LESSON PLAN FOR WEEK ONE
WEEK:
One
DATE: 10/01/2020
CLASS: JSS
3
DURATION: 35
minutes
TOPIC (s) : Consonants /t/ and
/θ/
Effective Writing Rules
Comprehension
Literature: Folktales
SUBTOPIC (IF ANY):
PERIOD: 1
LEARNING OBJECTIVES:
At the end of the lesson, the students should
be able to;
I. Contrast consonant /t/ and /θ/
II. Enumerate writing rules
III. Explain folktales
KEY VOCABULARY WORDS: Consonant,Folktales,
Moral, etc
RESOURCES & MATERIALS: New Oxford Secondary Course
for Junior Secondary School, Advanced Oxford Dictionary.
New Oxford English for Junior Secondary Schools book
3.
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE:
the
students are familiar with topics.
PERIOD:1
Contents:
A. Consonants /t/ and /θ/
The /θ/ sound
To make the /θ/ sound, the tip of
the tongue sticks out just in front of the front teeth. The whole of the front of
the tongue is placed against the roof of the mouth, before the air is released.
The sound comes from the mouth not the throat. It is unvoiced.
Say these words:
teeth, mouth, thanks, thief, things,
Thursday
The /t/ sound
When you make the /t/ sound, place
the front of your tongue against the top of your mouth. Then suddenly let the air out, forcefully. The
sound is unvoiced.
Say these words:
toast, target, treat, aptitude, toilet,
potato
Sound Contrasts
Practise these words
/θ/ /t/
Three Tree
Thanks Tanks
Thought Taught
Fourth Fort
Assessment
From the words lettered A – D, choose
the one that contains the sound indicated
/θ/
a. there
b. dare
c. faith
d. task
/θ/
a. that
b. those
c. temple
d. three
/θ/
a. breathe
b. cloth
c. clothe
d. leather
/t/
a. path
b. part
c. pardon
d. passion
/t/
a. tube
b. fifth
c. then
d. father
Period :2
Writing Skills – Effective Writing
Rules
Rule 1. Use concrete rather than vague
language.
Vague: The weather was of an extreme
nature on the West Coast.
This sentence raises frustrating questions:
When did this extreme weather occur? What does “of an extreme nature” mean? Where
on the West Coast did this take place?
Concrete: California had unusually
cold weather last week.
Rule 2. Use active voice whenever
possible. Active voice means the subject is performing the verb. Passive voice means
the subject receives the action.
Active: Barry hit the ball.
Passive: The ball was hit.
Notice that the party responsible
for the action—in the previous example, whoever hit the ball—may not even appear
when using passive voice. So passive voice is a useful option when the responsible
party is not known.
Example: My watch was stolen.
NOTE
The passive voice has often been criticized
as something employed by people in power to avoid responsibility:
Example: Mistakes were made.
Translation: I made mistakes.
Rule 3. Avoid overusing there is,
there are, it is, it was, etc.
Example: There is a case of meningitis
that was reported in the newspaper.
Revision: A case of meningitis was
reported in the newspaper.
Even better: The newspaper reported
a case of meningitis. (Active voice)
Example: It is important to signal
before making a left turn.
Revision:
Signaling before making a left turn
is important.
OR
Signaling before a left turn is important.
OR
You should signal before making a
left turn.
Example: There are some revisions
that must be made.
Revision: Some revisions must be made.
(Passive voice)
Even better: Please make some revisions.
(Active voice)
Rule 4. To avoid confusion (and pompousness),
don’t use two negatives to make a positive without good reason.
Unnecessary: He is not unwilling to
help.
Better: He is willing to help.
Sometimes a not un- construction may
be desirable, perhaps even necessary:
Example: The book is uneven but not
uninteresting.
However, the novelist-essayist George
Orwell warned of its abuse with this deliberately silly sentence: “A not unblack
dog was chasing a not unsmall rabbit across a not ungreen field.”
Rule 5. Use consistent grammatical
form when offering several ideas. This is called parallel construction.
Correct: I admire people who are honest,
reliable, and sincere.
Note that are applies to and makes
sense with each of the three adjectives at the end.
Incorrect: I admire people who are
honest, reliable, and have sincerity.
In this version, are does not make
sense with have sincerity, and have sincerity doesn’t belong with the two adjectives
honest and reliable.
Correct: You should check your spelling,
grammar, and punctuation.
Note that check your applies to and
makes sense with each of the three nouns at the end.
Incorrect: You should check your spelling,
grammar, and punctuate properly.
Here, check your does not make sense
with punctuate properly, and punctuate properly doesn’t belong with the two nouns
spelling and grammar. The result is a jarringly inept sentence.
Rule 6. Word order can make or ruin
a sentence. If you start a sentence with an incomplete phrase or clause, such as
While crossing the street or Forgotten by history, it must be followed closely by
the person or thing it describes. Furthermore, that person or thing is always the
main subject of the sentence. Breaking this rule results in the dreaded, all-too-common
dangling modifier, or dangler.
Dangler: Forgotten by history, his
autograph was worthless.
The problem: his autograph shouldn’t
come right after history, because he was forgotten, not his autograph.
Correct: He was forgotten by history,
and his autograph was worthless.
Dangler: Born in Chicago, my first
book was about the 1871 fire.
The problem: the sentence wants to
say I was born in Chicago, but to a careful reader, it says that my first book was
born there.
Correct: I was born in Chicago, and
my first book was about the 1871 fire.
Adding -ing to a verb (as in crossing
in the example that follows) results in a versatile word called a participle, which
can be a noun, adjective, or adverb. Rule 6 applies to all sentences with a participle
in the beginning. Participles require placing the actor immediately after the opening
phrase or clause.
Dangler: While crossing the street,
the bus hit her. (Wrong: the bus was not crossing.)
Correct:
While crossing the street, she was
hit by a bus.
OR
She was hit by a bus while crossing
the street.
Rule 7. Place descriptive words and
phrases as close as is practical to the words they modify.
Ill-advised: I have a cake that Mollie
baked in my lunch bag.
Cake is too far from lunch bag, making
the sentence ambiguous and silly.
Better: In my lunch bag is a cake
that Mollie baked.
Rule 8. A sentence fragment is usually
an oversight, or a bad idea. It occurs when you have only a phrase or dependent
clause but is missing an independent clause.
Sentence fragment: After the show
ended.
Full sentence: After the show ended,
we had coffee.
PERIOD:3
C. Comprehension Passage
The palm oil daughter(part 1)
There was once a very rich woman who
lived in a village near a stream. She had a lot
of palm oil trees. She and her servant collected the fruit from the trees.
crushed out the oil, and put in jars. When the market price for palm oil was high,she
sold it and made a lot of money.
But though she was rich, the woman
was not happy because she had no children. In the evenings, while the young men
and women danced in the moonlight, the woman sat alone crying ‘How I Wish I had
a child!’
One morning the woman went to market
with with her servant to sell a few pots of oil.As soon as she had gone , a strange
thing happened. Some palm oil began to flow out of the largest oil jar.
The oil went straight up in the air,
and turned into a beautiful golden brown girl. She sang this song:
Palm oil flow,
Palm oil flow,
Mother needs firewood
Who will go?
Who’ll fetch the water?
Who’ll sweep the floor?
Who’ll pound the millet
Come forth, maidens four.
PERIOD:4
D. Literature: Folktales
Folktales (or folk tales) are stories
passed down through generations, mainly by telling. Different kinds of folktales
include fairy tales (or fairytale)Folktales are stories that grew out of the lives
and imaginations of the people, or folk. They have always been children’s favorite
type of folk literature
Characteristics of Folktales
Settings:Most folktale settings remove
the tale from the real world, taking us to a time and place where animals talk,
witches and wizards roam, and magic spells are commonplace.The settings are usually
unimportant and described and referred to in vague terms.
Themes: In folk literature are usually
quite simple, but serious and powerful. Folktale themes espouse the virtues of compassion,
generosity, and humility over the vices of greed, selfishness, and excessive pride.
Style: The style of language is economical,
with a minimal amount of description and a heavy reliance on formulaic patterns,
e.g., conventional openings and closings. Some folktales have powerful visual image.
Assessment
What is a folktale?
List and explain the characteristics of a folklore.
From the comprehension passage above,
answer the following questions-
Questions –
What did she have?
Who used to collect the fruit?
What did they do after collecting
the fruit?
Did she make a lot of money?
Was the woman happy?
Who danced in the moonlight?
When did they dance?
Did the woman dance?
Where did she go one morning?
Who lived in the village near the
stream?
STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the
following activities:
Activity 1: The teacher revises the previous
topic.
Activity 2: The teacher introduces the new
topic.
Activity 3: The teacher
explains the topic and gives relevant examples
Activity 4: The teacher welcomes students’
examples and contribution.
Students’ Activities:
Activity
1:
The students listen with rapt attention
Activity 2:
The students give relevant examples.
Activity 3:
The students ask questions for clarity.
Activity 4:
The students copy the note on the board.
ASSESSMENT (EVALUATION):
I. What is folktale?
II. List three examples each for the
consonant /t/ and //θ/
III. Enumerate writing rules
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web
summary method and correct any mistake observed during the assessment.
PRINCIPAL'S COMMENT:
LESSON PLAN FOR WEEK TWO
WEEK:
Two
DATE: 17/01/2020
CLASS: JSS
3
DURATION: 35
minutes
TOPIC (s) : Consonant Contrasts
/d/ and /k/
Grammar – Preposition
Skill Focus: Writing a Narrative
SUBTOPIC (IF ANY):
PERIOD: 1
LEARNING OBJECTIVES:
At the end of the lesson, the students should
be able to;
I. Contrast consonant /d/ and /k/
II.define and give example of preposition
III.write a narrative essay
KEY VOCABULARY WORDS: Consonant, Narrative
, Preposition etc.
RESOURCES & MATERIALS: New Oxford Secondary Course
for Junior Secondary School, Advanced Oxford Dictionary.
New Oxford English for Junior Secondary Schools book
3.
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE:
the
students are familiar with the topic.
PERIOD:1
Contents:
A. Consonant Contrasts /d/ and /k/
A consonant is a speech sound that
is not a vowel.
The consonant /d/: You make this sound
in the same way as the /t/ sound, but make it more gently, from your throat, not
from your mouth.
Practice the following words-
died
hid
den
medal
The consonant /k/: When you make the
/k/ sound, place the back of your tongue against the back of your mouth. Then suddenly
let the air out forcefully. Make the sound from your mouth, not your throat.
Practice the following words-
back
lock
lacking
class
B. Grammar: Prepositions
A preposition is a word which precedes
a noun (or a pronoun) to show the noun’s (or the pronoun’s) relationship to another
word in the sentence. (The word preposition comes from the idea of being positioned
before. It is not true to say that a preposition always precedes a noun or a pronoun,
but it does most of the time.) Prepositions are mostly single words used before
a pronoun, noun, noun phrase, or verb to express their relationship with the rest
of the sentence. They are used to show when something happens (prepositions of time),
where something happens (prepositions of place), or where something is going (prepositions
of movement).
The following are all prepositions:
above, about, across, against, along,
among, around, at, before, behind, below, beneath, beside, between, beyond, by,
down, during, except, for, from, in, inside, into, like, near, of, off, on, since,
to, toward, through, under, until, up, upon, with and within.
Role of a Preposition
Prepositions are important when constructing
sentences. A preposition sits before a noun to show the noun’s relationship to another
word in the sentence.
Examples:
It is a container for butter.
(The preposition for shows the relationship
between butter and container.)
The eagle soared above the clouds.
(The preposition above shows the relationship
between clouds and soared.)
Pitfalls with Prepositions
For native English speakers, grammatical
errors involving prepositions are rare. The most common errors involving prepositions
are shown on the right. That said, there are several points to be aware of:
A preposition always goes with a noun
or pronoun which is called the object of the preposition. The preposition is almost always before the noun
or pronoun and that is why it is called a preposition. The preposition and the object of the preposition
together are called a prepositional phrase.
The following chart shows the prepositions, objects of the preposition, and
prepositional phrases of the sentences above.
Preposition Object of the Preposition Prepositional Phrase
to the store to
the store
by bus by bus
at three o’clock at
three o’clock
under the table under
the table
Prepositional phrases are like idioms
and are best learned through listening to and reading as much as possible. Below are some common prepositions of time and
place and examples of their use.
A preposition can also be a two-word
or three-word combination. It is called a compound preposition. Two-word compound
prepositions include according to,because of, different from, due to, and instead
of. Some examples of three-word compound prepositions are as far as, in addition
to, in front of, and in spite of. There are many more two-word and three-word compound
prepositions.
Prepositions of Time:
at two o’clock
on Wednesday
in an hour, in January; in 1992
for a day
Prepositions of time indicate the
period of time that something happens (during, from, since, throughout, until, etc).
Examples:
She swears never to talk to me again
from tomorrow.
His girlfriend has been missing since
last Saturday
Prepositions of time used to indicate
a particular time (at, by, in, on, etc)
I had a big argument with my best
friend at lunchtime.
Prepositions of time used to indicate
a particular time in relation to another (after, before, etc)
I usually brush my teeth after dinner
Prepositions of Place:
at my house
in New York, in my hand
on the table
near the library
across the street
under the bed
between the books
Prepositions of place tell us the
position of something (across, in, inside, on, outside, etc)
Example:
There was a fly on his nose
The boy went outside to play
Prepositions of place tell us the
position of something in relation to another (behind, beside, between, in front,
near, etc).
Example:
I sat beside a dirty man in the bus
Someone parked a car in front of my
house
Preposition of Direction:
These prepositions show direction
of movement to somewhere (into, onto, to, etc)
Example:
A fly got into his soup while he was
eating it.
He went to the cinema
These prepositions show direction
of movement from somewhere (away from, from, off, etc)
Example:
He warned them to keep away from his
meat
He fell off the table
Compound Preposition:
Two-word compound prepositions (according
to, aside from, because of, next to, etc).
According to his brother, he likes
noodles.
Her face was perfect aside from that
one hairy mole
Three-word compound prepositions (as
far as, in addition to, in front of, in spite of, on account of, etc)
The explosion could be heard as far
as the police station, which is five kilometers away
He can’t sing any more on account
of his failing health
C. Skill Focus: Writing a Narrative
Narrative
A narrative is a story of some kind.
When you are asked to write a story, it is often a good idea to base it on something
you have experienced. Even quite ordinary events, like a trip to the market, can
be made interesting: you just need to sharpen your powers of observation and use
the five senses.
We have seen earlier in this course
that we should think in terms of five stages in writing as follows:
Stage 1 – Preparation
a. Initial thinking (‘Brainstorming’
)
b. Minor ideas
c. Drawing up the plan: introduction
– development – conclusion
Stage 2 – Rough Draft
Stage 3 – Making Improvements
Stage 4 – Final draft
Stage 5 – Check
Let us say you have been asked to
describe a recent walk through the forest. Look at each of the three following stages
in turn.
Example:
Stage 1 – Preparation
a. Initial thinking – The point of
this stage is to think up ideas to write about – at this stage, in any order. Olu’s
brainstorming session came up with a ‘mind-map’ like the one below. ( He has left
enough space for ‘minor ideas’)
b. Minor Ideas – Now make a rough
list of other – minor – ideas. Decide which ‘bubble’ on the mind-map they should
be attached to. For example, this mind-map shows ‘Food’ as a minor idea attached
to one of the bubbles
c. Drawing up the plan – Write your
plan, putting your ideas in order.
Olu’s mind-map
Thinking about what to write about
on the subject of ‘ A walk through the forest’,
Olu jotted down a few ideas in random order as shown below:
Mind map
Planning
People have different ideas about
how best to draw up their plans. One good way of doing it is to list the main ideas
as topics for each section, and jot down a few notes on minor ideas. Often, the
first sentence and the other support sentences will contain the minor ideas.
One issue that bothers students is
whether to plan paragraph by paragraph, or section by section. We recommend planning
section by section, as some sections dealing with a certain topic may be quite long
and contain several paragraphs.
In addition, including direct speech
(always a good idea) will entail extra paragraphs. The example on page 30 Show Olu’s
plan drawn up after his brainstorming session. Once the plan has been written, you
are ready to go through the other stages:
Stage 2 – Rough draft
Sometimes several rough drafts may
need to be written. The start is always most difficult! When in doubt, keep your
introduction short, and get on with the story
Stage 3 – Making Improvements
If you like, read each other’s work
and comment: two heads are better than one!
Stage 4 – Final Draft
Make it clear that this is your final
draft – the one you want marked.
Stage 5 – Check
Careless errors cost marks!
Example: My walk through the Forest
Section 1 : Introduction
Main Idea: Basic Info/ Preparations
Minor Ideas: Teacher arranged a field
trip. Where we met.
Preparations – Food and drinks, maps
etc Nearly forgot drinks and my favourite youghurt.
Section 2: Development
i – Main Idea: First part of the walk
Minor Ideas: Beautiful Iroko trees,
flame of the forest and bamboo groves. Some amazing flowers. Others we thought were
flowers turned out to be butterflies
ii – Main Idea: Last part of the walk
Minor Ideas: Teacher warned us to
be careful in bamboo groves. Joke went into the bamboo grove – thought she was bitten
by a snake. Teacher saw snake – said it was harmless. Joke worried
Section 3: Conclusion
Main Idea: The end of the trip
Minor Ideas: Arrival. Who was there
to meet us. Joke is fine!
Assessment
What do you understand by a narrative?
Discuss the various preparations that
go into writing a compelling narrative..
Write a short story on any topic of
your choice.
Write a short poem on – The Lonely
Child
STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the
following activities:
Activity 1: The teacher revises the previous
topic.
Activity 2: The teacher introduces the new
topic.
Activity 3: The teacher
explains the topic and gives relevant examples
Activity 4: The teacher welcomes students’
examples and contribution.
Students’ Activities:
Activity
1:
The students listen with rapt attention
Activity 2:
The students give relevant examples.
Activity 3:
The students ask questions for clarity.
Activity 4:
The students copy the note on the board.
ASSESSMENT (EVALUATION):
I. What is preposition
II. List three examples each for the consonant
/k/ and /d/
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web
summary method and correct any mistake observed during the assessment.
PRINCIPAL'S
COMMENT:
LESSON PLAN FOR WEEK THREE
WEEK:
Three
DATE: 24/01/2020
CLASS: JSS
3
DURATION: 35
minutes
TOPIC (s) : Consonant Clusters
Grammar: The Simple Sentence
Reading Comprehension
SUBTOPIC (IF ANY):
PERIOD: 1
LEARNING OBJECTIVES:
At the end of the lesson, the students should
be able to;
I.explain consonant clusters.
II. make simple sentence.
III. read comprehension passage fluently.
KEY VOCABULARY WORDS: Consonant Cluster,
Sentences Predicate, Subject etc.
RESOURCES & MATERIALS: New Oxford Secondary Course
for Junior Secondary School, Advanced Oxford Dictionary.
New Oxford English for Junior Secondary Schools book
3.
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE:
the
students are familiar with the topics.
Contents:
A. Consonant Clusters
A consonant cluster is a group of
two or more consonant sounds that come before, after, or between vowels.
/∫/ and /t∫/
Many people find it difficult to differentiate
between these two consonant sounds or sometimes they make them sound alike. The
first is often called the ‘sh’sound and the second one is the ‘ch’ sound. For both
of them, you press the front of your tongue to the roof of your mouth. The difference
between them is that for /∫/ (‘sh’) air passes continually between the tongue and
the roof of the mouth; for /t∫/ (‘ch’) it
is for a moment blocked.
Say the following:
/∫/ : wash sheep
share shoe mash
/t∫/: watch cheap
chair chew match
/∫/ and /Ʒ/
These two consonants are also usually
confused. For both sounds, air passes continually between the tongue and the roof
of the mouth. the difference is that the first is unvoiced while the second is voiced.
The second is usually spelt with an ‘s’ : before ‘ure’ in a few words before ‘-ion’.
Say the following words:
measure leisure treasure pleasure
vision decision confusion invasion
/Ʒ/ and /dƷ/
Sometimes the /Ʒ/ sound is normally
confused with the /dƷ/ sound. This is sometimes called the ‘j’ consonant, because
it is often spelled in this way. Some people say it as if it were ‘y’.
Say these words which contain /dƷ/:
joke john jealous journalist
johnson general generator
knowledge challenge
PERIOD: 2
B. The Simple Sentence
Simple Sentence: A sentence is simple
when it has just one noun phrase as subject and one verb phrase as predicate. A
simple sentence contains one main clause and a finite verb. It can also be said
in another way as consisting of a subject (NP> and a predicate <UP).
The subject is the thing or person
which the sentence focuses attention on while the predicate is the remaining part
of the sentence which is commented upon. It usually consists of a verb phrase, sometimes
elements such as adjuncts which give additional detail about the subject.
Examples:
John bought a new car
Our English teacher is smart
Okon sleeps very often
Bassey has paid her external debts
Dapo cooks very well all the time
Examples:
Subject Predicate
Noun Phrase Verb Phrase
He laughed
She smiled
They ran
In this case, the verb to laugh is not followed
by any other words. It is the kind of verb we call Intransitive, because it can
stand on its own without an object or complement of any kind following it.
The verb to pick on the other hand
is transitive because it must be followed by an object. He picked is not a complete
sentence. The verb must be followed by an object. In the predicate, there must be
a) verb
may also contain:
b) one or more objects or complements
c) one or more adjuncts
Practice:
Example: We ate the bread hungrily
We – subject, ate – verb, the beans
– object, hungrily – adjunct.
Which of these sentences is a complete
one?
1. There many shops in Minna
2. The dog at my house
3. Killed the goat and cooked it
4. For example, tea, coffee and cotton.
5. They replied immediately.
PERIOD: 3
C. Reading Comprehension
Although Nigeria is home to a wealth
of bio-diversity, rich natural resources and a variety of ecosystems, it also suffers
from a number of environmental (1) ….. These issues are largely a result of human
activities, population (2) ….. and over population in urban centres.
One problem is that of soil (3) …..
Excessive cultivation has resulted in the loss of soil (4)….. Another problem is
that of rapid deforestation. Increased cutting of timber has made in roads into
forest resources, and the number of trees felled far (5) ….. the number of replantings.
By 1985, deforestation claimed over two thousand square kilometres of the nation’s
forest land. But as its forest fall, Nigeria has seen wild life populations plummet
from poaching and (6) ….. loss, and this has increased soil (7) ….. and particularly
in the north (8)…..
In this regard, Nigeria’s Government,
in conjunction with a number of international non-governmental organisations, have
been developing policies and programmes that address (9) ….. development, environmentally
progressive land use management techniques, and the (10) …. of water supplies.
Oil spills, the burning of toxic waste
and urban air (11) ….. are problems in more developed areas. In the early 1990s,
Nigeria was among the 50 nations with the world highest levels of carbon dioxide
(12) …. which totaled 96.5million metric tons, a per capita level of 0.84 metric
tons. Water pollution is also a problem due to improper handling of (13) ….. Fifty-four percent of Nigeria’s fresh
water is used for framing activities and 15% is used for industrial purposes. Safe
drinking water is available to 78% of urban
dwellers and 49% of the rural population.
The (14) …. environmental agencies
are the Environmental Planning Protection Division of the Federal Ministry of Works
and Housing, and the analogous division within the Federal Ministry of Industry.
A B C D
Characters Challenges Priorities Probabilities
Density Disturbance Propensity Paucity
Pollutio Distraction
Degradation Destruction
Maturity Fertility Fertile Enrichment
Increase Exert Accede Exceed
Animl Habit Habitat Habitation
Irrigation. Erosion Destruction Desalination
Desert Draft Desertification Exertion
Sustainable Sustained Sustenance Suitable
Collection Construction Containment Conservation
Contamination Destruction Pollution Decant
Emissions Omissions Exertions Immersions
Run off Supplies Sewers
Sewage
Priority Vital Principle Principal
STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the
following activities:
Activity 1: The teacher revises the previous
topic.
Activity 2: The teacher introduces the new
topic.
Activity 3: The teacher
explains the topic and gives relevant examples
Activity 4: The teacher welcomes students’
examples and contribution.
Students’ Activities:
Activity
1:
The students listen with rapt attention
Activity 2:
The students give relevant examples.
Activity 3:
The students ask questions for clarity.
Activity 4:
The students copy the note on the board.
ASSESSMENT (EVALUATION):
I. List five examples of consonant
cluster
II. Write an essay ON THE PATIENT DOG
EATS THE FATTEST BONE.
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web
summary method and correct any mistake observed during the assessment.
PRINCIPAL'S
COMMENT:
LESSON PLAN FOR WEEK FOUR
WEEK:
4
DATE: 31/01/2020
CLASS: JSS
3
DURATION: 35
minutes
TOPIC (s) : Vowel Sounds,
Figures of Speech, Argumentative essay.
SUBTOPIC (IF ANY):
PERIOD: 1
LEARNING OBJECTIVES:
At the end of the lesson, the students should
be able to;
I. Give example
of each of the vowel sounds.
II. Write an argumentative essay.
III. Explain and give example of the figures of speech.
IV. Make a compound sentence.
KEY VOCABULARY WORDS: Consonant Cluster,
Sentences Predicate, Subject etc.
RESOURCES & MATERIALS: New Oxford Secondary Course
for Junior Secondary School, Advanced Oxford Dictionary.
New Oxford English for Junior Secondary Schools book
3.
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE:
the
students are familiar with the topics.
Contents:
A. Vowel Sounds
iː see /siː/
i happy /ˈhæpi/
ɪ sit /sɪt/
e ten /ten/
æ cat /kæt/
ɑː father /ˈfɑːðə(r)/
ɒ got /ɡɒt/ (British English)
ɔː saw /sɔː/
ʊ put /pʊt/
u actual /ˈæktʃuəl/
uː too /tuː/
ʌ cup /kʌp/
There are twelve pure vowels and eight
diphthongs. Pure vowels are either short or long. Here are some examples; add more
of your own.
Short Vowels
/i/ – boxing, ring, whistle
/e/ – net, medal, rest
/æ/ – fans, handball, athletics, match
/ɑ/ – hockey, volleyball
/∧/ – umpire, luck
/ʊ/ – football, push, put
/ə/ – better, tournament, loser
Long Vowels
/i:/ – team, arena, referee
/ɑ:/ – pass, basketball, sparring,
partner
/ͻ:/ – ball, court, draw
/u:/ – boot, lose, shoes
/ɜ:/ – hurt, reserve
The symbols between the lines// represent
sounds. These symbols are called phonetic symbols.
PERIOD:2
B. Grammar – Compound Sentence
Complex Sentence Structures
A complex sentence has one independent
clause and at least one dependent clause. An independent clause (unlike a dependent
clause) can stand alone as a sentence. In other words, a complex sentence contains
an independent clause and at least one dependent clause. An independent clause can
stand alone as a sentence and makes a complete thought and a dependent clause cannot
stand alone, even though it has a subject and a verb.
Examples of Complex Sentences
Below are examples of complex sentences-
Stay in the bath until the phone rings.
The car swerved to miss Mrs Jackson,
who had slipped off the pavement.
Both the cockroach and the bird would
get along very well without us, although the cockroach would miss us most.
Leave while you can.
When a distinguished but elderly scientist
states that something is possible, he is almost certainly right. When he states
that something is impossible, he is very probably wrong. (Arthur C. Clarke)
(This is two complex sentences.)
The Four Types of Sentence Structures
A complex sentence is one of four
main sentence structures, all of which are shown below. In these examples, the independent
clauses are shaded.
A Complex Sentence. A complex sentence
has an independent clause and at least one dependent clause. For example:
The human brain never stops working
until you stand up to speak in public.
A Compound Sentence. A compound sentence
has at least two independent clauses. For example:
I always wanted to be somebody, but
I should have been more specific. (Jane Wagner)
A Simple Sentence. A simple sentence
has just one independent clause. For example:
Curiosity killed the cat.
A Compound-Complex Sentence. A compound-complex sentence has at least two independent
clauses and at least one dependent clause. For example:
I stopped believing in Santa Claus
when he asked for my autograph in a department store, but I still want to believe
in him.
PERIOD: 3
C. Skill Focus: Writing an Argument
Argument
An argument in everyday English is
a quarrel. But a written “argument” is a
piece of writing that establishes your point of view and why you hold such a view.
In other words, arguments are not merely conceived in the “argumentative” or quarrelsome
sense of it; it is reasonable, well thought out and intended to be persuasive.
Here are some suggested approaches:
1. When writing an argument in answer
to a question, for example, make sure that
you have read and understood the question. A candidate once wrote a fine composition
in favour of capital punishment – only to
realise afterwards that the subject of the debate was corporal punishment. She lost
a lot of marks.
2. As usual, go through the five stages:
Preparation (Brainstorming and Planning)
Rough draft
Making improvements
Final Draft
Check
3. Here is some help with the all-important
preparation stage;
Brainstorming
If the question gives you the choice,
decide what your own opinions are. Roughly jot down in the note form, or in a mind-map,
all the arguments you can think of in support of your case (Make sure that later
on you put a neat line through these notes – otherwise the examiner may try to mark
them)
Jot down in the same way a list of
the arguments against your case. Decide which ones you can explain away – and which
ones you may have to concede as being true.
In writing your argument, avoid ‘
waffle’ or ill-ordered generalisations that
have no supporting evidence. Use your general knowledge and experience, so that
what you say is supported by some factual information.
Planning
The best way to avoid waffle is by
planning your composition well. This means that the idea that you brainstormed have
to be placed in some kind of order. You will find that doing an outline like we
explained in last term is helpful.
Here is one sample plan which is always
reliable, and which you can vary in all kinds of ways if you wish:
1. Introduction – The present situation.
The problems that have arisen.
2. Development (1) – Your views with
evidence
3. Development (2) – Other people’s
views, why you do not accept them
4. Conclusion – Summary of your case
PERIOD:4
Literature: Figures of Speech
You might have heard the expression
“it’s a figure of speech,” but what does that really mean? A figure of speech is
just that – figurative language. It might be words with a literal meaning, a certain
arrangements of words, or a phrase with a meaning that is something entirely other
than that of the words themselves. Figures of speech can be refreshing and fun,
but for some – especially those who are not native English speakers – a figure of
speech can be very confusing.
A figure of speech is designed to
portray an idea more clearly or more interestingly. The most common types of figures
of speech are metaphors,similes, idioms, personification, hyperbole, and euphemisms.
Here are some of the most common figures of speech and what they mean.
Metaphor
A metaphor asserts that one thing
is something that it literally is not. For example:
This bedroom is a prison.
He’s a real gannet.
Euphemism
Euphemism is used to express a mild,
indirect, or vague term to substitute for a harsh, blunt, or offensive term. Euphemism
is often contrasted with dysphemism. Some euphemisms intend to amuse, while others
intend to give positive appearances to negative events or even mislead entirely.
A euphemism is the use of agreeable or inoffensive words to replace rude or offensive
ones. For example:
Examples:
These are examples of euphemism:
Going to the other side = death,
Passed away = die.
On the streets = homeless.
kicked the bucket = has died
knocked up = is pregnant
letting you go = you’re fired
Hyperbole
Hyperbole is the use of exaggeration
as a rhetorical device or figure of speech. It may be used to evoke strong feelings
or to create a strong impression, but is not meant to be taken literally. Hyperboles
are exaggerations to create emphasis or effect.
Examples
Examples of hyperbole include:
I am so hungry; I could eat a horse!
She’s older than the hills.
I could sleep for a year; I was so
tired.
I have a million problems.
He’s filthy rich. He’s got tons of
money.
Simile
A simile is a figure of speech comparing
two unlike things, often introduced with the word “like” or “as”. A simile likens
one thing to another. A simile is a figure of speech that compares two unrelated
things or ideas using “like” or “as” to accentuate a certain feature of an object
by comparing it to a dissimilar object that is a typical example of that particular
trait. It takes the form of:
X is (not) like Y
X is (not) as Y
X is (not) similar to Y
Example:
She sings like an angel.
He fights like a lion.
He swims as fast as a fish.
Personification
Personification is a figure of speech
in which human characteristics are attributed to an abstract quality, animal, or
inanimate object.
Examples
Notice the use of personification
in William Blake’s poem below:
Two Sunflowers Move in the Yellow
Room.
“Ah, William, we’re weary of weather,”
said the sunflowers, shining with
dew.
“Our traveling habits have tired us.
Can you give us a room with a view?”
They arranged themselves at the window
and counted the steps of the sun,
and they both took root in the carpet
where the topaz tortoises run.
William Blake
(1757-1827)
Onomatopoeia
This figure of speech is partly pleasure
and partly business. It is used to replicate sounds created by objects, actions,
animals and people. This is the use of a word that actually sounds like what it
means. Good examples include “hiss” or “ding-dong” or “fizz.” These words are meant
to describe something that actually sounds very much like the word itself. For example:
Cock-a-doodle-do, quack, moo.
Assessment
What do you understand by an argument?
Define an argumentative essay.
Discuss the suggested approaches to
writing an argumentative essay.
STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the
following activities:
Activity 1: The teacher revises the previous
topic.
Activity 2: The teacher introduces the new
topic.
Activity 3: The teacher
explains the topic and gives relevant examples
Activity 4: The teacher welcomes students’
examples and contribution.
Students’ Activities:
Activity
1:
The students listen with rapt attention
Activity 2:
The students give relevant examples.
Activity 3:
The students ask questions for clarity.
Activity 4:
The students copy the note on the board.
ASSESSMENT (EVALUATION):
I.write two Compound sentences
II. Contrast vowel /i:/ and /I/
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web
summary method and correct any mistake observed during the assessment.
PRINCIPAL'S
COMMENT:
Hello, my name is Jack Sparrow. I'm a 50 year old self-employed Pirate from the Caribbean.
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