LESSON PLAN FOR WEEK FIVE
DATE:
3/02/2020
CLASS:
JSS 1
DURATION:
35 minutes
TOPIC
(s): TOPICS
SPEECH
WORK: Vowel /3:/ sound
STRUCTURE: The Present continuous Tense
COMPREHENSION/VOCABULARY
DEVELOPMENT: Author’s Mood
COMPOSITION:
Narrative Essay: The Most Memorable Day of My Life
LITERATURE: Drama
and features of drama.
PERIOD: 1
LEARNING
OBJECTIVES:
At the
end of the lesson, the students should be able to;
i.
Identify
and produce the vowel /3:/ sound .
ii.
Make
sentences using Present continuous Tense.
iii.
Define
drama and explain its features.
iv.
Write
a narrative essay.
KEY
VOCABULARY WORDS: Mood, Narrate, continuous 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.
CONTENT: 1
The Present Continuous Tense
This is
used for actions that are taking place at the time we are talking.
Examples:
1.
Miss Tosin is teaching us
English Language.
2.
I am eating my dinner.
3.
We are going to the church.
4.
They are sweeping the room.
CONTENT:
2
Drama
This is a story in dialogue
form. It could also be referred to as a play especially when is acted on stage.
It is a story of human conflict projected by means of speech and action from a
stage to an audience. Someone who writes a drama is called a playwright. For
example: Mission to Rebuild by Yekinni Kolawole.
TYPES OF DRAMA
1.
Tragedy:
It is a play that ends on a sad note.
2.
Comedy:
This is a play that ends happily.
3.
Tragi-Comedy:
It harbours both elements of tragedy and comedy and often ends on happy note.
Features of Drama
1.
Plot;
It is the chronologically arrangement of the play.
2.
Setting:
It refers to time and place an action takes place.
3.
Characters:
The people that act a play.
4.
Audience:
The people who watch the play.
5.
Flashback:
It is a requisite used to remember a play.
6.
It
is usually divided into acts and scene.
CONTENT: 3
Comprehension
Author’s Mood
Mood: It is the atmosphere
usually created by description of the settings and character.
Tone: The mood always
determines the tone. Tone is the prevailing attitudes, it’s expressed by the
speaker. It may be playful, bitter, sarcastic, ironic or even angry.
Reading to understand the
Author’s Mood Pg. 96-97. (NOSEC JSS1)
CONTENT:
4
Vowel /ɜ:/
This
vowel sound is a mid, central, neutral, tense and short sound. This sound can
be found in these forms.
‘ur’
Fur ,
burr, church, burp, surd
‘or’
When
‘or’ is between letter ‘w’ and another consonant in a one-syllable word.
Examples
Word,
work, world, worth, worm
‘ir’
When
‘ir’ is followed by a consonant or when ‘ir’ follows a consonant in a
one-syllable word. The consonant that follows ‘ir’ must not be ‘ir;
Examples
Girl,
flirt, chirp, mirth, irk etc.
Exercise
Choose
from the list of words the option that contains the /ɜ:/ sound.
1.
A. pack B.
but C. shout D. lurk
2.
A. chart B.
chat C. church D. chess
3.
A. hall B. weird C. word D.
such
4.
A. harm B. germ C. prey D.
sign
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 SIX
DATE: 10/02/2020
CLASS:
JSS 1
DURATION:
35 minutes
TOPIC
(s): TOPICS
SPEECH WORK: Vowel /ə/ sound
STRUCTURE: The Past Continuous Tense
COMPREHENSION/VOCABULARY
DEVELOPMENT: Child Labour and Trafficking
COMPOSITION:
Argumentative Essay; Road Transportation is safer than Air Transportation
LITERATURE: Reading
recommended text.
LEARNING
OBJECTIVES:
At the
end of the lesson, the students should be able to;
i.
Identify
and produce the vowel /ə/ sound.
ii.
Make sentences
using past continuous Tense.
iii.
Write in support or
against the Motion.
iv.
KEY
VOCABULARY WORDS: Past tense, Tip of the tongue, Trafficking 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.
CONTENT: 1
The Past Continuous Tense
Past continuous tense is used to
describe an action which was happening at a certain time in the past.
Examples
1.
I was teaching the students
yesterday when the principal sent for me.
2.
While the bus was moving, the
woman jumped down.
3.
Ayo and I were reading for
our examination this last week.
4.
I was cooking when my friend came in.
5.
She was cleaning her room.
CONTENT 2
Argumentative Essay
An argumentative essay is a writing piece meant to
persuade someone to see things from your own view point.
Example
Civilian
Government is Better than Military Government
Good
day Mr. Chairman, Panel of Judges, Accurate Time-keeper, Co- Debaters, Ladies
and Gentlemen. I am here this afternoon to speak for/support/propose the motion
which says Civilian Government is better than military government. The reasons
why I support the motion shall be extensively discussed in the paragraphs
below.
Civilian
government is otherwise known as democracy. According to the popular American
President, Abraham Lincoln, it is the government of the people, by the people
and for the people. The people in power are brought in by the electorates
through election unlike the military where power is gotten through coup d’état
and force.
Civilian
government allows freedom of information. It makes use of constitution in the
administration system whereas military uses decree.
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
Finally,
although military government has some advantages over civilian government, yet
with these few points of mine, I hope I have been able to convince you and not
to confuse nor brain fool you that civilian government is better than military
government. Thank you.
CONTENT: 3
Vocabulary Development: Child Labour
1.
Trafficking: the exploitative movement of
people across boarders or distribution of illegal drugs.
2.
Dehumanization: to treat people badly.
3.
Conspiracy: A secret plan made by two or more
people to do something that is harmful or illegal.
4.
Illicit: It’s an act not approved by the law.
5.
Out-law: to completely stop something by
making it illegal.
6.
Child Labour: these are hazardous work
performed by those under 15 years of age.
7.
In-human: it means very cruel or without any
normal feelings of pity.
CONTENT: 4
Vowel /ə/
When
articulating this sound, the front of the tongue is lifted to the center
relatively to the hard palate while the lips are in neutral position.
This sound can be found in these forms
1.
When ‘or’ ends the last syllable of a word
with more than one syllable. E.g. doctor, motor, factor, etc.
2.
When ‘er’ ends the last syllable of a word
with more than one syllable. E.g. teacher, reader, feeder, leader, ruler etc.
3.
‘our’ e.g. colour, honour, labour etc.
4.
‘a’ e.g. away, banana, awake, alone etc.
Exercise
Choose
from the list of words the option that contains the /ə/ sound.
1.
A. dull B.
force C. doctor D. head
2.
A. system B.
best C. modern D. quest
3.
A. scent B.
knack C. pertain D. lad
4.
A. beg B.
porter C. guild D. dude
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):
1.
Write
an argumentative essay on the motion “Land Transportation is Safer than Air
Transportation.”
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 SEVEN
DATE: 17/02/2020
CLASS:
JSS 1
DURATION:
35 minutes
TOPIC
(s): TOPICS
SPEECH WORK: Vowel /ɔ:
/ and /ɒ/
STRUCTURE: Making sentence with simple Present
tense and Past tense.
COMPREHENSION/VOCABULARY
DEVELOPMENT: Author’s impression.
COMPOSITION:
Expository Essay
LITERATURE: Myths
and Legends
LEARNING
OBJECTIVES:
At the
end of the lesson, the students should be able to;
i.
Identify
and produce the vowel /ɔ: / and /ɒ/ sound.
ii.
Make sentences
using present and past Tense.
iii.
Define myths and
legends and give examples.
iv.
Write an expository
essay on Corona virus.
KEY
VOCABULARY WORDS: Past tense, Tip of the tongue, Trafficking 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.
CONTENT:
1
ASPECT: Literature
TOPIC: Myths and Legends
(African and Non-African Tales Comprising Myths and Legends)
Myths
and Legends (African and Non-African Tales)
Myths and legends refer to
any highly imaginative concept or narrative and usually full of falsehood and
incredibility
Myths: Myths are folktales
that are religious and explain the universe and its inhabitants. Such stories
are considered true both by the narrator and the audience and tell of the
creation and regulation of the word.
Legend: Legends are folk
history, and even when dealing with religious subject matter differ from myth
in that, they tell about what has happened in the world after the period of its
creation is over. They are believed by both narrator and audience and covered a
variety of subject: saints, werewolves, ghosts, and other supernatural
creatures: adventures of real heroes and heroine.
EVALUATION
1.
Define
legend and myths?
2.
Differentiate
between legend and myths.
3.
Identify
the similarity between legend and myths
CONTENT: 2
ASPECT: Composition
TOPIC:
Expository Essay
Meaning and Types of Expository
Writing
Expository
essay is a type of essay that explains a process, an action and how things
work. It is somewhat like a descriptive essay in that it contains a great deal
of description, but it also explains how things operate in relation with other
thing. It gives information and at the same time instructs. The following are
topics for expository writing:
(i) A
traditional marriage ceremony
(ii) The
preparation of my favourite food
(iii)
How bean balls are produced from beans
(iv) The
way to the staff quarters from the school block etc.
Features of Expository Writing
1.
It is written with the standard structure of
introduction, body, and conclusion.
2.
It is written in the present tense.
3.
It requires clarity and precision.
4.
It demands systematic thinking and concise
use of language.
Organisation
Expository Writing is organized into Introduction, Body; and Conclusion.
The body gives a step by step explanation of the processes involved.
A Typical Expository Essay Outline
1.
Title: HOW TO PREPARE MY FAVOURITE MEAL.
2.
Introduction
3.
My favorite meal (White rice and stew).
4.
Body
(i) Step
one: Get the utensils ready
(ii)
Step two: Preliminary cooking or Par boiling especially ‘rice’
(iii)
Step three: Preparation of the stew
(iv)
Step four: Proper cooking of the sauce.
Conclusion:
General summary of the subject matter.
EVALUATION
1.
What is an expository essay?
2.
Mention the features of expository 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):
1.
Mention
two features of myths and two features of legend.
2.
List
two examples of myths and legends.
3.
Write
an expository essay on Social effect of Corona Virus.
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 EIGHT
DATE: 17/02/2020
CLASS:
JSS 1
DURATION:
35 minutes
TOPIC
(s): TOPICS
SPEECH WORK: Vowel /e/ and
/ə/
STRUCTURE: Future Tense will, shall
COMPREHENSION/VOCABULARY
DEVELOPMENT: Reading to interpret diagrams, maps and sketches
COMPOSITION:
Argumentative Essay
LITERATURE: Myths
and Legends
LEARNING
OBJECTIVES:
At the
end of the lesson, the students should be able to;
i.
Identify
and produce the vowel /e/ and /ə/ sound.
ii.
Make sentences
using Future Tense.
iii.
Examples of Myths
and Legends.
iv.
Write an
argumentative essay.
KEY
VOCABULARY WORDS: Future tense, Legends, god, hero, 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.
CONTENT:
1
Contrast
Vowel /e/ and /ə/
|
/e/
|
/ə/
|
|
red
|
amount
|
|
dead
|
Cinema
|
|
Leg
|
Okra
|
|
men
|
Father
|
|
egg
|
Above
|
|
well
|
Offensive
|
|
lesson
|
Camel
|
Exercise
From the words in items A-D, choose
the word that contains the sound represented by the phonetics symbol /ə/ in the
following.
1.
A. academic
B. abhor C. absolute D. after
2.
A. official B. look C.
tea D. School
3.
A. alone B. oxford C. street D.
give.
CONTENT:
2
Future Tense “will and shall”
When we
talk about the future, we often use the simple future tense. The modal verbs
shall and will are often used.
Examples
1.
When the rain stops, we’ll do the washing.
2.
I shall always remember this School.
3.
We shall visit Enugu next week.
CONTENT: 3
Argumentative Essay
Would you like to attend girls/boys
school or a mixed school? Give at least three reasons for your choice.
Single Sex Schools
are the Best
A lot of people say life
is how you make it. According to them, attending a girl/boy School or a mixed
School does not matter but your seriousness to academic work matters most.
To me, attending a
single sex School is the best. In such Schools, discipline is the priority
since to since to them, one cannot achieve good academics performance without
discipline. Undoubtedly Queen Girls College and our Ladies of honour Schools
are noted for good academics performance discipline.
In the mixed School,
Students spend much time and money to dress and show off just to entice the
opposite sex that they are from wealthy homes. In the singles see Schools, such
situation is not common.
Also, there is this
saying that out of sight is out of mind. In the mixed school, Students are
tempted to befriend their opposite sex as lovers. However, in the single sex
school teachers and security have little or no problem in monitoring student’s
movement on campus.
Indeed, attending mixed
School has its own advantages but the advantages of single sex Schools far
outweighs that of the mixed Schools. Take a scenario where a girl was disturbed
seeing the boyfriend chatting with another girl and this eventually made the
girl fail her examinations.
I don’t think any
serious Student will entertain the going to a mixed School.
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):
1.
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 NINE
DATE: 17/02/2020
CLASS:
JSS 1
DURATION:
35 minutes
TOPIC
(s): TOPICS
SPEECH WORK: Diphthongs.
STRUCTURE: The Simple Past
COMPOSITION: Continuous Writing (A Festival in my
Village)
LEARNING
OBJECTIVES:
At the
end of the lesson, the students should be able to;
i.
Review of diphthong
sounds.
ii.
Write simple past
tense
iii.
Write a descriptive
essay on “ A Festival in my Village”
KEY
VOCABULARY WORDS: Past Tense, Descriptive essay, Diphthong. 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.
CONTENT:
1
TOPIC: DIPHTHONGS
Diphthong is a Greek word which means
“double sound”. The articulation of diphthongs involves a glide from one vowel
quality to the other. A diphthong is therefore a vowel which changes its
quality in the process of its articulation.
/ei/ e.g.
gate, cake, take, place, date, gauge etc.
/əᴜ/
e.g. home, go, owl, own, etc
/ai/
e.g. buy, five, rice, write, kite, fry,
price etc.
/au/
e.g. how, cloud, out, house, blouse,
browse etc.
/ oi
/ e.g. boy, joy, toy, oil, toil coin,
boil etc .
/ iə
/ e.g. here, ear, idea, fear, beer ,rear
etc.
/ eə
/ e.g. air, their, where, hair, fair
etc
/ᴜә/
e.g. during, pure, sure, tour…
CONTENT: 2 PAST TENSE
The Simple Past Tense:
(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.
CONTENT: 3
Descriptive Essay: A
FESTIVAL IN MY VILLAGE
The new yam festival is an event that
takes place every year and is mostly celebrated in the South, Middle belt and
East of Nigeria. The event takes place at different times in various villages
around the country at the end of the rainy season between August to October.For some villages the new yam festival starts when the
planting season begins. The planting season starts around March and the yams
are planted by the elders and chief priest of the village. The harvesting
season is the major reason for the new yam festival as the harvesting of the
new yam is a more elaborate affair than the planting season. The harvesting
season occurs after the rains have stopped and the crops are ready for
harvesting.
When the day for harvesting arrives, people of the village go their
farms with a lot of joy and happiness especially if they are expecting a great
yield and dig out the yams. After digging the yams out some of them are brought
back to be blessed. In some cases where there are a lot of yams available, they
are stored so they can be sold later or can be consumed locally.
The festival is characterized by a lot
entertainment and colorful appearances. We see people dressed in their best
outfits, lots of good music which is usually mixed as bands from outside the
community and bands locally treat the people present to great sounds. The great
aspect of the new yam festival is that it brings an opportunity for friends and
families who have not seen each other in a long while to come back home and
meet each other. A lot of indigenes within and outside the country, come back
home to celebrate the festival and use the opportunity to catch up with family
and friends.
In some villages, a day before the new
yam festival, all old yams must be eaten or thrown away. The day of the
festival only meals made out of yam are prepared and served for people to eat.
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):
1. Indicate the diphthong used in the following words
e.g. Eye - /ai/
i. coat –
ii. spy –
iii. point -
iv. tape -
v. tour –
2. Write a descriptive essay
on a local Festival in your locality.
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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