JSS1 Second Term Lesson note Week 1-4

LESSON PLAN FOR WEEK ONE

WEEK:  One

DATE: 10/01/2020

CLASS: JSS 1

DURATION: 35 minutes

TOPIC (s): Vowel sound revision

SUBTOPIC (IF ANY):

PERIOD: 1

LEARNING OBJECTIVES:

At the end of the lesson, the students should be able to;

I. Vowel contrast /u: / and /u/

KEY VOCABULARY WORDS: Vowel

RESOURCES & MATERIALS:  New Oxford Secondary Course for Junior Secondary School, Advanced Oxford Dictionary.

New Oxford English for Junior Secondary Schools book 2.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with topics.

CONTENT:

The /Ʊ/ and /u: / sounds:

The /Ʊ/ sound is short, and the back part of the tongue is raised. Repeat these words and notice the spellings:

u          oo        ou        o

pull      good    could   woman

bullet   wood   would  wolf

The /u: / sound in the words on the next table are long. When you say the sound, your mouth is open and the lips are rounded. The back of the tongue is raised towards the roof of the mouth. It is a little higher than that of the short /Ʊ/ sound. You can spell the /u:/ sound in several different ways:

o          oo        ou        u

do        soon     soup     june

who     food    group   tune

remove    woo through            beautiful

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.                     Contrast vowel sounds

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 1

DURATION: 35 minutes

TOPIC (s): Adverbials, Formal letter, Folktales

SUBTOPIC (IF ANY):

PERIOD: 1

LEARNING OBJECTIVES:

At the end of the lesson, the students should be able to;

i.                     Identify adverb of manner and frequency.

ii.                   Enumerate the features of formal letter.

iii.                  Define folktale and give examples.

KEY VOCABULARY WORDS: Adverbial, Address, folktale etc.

RESOURCES & MATERIALS:  New Oxford Secondary Course for Junior Secondary School, Advanced Oxford Dictionary.

New Oxford English for Junior Secondary Schools book 1.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with topics.

PERIOD: 1

Adverbs of Frequency

Adverbs of frequency indicate how frequently something happens. They include words such as often, always, never, and seldom.

In the following sentences the underlined words are adverbs of frequency:

1. It always snowed at Christmas there.
2. We rarely meet these days.
3. He never drinks alcohol.
4. She is forever criticizing him.
5. We play tennis together regularly.
6. The patient is being monitored constantly.
7. We usually have dinner at 8 p.m.

Adverbs of Manner

Adverbs of manner indicate how something happens or the circumstances in which something happens. They are frequently formed by adding -ly to an adjective and they include carefully, easily, hurriedly, plainly, quickly, safely, suddenly, willingly. A few of them end in -wise, -ways or -wards.

In the following sentences the underlined words are adverbs of manner:

1. She was neatly dressed.
2. He smiled vaguely.
3. They spoke eloquently.
4. I behaved foolishly.
5. He lives dangerously.
6. We waited patiently.
7. You are needed urgently.
8. She laughed excitedly.
9. They filmed him secretly.
10. I met him accidentally.
11. She acted independently.

EVALUATION

1. What is an adverb?
2. Give 5 examples of adverb.
3. Explain 3 types of adverbs with five examples each.
4. Mention two functions of adverb.

PERIOD: 2

ASPECT: Comprehension/Vocabulary Development

TOPIC: Reading Skill (Answering Questions on a Given Passage)

SUB-TOPIC:

Hard Work has a Reward

After the New Year, the second term began and ended at the middle of April when the school, Kaduna Comprehensive High School, closed for the second term holiday. The second term holiday was very brief …it was already time to resume for another session of serious academic work.

EVALUATION

NOSEC for JSS 1; Unit 9; page79-80, questions 1-6

PERIOD: 3

Folktale

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. Their popularity springs from their imaginative characters, their supernatural elements, and their focus on action, their simple sense of justice, their happy endings, and the fundamental wisdom they contain. A folktale is a story that is passed down through generations by word of mouth. Storytellers recount folktales, adding their own personal touches to entertain listeners and to teach a moral, or lesson. Myths, tall tales, legends, fables, and fairy tales are all folktales.

Elements of Folktale

Characterization

·         Characters are flat.

·         Usually very good or very bad with most characteristics exaggerated.

·         The hero and heroine are usually young.

·         The heroine is usually fair, kind, charitable, and caring.

·         The hero is usually honorable, courageous, unselfish, and caring.

·         Both usually have special abilities or powers.

Setting

·         Place is described easily and briefly (humble cottage, magic kingdom) that fits the typical geography of the culture or it is not mentioned but assumed.

·         Time is in the past (usually long-ago) embedded within the history of the culture.

·         Time is fantasy time (Once upon a time sets the stage and They lived happily ever after closes the tale.) any time or any place, timeless or place-less, or long long ago.

Plot

·         Very simple, though interesting.

·         Thought provoking to didactic.

·         Is full of action and follows specific and simple patterns. The plot starts right out with fast moving action that grabs the listeners interest and keeps it. Conflicts are usually resolved with great deeds or acts of human kindness related to good and bad/evil.

Theme

·         Usually universal truths, lessons, and values related to people, their actions, and/or material goods that is valued by the group that creates the folktale.

·         Often the tales tell what happens to those who do not obey the groups traditions.

Style

·         Descriptions are quick and to the point with little description and detail.

·         Plausibility story is possible but not probable.

·         A promise father promises to send one daughter, if set free; promises first son, if spin gold;

·         Number three father has three daughters and three sons, and three weeks to return

·         Magic Supernatural beings Objects (mirror, beans, golden objects) Spells, Enchantments,

·         Magical transformations, Character transformed by a spell and only the love or loyalty of another character can break the spell Ugly person casts a spell on … Spell is broken and turns into a …

·         Repeat phrases, develop logic and sequential thinking (for pre-operational children), and understanding for more sophisticated literature. The House that Jack Built, The Old Lady that Swallowed a Fly.

·         Extraordinary animals, monster, or other animated things. Three Little Pigs, Shrek

·         Explain a natural phenomena or custom. How Rabbit Stole Fire, Why Mosquitoes Buzz in people’s Ears, Tikki Tikki Temkbo.

Tone

·         Good versus bad/evil

·         Reflection of human strengths, weaknesses, or imperfections.

·         Reader is lead to new insights and/or understandings.

PERIOD: 4

A formal letter is an official letter. It is a letter written for an official reason. A formal letter is written for different purposes which are.

• Make a complaint
• Request something
• Make an inquiry
• Apply for a Job
• Proposal
• Reference
• Formal Invitation

When writing a formal letter, there are strict rules you must follow which are

You should be mindful of your use of grammar when writing a formal letter as abbreviations, slang, and codes are not allowed, examples are Nov, Don’t,  gimme, e.t.c.

You have to go straight to the point when writing a formal letter, keep it simple and short and also avoid all unnecessary friendly chat and casualness.

When writing a formal letter, you must be conscious of the arrangement from the addresses and dates; to the salutation and heading; down to the introduction; body and conclusion; and then closing and signature: 

Your Address and date:  In a formal letter, this should be written at the top right corner of the page

5 Adeniran Street

Oriola bus-stop

Alapere

Ketu, Lagos

20 November 2015

Recipient Address: Yes a formal letter has two addresses, and this recipient’s address is the second one. This is the address of the receiver of the letter, it should be written at the left-hand side after the date.

The Managing Director

Rise Interactive Global Link Limited

10A Olaniji Street, Juli Estate,

Oregun Lagos

Salutation:   letter Dear Sir/Ma/Madam

Heading: This carries the reason you are writing the letter in one sentence, it should be in capital letters, if not, it should be underlined. It is the subject of the formal letter. Note: If the subject is not written in capitals, it should be underlined in a formal letter

Related Posts: Grammar Clinic: The REAL Difference Between Formal And Informal Letter

Example: Application for the post of a Clerk or APPLICATION FOR THE POST OF A CLERK

Body: In a formal letter, the first paragraph should be introductory while the second paragraph should convey whatever it is you want to get across, in detail.

Conclusion: The last paragraph of a formal letter should be conclusive, a summary of what you’ve been writing about. If it is a letter of complaint, the summary could be some suggestions on how to handle it, if it’s a letter of proposal, you may conclude by writing what that you’re expecting a positive reply.

Name and Signature: In a formal letter, this should be written on the left side after the conclusion with your names.

Yours faithfully/sincerely/respectfully,

Signature

Emmanuel Clara

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 contributions.

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.                     Give three examples of adverb of manner.

ii.                   What is a formal letter?

iii.                  Explain folktales and characteristics of folktales.

WRAP UP (CONCLUSION)

The teacher wraps up and concludes the lesson using the 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 1

DURATION: 35 minutes

TOPIC (s): Types of Poetry, Library, Formal letter

SUBTOPIC (IF ANY):

PERIOD: 1

LEARNING OBJECTIVES:

At the end of the lesson, the students should be able to;

i.                     Write a guided composition

ii.                   Write a formal letter

iii.                  List and explain Library terms

iv.                 Write a simple present tense.

KEY VOCABULARY WORDS: Lyric, ballad, formal letter, Tense, etc.

RESOURCES & MATERIALS:  New Oxford Secondary Course for Junior Secondary School, Advanced Oxford Dictionary.

New Oxford English for Junior Secondary Schools book 1.

BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with topics.

PERIOD: 1

VOCABULARY ASSOCIATED WITH LIBRARY

Check out Circulation Desk	To borrow something from the library; to take something home with you from the library.  You will need to show a student ID card or other photo ID to check out. The desk in the library where you can check out books, magazines, videos, and other items.
Due date Librarian	The date by which you should return items you have borrowed to the library.  If you keep a book past the due date, you will receive an email telling you that the book is late (or overdue) and asking you to return it. A person who works in the library; a specialist in the library and information field.  If you are having difficulty finding what you need, you can ask a librarian for help.
Library	A place where you can borrow books, videos, magazines, etc.; a place where can get help finding information for your classes. (Students sometimes confuse the library with a book store.  A book store is a place where you can buy books.)
Loan Period	The length of time for which you can borrow something from the library.  At the end of the loan period, you must return the item to the library.
Periodical Reader (also Easy Reader)	A publication (usually a collection of articles) that is issued at regular intervals.  Magazines, journals, and newspapers are all periodicals.  A book for ESL students that is easy to read.
Questions Reference Books	Something you should ask a lot when you are in the library.  We are happy to help you! Books such as encyclopedias and dictionaries that may only be used in the library.
Reference Desk	A desk where someone can help you find information either in the library or online.  The circulation desk and the reference desk are sometimes combined into one desk.
Renew	To extend the loan period on an item; to check an item out again so you can keep it longer.
Return	To bring a book (or other items) you have borrowed back to the library.

PERIOD: 2

ASPECT: COMPOSITION

TOPIC:  Letter Writing: Format and Features of Formal Letters

Formal letters are letters written to offices. They are also called official letters.

Format:

Mind Doctor College,
Lagos Campus,
Lagos State.
25th August, 2018.
The Education Secretary,
Mind Doctor College,
Lagos.
Dear Madam,
APPLICATION FOR ADMISSION INTO JSS 1
I am applying for admission into the above mentioned school for my younger brother.
My name is Heritage, a student of Zenith Heights High School, Lagos. I am in Basic 7 Diamond.
The privilege of my being a student of this great institution, gives me the impetus to apply for admission for my sibling. He successfully completed his Basic 6 in Delight Nursery Primary School last session. He will be 10 years old by September, 2014.
I am grateful for your usual consideration.
Yours faithfully,
Signature                                                                                                                Fullname

Features of formal letters

1. Address of the writer
2. Address of the addressee
3. Salutation
4. The letter heading
5. The body of the letter
6. The Conclusion
7. Subscript

PERIOD: 3

Tenses

Tenses are forms of a verb that show the time, continuance or completion of an action or a state that is expressed in connection with the moment at which a statement is made about it. The following tenses are commonly used:

I. PRESENT TENSE

Simple Present Tense

We use the simple present tense:

• To show a fact or something that is always true.

Examples

• The heart pumps blood through the body.
• A doctor treats patients.
• Babies cry.

• For daily routines or something done regularly or habitually.

Examples:

• I never work on weekends.
• I do exercise every morning.
• She goes to church on Sundays.

• For an action that is planned to happen in the future.

Examples:

• The train for Apapa departs at seven o’clock.
• The meeting begins in an hour’s time.

• To express thoughts, feelings and states.

Examples:

• They feel a lot of loyalty to the company.
• Joke doubts the truth of  Damilare’s statement.

• For sports, commentaries, reviews (book, film, play, etc.) and narration.

Examples:

• She plays her role marvelously.
• The witch suddenly appears out of nowhere and whacks him with the broom.

• In newspaper headlines.

Examples:

• President Jonathan leave Aso Rock.
• General Buhari, the new Nigerian President.

• for instructions, directions.

Examples:

• Mix the flour and water together, then add sugar.
• Go straight on and when you come to the first traffic lights, turn left.

• with the following time expressions: all the time, at night/the weekend, every day/week/month/year, in the morning/afternoon/evening, on Mondays/Tuesday, etc., once/twice a day/week, etc.

Examples:

• He beats the dog all the time.

PERIOD: 4

Literature: Poetry

Poetry is an art form in which human language is used for its aesthetic qualities in addition to, or instead of, its notional and semantic content. It consists largely of oral or literary works in which language is used in a manner that is felt by its user and audience to differ from ordinary prose.

Poetry is a form of literature that uses aesthetic and rhythmic qualities of language—such as phonaesthetics, sound symbolism, and metre—to evoke meanings in addition to, or in place of, the prosaic ostensible meaning.

It may use condensed or compressed form to convey emotion or ideas to the reader’s or listener’s mind or ear; it may also use devices such as assonance and repetition to achieve musical or incantatory effects. Poems frequently rely for their effect on imagery, word association, and the musical qualities of the language used. The interactive layering of all these effects to generate meaning is what marks poetry.

Poetry can be divided into several genres, or categories.

Narrative poetry is poetry that tells a story. Just like a literary narrative, there’s a plot or some sort of action taking place. One popular type of narrative poetry is epic poetry. An epic poem is a long narrative poem that usually follows the life and adventures of a hero. The ancient Greeks loved their epic poetry and produced great works that we are still fascinated by today, such as Homer’s “Iliad” and “Odyssey.”

Dramatic poetry If you’ve ever read a play by William Shakespeare, you’re reading dramatic poetry. Basically, dramatic poetry is written with the intention of being performed. Any drama written in verse that is meant to be spoken, usually to tell a story or portray a situation. The majority of dramatic poetry is written in blank verse. Other forms of dramatic poetry include dramatic monologues, rhyme verse, and closet drama. Important dramatic works include those by Shakespeare, Ben Jonson, and Christopher Marlow

Lyric poetry is the type of poetry that comes to mind for most people when they think of what a poem is. Lyric poetry doesn’t necessarily tell a story, have a plot, or follow a logical progression. Lyric poetry is also emotional writing focusing on thought and emotion – can consist of a song-like quality. Subdivisions include elegy, ode , and sonnet. Lyric poetry does not attempt to tell a story. It’s more about using elements like rhyme and rhythm to create an overall effect or feeling. A good way to remember this is to think of lyrics in music, because at times, lyric poetry is set to music.

The Language of Poetry

Rhyme: Rhymes make a poem more musical.

Example –

The woods are lovely, dark and deep
But I have something to keep

Images: A poem is a series of word pictures. We se them with our imaginations not with our eyes

Theme: The main topic or issue of the poetry.

Tone: When you talk to someone, you can change the meaning of what you’re saying by changing your tone. Poetry has a tone and this is the tone of the voice of the writer or orator.

Mood: The main emotion of the story or poem is called mood.

Atmosphere: The atmosphere of the poetry is linked to the settings of the poetry.

Characteristics of Poetry

• Imaginative
• Creative
• Descriptive and vivid language that often has an economical or condensed use of words chosen for their sound and meaning
• Meaning is enhanced by recalling memories of related experiences in the reader or listener
• Provokes thought
• Causes an emotional response: laughter, happy, sad …
• Uses figurative language (personification, similes, metaphors…)
• Imagery where the reader/listener creates vivid mental images
• Often has rhythm and rhyme
• Often includes words and phrases that have a pattern made with rhythm and rhyme.
• Story in verse
• Can have physical and grammatical arrangement of words usually enhance the reader’s overall experience

STANZAS: Stanzas are a series of lines grouped together and separated by an empty line from other stanzas. They are the equivalent of a paragraph in an essay. One way to identify a stanza is to count the number of lines. Thus:

• couplet (2 lines)
• tercet (3 lines)
• quatrain (4 lines)
• cinquain (5 lines)
• sestet (6 lines) (sometimes it’s called a sexain)
• septet (7 lines)
• octave (8 lines) 

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 the types of poetry

ii.                   make five sentences with vocabulary related to library

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:  FOUR

DATE: 31/01/2020

CLASS: JSS 1

DURATION: 35 minutes

TOPIC (s): Composition, VOWEL: /∧/, Past tense

SUBTOPIC (IF ANY):

PERIOD: 1

LEARNING OBJECTIVES:

At the end of the lesson, the students should be able to;

i.                     Write a guided composition

ii.                   Give example of Vowel /^ /

iii.                  Write a simple past tense.

KEY VOCABULARY WORDS: Lyric, ballad, formal letter, Past Tense etc.

RESOURCES & MATERIALS:  New Oxford Secondary Course for Junior Secondary School, Advanced Oxford Dictionary.

New Oxford English for Junior Secondary Schools book 1.

BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with topics.

WEEK 4

ASPECT: COMPOSITION

TOPIC: Descriptive Composition

A descriptive composition gives the mental picture of a person, place or an object. It is a type of essay that requires the writer to describe things, places and persons. The composition should be written in such a way that the reader will have a good picture of the person, place or object in his mind.  For example: ‘My school compound’;  ‘My favourite teacher’;  ‘My favourite game’.

Useful Hints on How to Write a Good Descriptive Essay

CONTENT:

1. You are expected to give a detailed description of what you are asked to describe.
2. Give some ideas of the importance/significance of what you are to describing if you are describing a person; describe the qualities you appreciate in the person.

ORGANISATION:

You are expected to start your description with an introductory paragraph, which should mention the scene, object or person you want to describe, the general features and the outward appearance if you are describing a place.

EXPRESSION:

You are expected to make use of the appropriate words which will best explain your description to your reader.

CONCLUSION:

The concluding part of a descriptive essay gives the reader the taste of what the whole essay looks like. It is a summary of what you have described. However, it should be brief interesting and it should be in line with the topic of the essay. You may use different techniques to conclude your narrative essay. It may be in form of definition, a proverb or a general remark on the topic. This generally arouses the interest of the reader.

NOTE: Do not itemize the paragraph but your essay should be written in well developed paragraphs.

EVALUATION

Define the terms, narrative, and descriptive essay with three examples each.

ASSIGNMENT

Your class organized an excursion to a few places of interest in your country. Unfortunately, your friend took ill before the excursion and he/she was hospitalized. He/she was, therefore, unable to go on that excursion. Give an account of the excursion to him/her.

The Simple Past Tense

This shows that an action started in the past and was completed in the past. It also indicates a past habit that the person being referred to is no more involved. e.g.

1. I worked yesterday.
2. Olu passed the last stage of the examination last year.
3. He made his way home.
4. She sang so beautifully.
5. I was employed in 1991.
6. He used to travel home when he was young.
7. They kept mute over the issue.

Types of Poetry

The types of poetry include:

1. Epic: Epic poems are long serious poems that tell story of a heroic figure.
2. Lyric: This poem can be sung. It expresses the poet’s thoughts and feelings.
3. Ode: Odes are poems which are serious in nature and written to a set a structure.
4. Ballads: Ballad poems are poems that tell a story similar to a folk tale or legend and often has a repeated refrain. A ballad is often about love and often sung.
5. Dirge: This poem laments over a dead person.
6. Sonnets: Sonnets are lyric poems that are 14 lines long.
7. Elegy: A sad poem especially about someone who is dead.

EVALUATION

1. What is poetry
2. Define a poem.

VOWEL: /∧/

The /∧/ sound- To make the /∧/ sound, the middle of the tongue is raised. Like all vowel sounds, the air passes through the mouth only and the sound is voiced. Try it, say these words.

u                0                 ou                    00

sun             son           young              flood

hundred    company   country         bloody

jumping    nothing     cousin

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 the types of poetry

ii.                   Write five simple past tenses.

WRAP UP (CONCLUSION)

The teacher wraps up and concludes the lesson using the web summary method and correct any mistake observed during the assessment.

PRINCIPAL'S COMMENT: