer the questions on them |
| 2.4 | Composition: review of narrative/descriptive essays | By the end of the lesson Students should be able to: -explain narrative essay and descriptive essay -distinguish between them -answer questions on a narrative essay orally | -students, as a class, discuss narrative essay and descriptive essay -students as a groups, mention the differences between the two essays -individual students write in either a descriptive essay or a narrative essay |
| 2.5 | Literature-in-English: Review of major/minor characters, theme, plot, tragic/comic elements diction | By the end of the lesson Students should be able to: -explain all the terms, Identify them in texts -compare and contrast, major/minor characteristics | -students, in pairs, explain the terms -students, in small groups, identify the terms in the recommended texts -students compare and contrast the major and minor characteristics |
| Words of the week Plagiarize restaurant acquaintance, consensus, Wednesday, coolly, sophisticated, reminiscence, rhetorical , tarpaulin | By the end of the lesson Students should be able to: I] spell selected words for the week correctly; Ii] explain the meanings of the words that are new to them Iii] use them correctly in sentences | I] students, in pairs, study and practice the given words in their spare time (possibly during break) Ii] later in the week, students, as individual as, participate in a spelling drill exercise on the words for the week | |
| 3.1 | Speech Work: review of diphthongs | By the end of the lesson Students should be able to: -recall the diphthongs sounds -identify the diphthongs in words -pronounce the sound well | -students, in pairs mention the diphthongs sounds -students pair up to identify the words containing the sounds in texts -students do some exercises of the sounds |
| 3.2 | Grammar: review of verbs/Adverbs | By the end of the lesson Students should be able to: -recall verbs and adverbs -identify them in texts -generate sentences with verbs and adverbs | -students, in small groups, mention the diphthongs sounds -students pair up to identify the words containing the sounds in texts -students do some exercises on the sounds |
| 3.3 | Comprehension/ Vocabulary development (use past question ) | By the end of the lesson Students should be able to: -comprehend the passages -answer the questions on the passage | -students, in small groups, discuss the passage read -students as individuals, answer questions on them |
| 3.4 | Composition: review of argumentative /expository essays | By the end of the lesson Students should be able to: -explain argumentative essay and expository essay -differentiate between the two essays, -answer questions on argumentative essay and expository essay | -students, as a class discuss argumentative essay and expository essay -students, in pairs, mention the differences between the two essays -students, as individuals, write on either an argumentative essay or a narrative essay |
| 3.5 | Literature-in-English: review of literature terms for poetry, metaphor, simile, alternation, irony and so on | By the end of the lesson Students should be able to: -explain all the terms -identify them in poems -analyse the poems | -students, as a class, explain the terms- Students, in pairs identify the terms in the poems and use some of them to make sentences -students, in small groups analyse the poems to show the poet’s purpose |
| 4.1 | Speech work: Review of consonant | By the end of the lesson Students should be able to: -recall the dipthongs -pronounce them well Identify them in words | -students as a class, recall the diphthongs -students in pairs articulate the sounds -the whole class answer questions from on sounds from the question packs |
| 4.2 | Grammar: Review of Adjectives Conjunctions, preposition and interjections | By the end of the lesson Students should be able to: -recall adjective, conjunctions, prepositions and interjections Identify them in sentence -analyse them in sentences | -students, as a class explain conjunctions, prepositions and interjections -students in pair, explain their functions and identify them in sentences -students as an individuals do some exercises on them from a question pack |
| 4.3 | Comprehension and vocabulary development (use past question) | By the end of the lesson Students should be able to: -comprehend the passages -answer questions in them | -students, in small groups, discuss the passages read -students as individual answer questions on them |
| 4.4 | Composition: revisit formal letter, information letter and their features | By the end of the lesson Students should be able to: -explain informal letter -identify differences in their features -write the features of an informal letter and a formal letter | -students, in small groups, -explain informal letters and formal letters -distinguish between the features of an informal letter and a formal letter -write the features of an informal letter and a formal letter |
| 4.5 | Literature-in-English (use past questions) | By the end of the lesson Students should be able to: -explain the literary terms -answer questions from the questions packs | -students, in small groups, Students, in pair, explain the literacy terms -students, as individuals, answer the questions on prose, drama, and poetry from the question pack |
| Word for the week Inflammation, interrupt , khaki, lambaste, masquerade, palleled , pharmaceutical, physician, rapport savvy | By the end of the lesson Students should be able to: I] spell selected words for the week correctly Ii] –explain the meanings of the words that are new to them Iii] use them correctly in sentences | I] students, in pairs, study and practice the given words in their spare time (possibly during break) Ii] later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week | |
| 5-10 | Use past questions for all the aspects | Revision |
| 11 | Examination |
Achievement standards on reading at the end of JSS3
-students understand how language features, images and vocabulary are used to represent different ideas and issues in texts
-they interpret texts to understand the writer’s purpose and intended meaning
-they analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors
-they evaluate and integrate ideas and information of texts to form their own interpretation of texts
Achievement standards on speaking and listening at the end of JSS3
-students listen for and identify emphasis in texts, using that understanding to elaborate upon discussions
-they understand how to make a variety of language features to create different levels of meaning
-they make presentations and contribute actively to class and group discussions, using language patterns for effect
-they understand how interpretation can vary by comparing their responses to texts to the responses of others
