Pleroma International High School

Lesson Plan Week 1

Date: 7th January, 2022. Subject: English Language

Topic: Adjectives, Reading Class: Year 7
Comprehension to interpret diagrams,
Maps and sketches,
Writing to highlight main and supporting ideas
Consonant sounds /p/ and /b/.
Context: Mixed
Class Size: 12 Period: 4 periods.
Teacher: MR. FRANKLIN ANOKAM

Objectives: WALT: (We Are Learning To :) Outcomes:

GRAMMAR: WILF: (What I am Looking For :)
 Define adjectives.  Ability to differentiate these adjectives.
 state adjectives describing appearance,  Ability to make sentences with adjectives.
impression, voice, facial expressions, etc.  Ability to read and interpret diagrams, sketches and
 make sentences showing them. maps accurately.
READING:  Ability to write out main and supporting ideas from
 read to interpret diagrams, maps and sketches a story or a passage.
accurately.  Ability to describe the /p/ and /b/ sounds and
 make meaning from spatial transcribe words they exist in.
description/presentation.
 identify how given diagram or map clarifies or
complements written materials.
WRITING:
 use a story or passage in highlighting main and
supporting ideas.
 arrange ideas in logical sequence with
introduction and conclusion.
Key Active Learning Strategies Used;
SPEECH:
- Flipped
describeTeaching
the consonant sounds /p/ and /b/.
- Talk-less
state the words they exist in.
Teaching
 transcribe those words in sentences.
- Project-Based Learning

KEYWORD(S):
Adjective: a word that describes a noun or noun equivalents in a sentence.
Diagram: a simple drawing using lines to explain where something is, how it works, etc.
Map: a drawing, plan or information of the earth’s surface or part of it, showing countries, towns, rivers,
etc.
Story: a description of events and people that the writer or speaker has invented in order to entertain
people.
Logical: (of an action, or event) seeming natural, reasonable or sensible.

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Lesson Plan Week 1
Sequence: a set of events, actions, numbers, etc., which have a particular order and lead to a
particular result.
Transcribe: to show the sounds of speech using a special PHONETIC alphabet.

VAK INTELLIGENCES:
 Visual Learners’ Activities: Pictures, videos, mental games, drawing, puzzles, building
blocks, flash cards, multimedia activities, etc.
 Auditory Learners’ Activities: Videos, music/ sound, oral presentations, phonic reading,
record lessons, study groups, etc.
 Kinesthetic Learners: Cutting, dancing, role-play, running, swimming, exploring activities
with their hands, manipulative materials, models, building blocks, art materials and other
hands-on and physical activities.

References:
 F Ademola-Adeoye, Q. Adam, J. Eto, J. Eyisi, A. Adekunle, B. Adepoju (2018) New Concept
English for JSS 1 Page 74 – 75, 11, 76, 116
 E.O. Okonji and B. Fagbule (2020), Excellence in English JS Student’s Book 1 Pages (Book 2
18),
 Cambridge Lower Secondary Learner’s book 7 page 216

Instructional Materials:
 Videos, PowerPoint, lesson notes, charts, riddles, worksheets.

Reflection:
ACTIVITIES LAYOUT
ASSESSMENT/
DURATION ACTIVITY WORKING
MODE
STARTER/ENTRY BEHAVIOUR

Teacher will ask the students to list words in their books that can be
5 minutes Whole class
changed to adjectives and so on and determine the letters that have been
added to the words to form the new words; mention events they have
experienced and list words with /p/ & /b/ sounds.
CONNECT/PRESENTATION

Teacher
 The teacher will remind the students the previous lesson and ask
few questions
5 minutes Whole class
 After listening to the students, she will now link the lesson to the
topic of the day.
 Introduces the current lesson
 She will guide the students through the WALTS and the WILF.
 She will play a video describing the topic for students

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Lesson Plan Week 1
ACTIVATE (Procedural Steps)
Step 1 The teacher will guide the students to define adjectives, Whole class
differentiate these adjectives and make sentences with them.

Step 2 The teacher leads the students on discussion on what Whole class
diagrams, sketches and maps are, leads them to make
meaning from spatial description and presentation and
15 minutes guides them to identify how a given diagram or map
clarifies or complements written materials.

Step 3 The teacher guides the students to identify ideas in

Whole class
given write ups, to arrange ideas in a logical sequence,
and guide students to write appropriate introduction and
effective conclusion.

15 minutes DEMONSTRATION (Differentiated Activities) Group work

Students
Red GRAMMAR
(SEN)  Define adjectives,
 State adjectives describing appearance,
impression, voice, facial expressions, etc.
 Use them in sentences.
READING
 identify how given diagram or map clarifies or
complements written materials.
WRITING
 use a story or passage in highlighting main and
supporting ideas.
 arrange ideas in logical sequence with
introduction and conclusion.
 Write a composition.
Pink (Up GRAMMAR:
&  Define Subject, Verb and Object
coming)  Identify subject, verb and object in sentences.
 Make correct sentences showing the subject,
verb and object.
READING:

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Lesson Plan Week 1
 Read given selection in order to follow direction.
 Identify key words from given passages.
 Blend reading material with related sketch.
WRITING:
Read through a passage.
 Jot down main and supporting ideas.
 Arrange ideas in a logical sequence, forming
paragraphs.
 Write appropriate introduction and conclusion.
SPEECH:
 Pronounce the sounds and explain how and
where the sounds are produced.
 Contrast the sounds.
 Identify the sounds from given words.

Yellow GRAMMAR:
(Average  Define Subject, Verb and Object
)  Identify subject, verb and object in sentences.
 Make correct sentences showing the subject,
verb and object.
READING:
 Read given selection in order to follow direction.
 Identify key words from given passages.
 Blend reading material with related sketch.
WRITING
Read through a passage.
 Jot down main and supporting ideas.
 Arrange ideas in a logical sequence, forming
paragraphs.
 Write appropriate introduction and conclusion.
SPEECH:
 Pronounce the sounds and explain how and
where the sounds are produced.
 Contrast the sounds.
 Identify the sounds from given words.
GRAMMAR:
 Define Subject, Verb and Object
 Identify subject, verb and object in sentences.
 Make correct sentences showing the subject,
Green verb and object.
(High READING:
Flier)  Read given selection in order to follow direction.
 Identify key words from given passages.

PIHS Autumn Term

 Pleroma International High School
Lesson Plan Week 1
 Blend reading material with related sketch.
WRITING:
Read through a passage.
 Jot down main and supporting ideas.
 Arrange ideas in a logical sequence, forming
paragraphs.
 Write appropriate introduction and conclusion.
SPEECH:
 Pronounce the sounds and explain how and
where the sounds are produced.
 Contrast the sounds.
 Identify the sounds from given words.

 More discussion among groups.

 Group Worksheets
EVALUATION
5 minutes The teacher evaluates the lesson with the specific objectives (WALT) of Whole class
the lesson.

PIHS Autumn Term